Wilmington University College of Education & Liberal Arts
Writing for Innovation & Continuous Improvement
Course Number: EDL 7200
Course Title: Writing for Innovation & Continuous Improvement
Required Texts:
Publication Manual of the American Psychological Association (APA), 7th edition, Washington, D.C., 2010.
Hinnant-Crawford, B. (2020). Improvement science in education: a primer. Gorham, ME: Myers Education Press.
Faculty Contact:
Course Description: This course has been designed to continue the process of disciplined inquiry, hone academic writing skills, and identify potential solutions or interventions to address the candidate’s chosen Problem of Practice (POP) and Change Idea(s) for the Dissertation in Practice (DIP). Students will learn about identifying and evaluating appropriate academic sources, writing about scholarly research, summarizing, and synthesizing. A major emphasis of the course is on the research and writing process. The course requires students to research, draft, revise, seek feedback, utilize feedback, and engage in continuous improvement.
Minimum Time Requirements (in clock hours):
College Education Program Attributes
The manner in which we prepare educational personnel is informed by eight essential attributes:
1. ensuring that programs are knowledge-based;
2. viewing educational personnel as learners, including a focus on deconstructing past experiences as learners in coursework and field experiences and developing appropriate knowledge of the content and discourse of the disciplines to be taught;
3. contextual and cultural sensitivity;
4. facilitating inquiry and reflection, i.e., providing structured opportunities for critical reflection on and taking action in one’s daily work;
5. enabling authentic participation, collegiality and collaboration;
6. building an ongoing developmental program that allows for continuous improvement, experimentation, and professional growth;
7. ensuring that programs are standards-driven; and
8. ensuring that programs promote the effective use of technology.
Program Competencies: EDL Doctorate in Educational Leadership
Specialized Professional Association Standards: NELP Building Level Standards and NELP District Level Standards
Teacher Leader Exploratory Consortium Standards (Research based and aligned to InTASC standards): Teacher Leader Exploratory Consortium Standards
Technology Standards: International Society for Technology Administrator Standards
Wilmington University Graduate Graduation Competencies: Graduate Graduation Competencies
Delaware Performance Appraisal System II: DPAS II for Administrators
Information Literacy Competency Standards for Higher Education: Framework for Information Literacy for Higher Education
Additional Course Information and Schedule of Class Activities will be posted on the course Canvas site Assignments and Grading
1. Class Discussion and Discussion Boards, Simulation and Collaboration
2. Review of Relevant Research to the address the Problem of Practice
3. Presentation of Action Research
4. Structured External Assignment (DIP Chapter 2: Literature Review)
College of Education Attendance Policy:
In the College of Education, faculty must approve all requests for absences that are exceptions to the University policy. Vacations are not considered legitimate reasons for missing classes. Faculty must be contacted prior to class in all cases except valid emergencies. Failure to obtain approval for exceptions may result in lowering the final passing grade or assigning a FA (failure due to absence).
Candidates who have registered for a course and never attended the class at all will receive a grade of NA (never attended). Early departures and late arrivals will be cumulative toward class absences. It is the Candidate’s responsibility to obtain and complete assignments on the due dates. Candidates who register and enter the course on the drop/add date have four days to complete the first week’s assignments.
Course Materials and Reading List:
Required: Publication Manual of the American Psychological Association (APA), 7th edition, Washington, D.C., 2010.
Learning Outcomes:
Goal A: Students will demonstrate information literacy skills.
Learning Outcomes:
A1: Develop a strategy for searching for academic sources using academic databases.
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A2: Analyze the utility of an academic source.
A3. Evaluate credibility of an academic source.
Goal B: Students will develop disciplined inquiry skills.
Learning Outcomes:
B1: Students will evaluate several peer-reviewed research studies.
B2: Students will employ critical thinking skills to evaluate the effectiveness of research-based interventions to address a specific problem.
B3: Students will synthesize a subset of published research to address the Problem of Practice (POP).
B4: Aligning POP to the Change Idea(s) and practical/outcome measures for continuous improvement
Goal C: Students will demonstrate effective written communication skills.
