EDUC 513: Scholarly Writing

Summer Semester Lyn C. Howell, Ph. D. Milligan College FOB 101, 461-3056 Clark 101 lchowell@milligan.edu

COURSE DESCRIPTION:

Each candidate reports on his or her own research findings, explores subsequent publication, and reflects upon applications of research in the classroom and school. Offered summer term each year. One semester hour.

MILLIGAN COLLEGE TEACHER EDUCATION MODEL:

Milligan College teacher education faculty has adopted a dynamic, organic model represented by a drawing of a living tree. The theme, “A teacher as a reflecting and caring person” describes how a teacher implements the Christian values, knowledge, and interpersonal skills developed through study and experience. The teacher guides constructivist students who can think and plan. Aware of the worth of children and the importance of their development, the teacher models a caring support for their growth. This model is a strategy to synthesize teacher education beliefs and to activate current knowledge base in the Milligan College curriculum. Basic Assumptions relate to the ”roots” of the Milligan tree, and include the heritage of the unit and instruction, the professional education knowledge base, content knowledge in various programs of study, and the context of our ongoing work with partner schools in the community and region. Basic Intentions relate to the “trunk and limbs” of the Milligan tree, and focus on our commitment to produce high quality, reflective and caring teachers whose effects promote learning in all :-12 students. Basic Expectations relate to the “fruit” of the Milligan tree, and focus on the performance outcomes of our programs of study and their impact on P-12 student learning.

TEXTS/READINGS:

No required text, readings from journals chosen by student

OBJECTIVES:

Objectives for this course are as follows:

Recognize and articulate different journalistic styles,
Identify a journal appropriate for the specific type of research accomplished in EDUC 512
Prepare a research article for submission to a specific journal.
Critique and provide feedback for a peer’s article prior to submission for publication.
Identify and share research from EDUC 512 in an article format with selected peers, colleagues, parents and/or other interested parties.

COURSE REQUIREMENTS:

The expectation is for active participation. Part of your job is to participate in both oral and written form, in both large and small group assignments. Ask about those points you don’t understand and consider how to paraphrase in order to help classmates. A portion of your grade will be based on your presence and participation.

Additional requirements include

1) review 5 journals

2) Create a focus chart for your paper

3) Outline an exemplar

4) Make a copy of the requirements for the journal you choose to submit to

5) Critique two papers

6) Prepare an article for submission

ASSIGNMENTS:

See Course Requirements

LATE POLICY:

All assignments are should be submitted on the assigned dates. Late papers will be penalized 5% for each day they are late.

EVALUATION/GRADING POLICY: Points

Attendance/Participation 10

5 journal reviews 25

focus chart 10

exemplar outline 10

copy of journal requirements 5

2 critiques 10

article for submission 30

100 %

(a portion of the grade for the article will be based on the quality of writing, grammar, organization; a portion will be based on adherence to the requirements of the journal chosen.)

GRADING SCALE

A = 94+                                   A- = 92+                     B+ = 90+
B = 84+                                   B- = 82+                      C+ = 80+
C = 74+                                   C- = 72+                     D+ = 70

ATTENDANCE POLICY

Attendance is both expected and required. If you are not present you will miss the discussion and your classmates will miss hearing your insights. A portion of your grade will be based on your attendance and participation.

References

American Psychological Association. (2001). Publication manual of the American

Psychological Association. Washington, DC: American Psychological

Association.

Best, John W. & Kahn, James V. (1998). Research in Education. Boston: Allyn and

Bacon.

Calfee, R.C., & Valencia, R. R. (2001) APA guide to preparing manuscripts for journal

publication. Washington, DC: American Psychological Association.

Carver, R.P. (1984) Writing a publishable research report in education, psychology, and

related disciplines. Springfield, IL: Charles C Thomas.

Coley, Soraya M. & Scheinberg, Cynthia A. (1990). Proposal Writing. Newbury Park:

Sage Publications

Gay, L.R. & Airasian, Peter. (2000). Educational research: Competencies for analysis

and application. Upper Saddle River, New Jersey: Prentice Hall.

Huff, Anne Sigismund. (1998). Writing for Scholarly Publication. Thousand Oaks: Sage

Publications.

Levy, David A. (1997). Tools of critical thinking: Metathoughts for psychology. Boston:

Allyn and Bacon.

Jalongo, Mary Renck. (2002). Writing for publication: A practical guide for educators.

Norwood, MA: Christopher-Gordon Publishers, Inc.

Patton, Michael Quinn (1987). How to use qualitative methods in evaluation. Newbury

Park: Sage Publications.

Peterson, Rai. (2000). Real world research: Sources and strategies for composition.

Boston: Houghton Miflin Company.

Schumacher, Dorin. (1992). Get funded!. Newbury Park: Sage Publications.

Sebranek, Patrick., Meyer, Verne., Kemper. ((1997). Write for college: A student

handbook. Wilimington, MA: Houghton Mifflin Company.

Shavelson, Richard J. (1996) Statistical reasoning for the behavioral sciences. Boston:

Allyn and Bacon.

Trimbur, John. (1991). The call to write: Brief edition. New York: Addison Wesley

Longman, Inc.