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Education as an Advanced Field of Study

COURSE DESCRIPTION

Focuses on the critical evaluation, interpretation, and uses of published research in education as a field of study. Offers students an opportunity to explore the relationship between theory and practice and the changing nature of knowledge, to examine peer-reviewed research articles, to learn the “rules” and methods through which these scholarly works are developed, and to begin to apply research findings to real problems and issues in education. As part of this course, students use an ePortfolio as they begin to document their development as scholars, practitioners, and leaders in the field of education

COURSE SYLLABUS

COURSE ASSIGNMENTS

Controversies most relevant to my current prospective of information: I have weaved in signature and course assignments.

Overarching views of education and how they impact our educational system - is education really for all? How do we, as educators, keep balance on the expectation that school is the answer to social ills while maintaining a passion for education?

 

These questions are reflected in my Education Narrative.

 

Education Narrative

Student engagement (students needs) and learning styles - the data behind what is working and what isn't. This question is reflected in my final presentation.

Annotated Bibliography & Final Presentation

My presentation (found below) is entitled: Cognition and Learning Styles: How they impact learning and success in Higher Education. The research I uncovered was both alarming and refreshing. While many scholars have taken note of the recent influence this topic has on learning, I am alarmed at the ambiguity and hesitancy, it seems, for educators to get on board. My presentation provides implications of theory to practice and challenges the audience to consider both how they learn and how this would impact their work.

Presentation Notes

COURSE REFLECTION

In reflecting upon the last twelve weeks, and each assignment including the e-portfolio, certain ideas and goals have already changed.  However, what hasn’t changed is my excitement about the future. At first, I didn’t see many academic connections in my first two courses of this program – Education as an Advanced Field of Study and Introduction to Educational Statistics.; but then at about the 8th week content collided. The first major connection happened while reading about different types of research in the text and then actually conducting those same methods of research in Educational Statistics through software called SPSS. In the context of work, I found myself using terminology and the same critical thinking I use academically: “from theory to practice”, “the implications research has on practice,” “statistically significant”, I laugh as I type these.

The first semester was most challenging because of Educational Statistics. Each week as content was building upon previous content, I needed to reach into areas of my brain that hadn’t been used recently and certainly not under conditions where so much was on the line. Long days of studying, watching screen casts over and over again, and reading the same chapter 3 times until reaching the zone of proximal development; I actually used the very concepts I shared in my presentation – cognition and learning styles. Success didn’t come comfortably in Statistics.

One major connection made between work and school involves action research and the role it played in my current student services position.  After conducting an informational interview with the Dean of the College of Education at SPC (my employer) this helped hone in on where I was going and where I wasn’t going. I discovered that I can’t teach in the College of Education without a Doctorate and experience in the K-12 classroom. Although, I could further my education upon completion of this program, I don’t have the K-12 classroom experience.

One way I can see progress toward outcomes of the M.Ed. program in my concentration is in implementing statistical techniques such as multiple regression and correlation. I better understand the mechanics of the null hypothesis and the complexity of the actual research question in studies, journal articles and the like. Another example would be the action research I presented in Advanced Field of Study called Academic Pathways. I also used this data by compiling data from existing data, on the workings of Academic Pathways to inform practice. The goal of the data was to help my colleagues see the proposed theories at work. Or to put it another way, I prepared a presentation that might help with the “buy-in” as some felt it would only add to their work load instead of enhance it.

For the mini presentation, I challenged my knowledge of technology by using another method of presenting – Voice Thread. Educational Statistics was very challenging for me, as I stated above, however I am still very excited about what’s developing in my professional career. I look forward to see how the information builds in future coursework. One major point for me in this course was Greenbank’s (2003) article on values. In consideration of research playing a major role in my future that article was challenging and helpful in relation to the role values play in how I approach, analyze and interpret data.  

 

 

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