Learning Outcomes:
C1. Apply APA 7th Edition guidelines to their coursework.
C2: Rewrite, reorganize, and revise for continuous improvement.
C3: Apply academic conventions for tone, language, and organization.
Structured External Assignment: Advanced Academic Research & Writing
District, Building & Teacher Leaders
This SEA serves as the beginning of your review of solutions and potential interventions to address the Problem of Practice of your Dissertation in Practice. This SEA serves as a continuation to your Dissertation in Practice, specifically the chapter 2 literature review, with an emphasis on a deeper dive into the best practices, creative solutions and interventions that are currently being used. To enhance this practical work, the candidate includes information from stakeholders, in depth research, contextual data and analyses to guide the Theory of Improvement for the Dissertation in Practice.
EDL 7200 – Writing for Innovation and Continuous Improvement
Building, District, Teacher rubric –
Competencies
Searching as Strategic Exploration:
Candidate constructs and implements effectively designed search strategies using appropriate methods or information retrieval systems
Candidate identified only a few, broad key terms, uses minimal or sametype sources, and may not go beyond web searching. Candidate lacks sophistication in selecting discipline-specific search engines.
University Graduation Competencies
Candidates selects general indexes/search engines. Candidate uses simple search strategies, basic search concepts, and a list of useful keywords/search terms.
Candidate demonstrates use of basic search concepts through development of simple search strategy and a list of useful keywords/subject search terms. Candidate selects appropriate indexes/search engines and articulates the way
Candidate demonstrates the ability to use appropriate indexes/search engines and uses a mix of basic and advanced searching techniques, including discipline-specific subject headings, to access library collections and other 3 | Page
Information Creation as a Process:
Candidate identifies and describes potential formats/creation processes that would be appropriate to their action research topic, recognizing the difference between formal publication and information exchange.
Resource Evaluation:
Candidate evaluates information and its sources critically for its value, relevance and accuracy.
Candidate identifies information sources that minimally meet the assignment requirements or reflect little relevance. Candidate is unable to distinguish between scholarly sources
Candidate identifies information sources that are somewhat relevant or partially meet the action research need. Candidate minimally articulates difference between scholarly sources.
that Library databases work (e.g. fields, records, indexing).
Candidate uses sources that may be questionable as to credibility and reliability. Has trouble recognizing authority in various media types
Candidate uses sources that are generally credible, reliable, and lacking bias. Shows awareness of how to identify authoritative content.
Candidate identifies a variety of scholarly information sources that are generally appropriate and relevant for the assignment or action research need.
Candidate articulates the value of information each format would bring to their research.
relevant resources. Candidate demonstrates a use of alternate search avenues as new knowledge is developed.
Candidate identifies and selects a variety of scholarly information sources that best answer the action research need. Candidate clearly articulates the value of information each format would bring to their research.
Scholarship as Conversation:
Candidate will be able to take part in scholarly communication and conversation.
Candidate acknowledges that there are different points of view on a topic but does not articulate that there is a sustained discourse within a community of scholars.
Candidate incorporates different points of view and recognizes that a scholarly work may not represent the only perspective on the issue.
Candidate applies evaluation criteria when selecting sources, and recognizes bias. Sources are relevant and significant to support the research need. Begins to recognize the discipline’s standard authorities.
Candidate applies evaluation criteria (timeliness, authority, relevance, accuracy, purpose) when selecting sources. Recognizes context and bias when present. Recognizes that authoritative content may be published or unpublished. Articulates distinctions when appropriate.
Candidate incorporates different points of view and articulates that there is a sustained discourse within a community of scholars.
Candidate articulates that a given scholarly work may not
Candidate demonstrates the value of incorporating different points of view and articulates that there is a sustained discourse within a community of scholars.
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Written Communication (Clarity & Precision):
Write with clarity and precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary)
Writing lacks clarity and precision. Frequent and distracting errors in grammar, punctuation, or usage.
Sentence structure is often incorrect, and vocabulary is inappropriate or limited.
Written Communication (Purpose & Audience):
Candidate exhibits competence in writing for specific purposes, diverse audiences, and genres.
Struggles to tailor writing to the specific purpose, audience, and genre. Limited understanding of the conventions of the genre.
Fails to appropriately engage the target audience, with frequent mismatches in tone and style.
Information has Value:
Correctly and ethically present scholarly writings
Fails to apply APA 7 citation and writing style correctly. Limited
represent the only perspective on the issue. Candidate recognizes that a given scholarly work may not represent the onlyor even the majorityperspective on the issue.
Writing is generally clear but lacks precision.
Noticeable errors in grammar, punctuation, or usage that may distract the reader.
Sentence structure and vocabulary are simple, with occasional lapses in appropriateness.
Shows some ability to tailor writing to the purpose, audience, and genre but with inconsistencies.
Understands basic conventions of the genre but with notable lapses.
Attempts to engage the audience but with occasional mismatches in tone and style.
Inconsistently applies APA 7 citation and writing style.
Shows a basic
Writing is clear and precise.
Minor errors in grammar, punctuation, or usage that do not impede understanding.
Sentence structure is competent and vocabulary is appropriate.
Demonstrates superior clarity and precision in writing.
Grammar, punctuation, and usage are flawless.
Sentence structure is varied and vocabulary is rich and appropriate for academic writing.
Competently tailors writing to the purpose, audience, and genre.
Understands and follows most conventions of the chosen genre.
Engages the target audience with generally appropriate tone and style.
Masterfully tailors writing to the specific purpose, audience, and genre.
Demonstrates a deep understanding of the conventions of the chosen genre. Effectively engages the target audience with appropriate tone and style.
Generally, applies APA 7 citation and writing style accurately.
Shows a good understanding of
Consistently and accurately applies APA 7 citation and writing style, including to all tables and figures.
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utilizing the selected citation and writing style deemed appropriate for the student’s program of study.
understanding of ethical standards in scholarly writing. Many sources are incorrectly cited or missing, significantly undermining the work's credibility.
understanding of ethical standards but with noticeable gaps.
Some sources are incorrectly cited, affecting the credibility of the work.
ethical standards in scholarly writing.
Most sources are correctly cited, with minor errors that do not detract from the work's credibility.
Demonstrates a thorough understanding of ethical standards in scholarly writing. All sources are meticulously cited, and the writing style enhances the credibility of the work.
Information legal and ethical work:
Candidate demonstrates application of university policies regarding plagiarism, academic integrity and use of campus networks and information resources.
Candidate demonstrates need for training of university networks and information systems.
Candidate demonstrates ability to use university networks and information with assistance.
Candidate demonstrates ability to use university networks and information. Demonstrates disciplinary conventions regarding ethical use of information.
Consistently complies with restrictions on the legal and ethical use of information and university information resources. Applies ethical use of information and presents academic integrity.
REFERENCES
Anderson, G.L. (2002). Reflecting on Research for Doctoral Candidates in Education. Educational Researcher, 31(7), 22-25.
Bogdan, R.C., & Biklen, S.K. (2007). Qualitative research for education: An introduction to theory and methods (5th ed.). Boston: Allyn & Bacon.
Clauset, K.H., Lick, D.W., & Murphy, C.U. (2008). Schoolwide action research for professional learning communities: Improving Candidate learning through the whole-faculty study groups approach. Thousand Oaks, CA: Corwin Press.
Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River. NJ: Merrill/Prentice Hall.
Fraenkel, J.R., & Wallen, N.E. (2003). Action Research. In How to design and evaluate research in education (5th ed., pp. 571-597). Boston: McGraw-Hill.
Fraenkel, J.R., & Wallen, N.E., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw-Hill.
Gay, L.R., & Airasian, P. (2000). Educational research: Competencies for analysis and application (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and application (9th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Hinnant-Crawford, B. (2020). Improvement science in education: a primer. Gorham, ME: Myers Education Press.
Hubbard, R.S., & Power, B.M. (2003). The art of classroom inquiry: A handbook for teacher researchers (2nd ed.). Portsmouth, NH: Heinemann.
Ivankova, N.V. (2015). Mixed methods applications in action research: From methods to community action. Los Angeles, CA: Sage.
James, E.A., Milenkiewicz, M.T., & Buckman, A. (2008). Participatory action research for educational leadership: Using data-driven decision making to improve schools. Thousand Oaks, CA: Sage.
Johnson, A.P. (2008). A short guide to action research (3rd ed.). Boston: Allyn & Bacon.
McLean, J.E. (1995). Improving education through action research: A guide for administrators and teachers. In J.J. Herman & J.L. Herman (Eds.) The practicing administrator’s leadership series. Thousand Oaks, CA: Corwin Press.
Mills, G.E. (2011). Action research: A guide for the teacher researcher (4th ed.). Boston : Pearson.
Reed JE, Card AJ (2015).The problem with Plan-Do-Study-Act cycles. BMJ Quality & Safety 2016;25:147-152.
Riel, M. (2007). Understanding action research. Center for Collaborative Action Research. Available at http://cadres.pepperdine.edu/ccar/define.html
Stringer, E.T. (2007). Action research (3rd ed.). Thousand Oaks, CA: Sage.
Trochim, W.M.K. (2002a). Deduction & Induction. Retrieved August 26, 2004, from the Research Methods Knowledge Base website: http://www.socialresearchmethods.net/kb/dedind.htm
Course Number: EDL 8200
Wilmington University College of Education & Liberal Arts
Designing Dissertation in Practice Instruments I
Course Title: Designing Dissertation in Practice Instruments I
Required Texts: *Publication Manual of the American Psychological Association, 7th edition, Washington, D.C., 2020.
*Langley, G.J. et al (2009). The Improvement Guide: A Practical Approach to Enhancing Organizational Performance, 2nd edition. San Francisco, CA.
*Note: This text will be used for both EDL 7108, EDL 7109, and the EDL 9000 dissertation series courses.
Faculty Contact:
Course Description:
The dissertation in practice (DIP) is developed in the first two years, beginning in the first two classes, and is implemented, evaluated and presented in the third year. The DIP demonstrates the student’s ability as a scholar-practitioner to identify and research a problem of practice, to determine a resolution through measured intervention strategies that will be designed, implemented, designed and evaluated within the context of the candidates sphere of influence. This course is designed to foster candidate understanding and interpretation of measurements, and in turn be able to find, research, or design measurement(s) for their dissertation in practice.
College Education Program Attributes
The manner in which we prepare educational personnel is informed by eight essential attributes:
9. ensuring that programs are knowledge-based;
10. viewing educational personnel as learners, including a focus on deconstructing past experiences as learners in coursework and field experiences and developing appropriate knowledge of the content and discourse of the disciplines to be taught;
11. contextual and cultural sensitivity;
12. facilitating inquiry and reflection, i.e., providing structured opportunities for critical reflection on and taking action in one’s daily work;
13. enabling authentic participation, collegiality and collaboration;
14. building an ongoing developmental program that allows for continuous improvement, experimentation, and professional growth;
15. ensuring that programs are standards-driven; and
16. ensuring that programs promote the effective use of technology.
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Program Theory and Foundation EDL Doctorate in Educational Leadership program
Program Competencies: EDL Doctorate in Educational Leadership
Specialized Professional Association Standards: NELP Building Level Standards and NELP District Level Standards
Teacher Leader Exploratory Consortium Standards (Research based and aligned to InTASC standards): Teacher Leader Exploratory Consortium Standards
Technology Standards: International Society for Technology Administrator Standards
Wilmington University Graduate Graduation Competencies: Graduate Graduation Competencies
Delaware Performance Appraisal System II: DPAS II for Administrators
Information Literacy Competency Standards for Higher Education: Framework for Information Literacy for Higher Education
Additional Course Information and Schedule of Class Activities will be posted on the course Canvas site
Assignments and Grading
1. Statement of Problem of Practice – real-life or actual classroom/school/district (CSD) situation {organizational context (classroom, a school, district, or other educational agency), list and explanation of questions, information and analysis that will guide the project}.
2. Theory of Improvement – If the real-life problem is designed, what is the most relevant theory for improving the problem and how will you know there is improvement. What measures, both short term and long term will inform the work?
3. Review of Relevant Research to the Problem of Practice, the Interventions for Improvement, and the understanding, verification of improvement for what needs to be adopted, adapted or abandoned.
4. Measurement of the Improvements, both short term and long term. Graphic/APA figure displays with interpretation, meaning, analysis and research literature support.
5. Collaborative scaling or spread across classrooms, school(s) or district(s) of the strategies that work for system improvement.
6. Qualitative and quantitative strategies and techniques for measurement, data display, reliability and validitiy of short term and long term improvements.
College of Education Attendance Policy:
In the College of Education, faculty must approve all requests for absences that are exceptions to the University policy. Vacations are not considered legitimate reasons for missing classes. Faculty must be
contacted prior to class in all cases except valid emergencies. Failure to obtain approval for exceptions may result in lowering the final passing grade or assigning a FA (failure due to absence).
Candidates who have registered for a course and never attended the class at all will receive a grade of NA (never attended). Early departures and late arrivals will be cumulative toward class absences. It is the Candidate’s responsibility to obtain and complete assignments on the due dates. Candidates who register and enter the course on the drop/add date have four days to complete the first week’s assignments.
Practices Regarding the Use of Generative Artificial Intelligence (AI)
COELA: Belief Statement on the Integration of Generative AI in Education
Value: We believe Generative AI should be leveraged to engage interest, promote critical thinking, and facilitate deeper understanding of course material, empowering students to explore new learning avenues and foster creativity.
Ethical Use: We believe Generative AI should be used ethically and responsibly based on transparent guidelines, clear expectations, and faculty guidance.
Faculty Competence: We believe faculty should understand the capabilities and limitations of Generative AI in their fields of expertise and seek personal and professional development to increase this understanding.
Purposeful Integration: We believe Generative AI should be purposefully integrated into learning activities and aligned with instructional objectives to enhance student success.
Authentic Outcomes: We believe in emphasizing authenticity in both student submissions and instructor feedback, even when utilizing Generative AI tools.
Specific Practices for using AI in the Educational Leadership Doctorate Program
Integrating Generative AI into coursework has the potential to foster critical thinking skills and prepare candidates for a future where technological literacy is essential. It is crucial to concurrently emphasize the utmost importance of academic integrity and be aware of inaccuracies in content, incorrect or fabricated citations, and inherent bias. Candidates must adhere to ethical standards, avoiding any form of plagiarism, to ensure a genuine and meaningful educational experience.
https://www.wilmu.edu/studentaffairs/academic-integrity.aspx
Course Materials and Reading List:
Design Measurement and Analysis for the DIP - Readings
A Process for Analyzing Your Data
https://pd.madison.k12.wi.us/node/243
Synthesising qualitative and quantitative evidence https://doi.org/10.1177/135581960501000110
The Basics of Reliability and Validity
https://research-collective.com › validity-reliability
Purdue University’s On-line Writing Lab (OWL) http://owl.english.purdue.edu
Hinnant-Crawford, B. (2020) Improvement Science in Education: A Primer (Improvement Science in Education and Beyond), Chapter 7, Myers Education Press, Gorham, ME.
APA Style and Formatting Guide http://www.apastyle.org
Avoiding Plagiarism http://owl.english.purdue.edu/owl/resources/589/01
*5 Awesome TED talks for designers. https://www.interaction-design.org/literature/article/5-awesome-tedtalks-for-designers
* Design Thinking. What is design thinking and why is it so popular?
https://www.interaction-design.org/literature/article/what-is-design-thinking-and-why-is-it-so-popular
The Problem with Plan-Do-Study-Act Cycles by Julie E Reed & Alan J Card