Each student will design, implement, and submit a written report on a research project usually conducted by inservice teachers in their classes on a topic chosen by the student and the advisor who will supervise the study. Topics should address educational issues in multicultural and mainstreamed secondary school environments.

Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she will be licensed to teach and can link the discipline(s) to each other.

1.1.1 The student knows how to apply major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) he/she teaches.

1.1.2 The student has a multicultural perspective of his/her discipline(s).

1.1.3 The student knows how to relate higher disciplinary knowledge to other subject areas.

1.1.4 The student understands how students' conceptual frameworks and their misconceptions of an area of knowledge can influence their learning.

1.2.1 The student has enthusiasm for the discipline(s) he/she teaches and helps connect it to everyday life.

1.2.2 The student realizes that subject matter knowledge is not a fixed body of facts but is a complex and ever-evolving construct of ideas.

1.2.4 The student values interdisciplinary teaching and learning.

1.3.1 The student keeps abreast of new ideas and understandings in higher discipline.

1.3.3 The student effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to prior understandings.

1.3.4 The student represents and uses a variety of viewpoints, theories, “ways of knowing,” methods of inquiry, and standards, and standards of evidence characteristic of the discipline.

1.3.5 The student engages students in generating knowledge and testing hypothesis according to the methods of inquiry and standards of evidence characteristic of the discipline.

1.3.6 The student includes multicultural perspectives in his/her lessons and conveys to learners how knowledge is developed from the vantage point of the culture.

1.3.7 The student creates interdisciplinary learning experiences that allow integration of knowledge, skills and methods of inquiry from several subject areas.

Principle 2: The teacher plans and teaches curriculum appropriate to the students, to the content, and to the learning objective.

2.1.1 The student understands principles of curriculum design and knows how to plan lessons, units, and courses of study.

2.1.2 The student knows how to apply interdisciplinary approaches to curriculum design.

2.1.5 The student knows how to ask questions to stimulate discussion as well as creative and critical thinking.

2.1.6 The student knows how to use various instructional technologies to address individual and group needs.

2.2.1 The student is willing to utilize different approaches to learning.

2.2.2 The student is disposed to be a learner about organization, presentation, and assessment of content.

2.2.4 The student is open to and appreciates multiple perspectives of the disciplines.

2.2.5 The student is willing to explore and use technology as an instructional tool.

2.2.6 The student is committed to improving practice based on a variety of assessments both formal and informal.

2.3.1 The student plans lessons, units, and courses of study that are appropriate to content and to interdisciplinary course objectives.

2.3.2 The student adapts the curricula to accommodate individual abilities and needs.

2.3.3 The student evaluates and utilizes teaching resources and curriculum materials for comprehensiveness, accuracy, and usefulness.

2.3.4 The student develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives.

2.3.6 The student asks questions to stimulate discussion as well as creative and critical thinking.

2.3.7 The student creates learning experiences which encourage critical and creative thinking, problem-solving, and other higher order thinking skills.

2.3.8 The student uses technology, as appropriate, to improve learning and instruction.

2.3.10 The student uses feedback and assessment to improve practice.

Principle 3: The teacher plans and presents instruction based upon human growth and development, learning theory, and the needs of students.

3.1.2 The student can evaluate and knows how to apply appropriate techniques and strategies based on different learning theories.

3.1.4 The student knows how to evaluate and use a variety of materials to support different instructional strategies.

3.2.4 The student appreciates individual variations and shows respect for diversity.

3.2.5 The student is willing to find and use different teaching materials, techniques and strategies for different learning needs.

3.3.2 The student uses different types of instruction and learning strategies.

3.3.3 The student selects, procures, and maintains appropriate materials to support different instructional strategies.

3.3.4 The student stimulates reflection on prior knowledge, links new ideas to familiar ones, and makes connections to experiences.

3.3.6 The student works well in both individual and group learning.

3.3.8 The student flexibly applies appropriate learning theories.

Principle 4: The middle childhood professional uses appropriate, effective human relations and communication skills (written and oral)which support the development of human potential.

4.1.2 The student understands how learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family, and community values.

4.1.4 The student knows how to communicate effectively with multiple audiences.

4.2.2 The student appreciates the importance of effective communication.

4.3.4 The student communicates effectively with diverse populations.

Principle 5: The teacher works collaboratively with school colleagues, parents/guardians, and the community to support student learning and well-being. The teacher has knowledge of foundations of the profession and practices skills which ensure professional development.

5.1.1 The student understands the importance of reflecting on practice to improve instruction.

5.1.2 The student knows how to translate, evaluate, and apply current education research.

The student is committed to research, reflection, assessment and learning as an ongoing process.

5.3.1 The student reflects on his/her teaching to improve instruction.

5.3.8 The student develops and maintains a professional presence.

National and State Standards: National Science Teachers Association (NSTA), National Science Education Standards, National Council of Teachers of Mathematics (NCTM), Educational Benchmarks, Arkansas Frameworks

Middle Level Math and Science Textbooks currently being used in the public schools

Educational Magazines and Journals of Science, Mathematics and Educational Instruction published within the past five years

Current educational journals and teacher magazines (within the last five years), materials retrieved from the Internet plus the following bibliography

American Association for the Advancement of Science. (1989). Science for all Americans. New York: Oxford University Press.

American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.

Ary1 D., Jacobs, L., & Razaviek, A. (1985). Introduction to research in education (3rd ed.). New York: Holt, Rinehart and Winston.

Baker, T. L. (1988). Doing social research. New York: McGraw-Hill.

Borg, W. (1981). Applying educational research. New York: Longman.

Drew, C. J., & Hardman, M. L. (1985). Designing and conducting behavioral research. New York: Pergamon Press.

Issac, S., & Michael, W. B. (1981). Handbook in research and evaluation (2nd ed.) . San Diego, CA: EdITS, Inc.

McMillan, J. H., & Schumacher, 5. (1984). Research in education: A conceptual introduction. Boston: Little, Brown.

National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics, Reston, Virginia: NCTM.

National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics, Reston, Virginia: NCTM.

Ryder, R. J. & Hughs, T. (1997). Internet for educators . New Jersey: Prentice-Hall, Inc.Slavin, R. E. (1984). Research methods in education: A practical guide. Englewood Cliffs, NJ: Prentice-Hall.

Smith, M. L. & 'Glass1 G. V. (1987). Research and evaluation in education and the social sciences. Englewood Cliffs,

Wiersma, W. (1985). Research methods in education (3rd ed.). Boston: Allyn & Bacon.

Assignments, evaluation procedures, and grading policy Course Requirements

Action Research Project provides an opportunity for Option I students to demonstrate the application of knowledge and skills acquired throughout the program.

The prospectus for the project may be submitted for approval by the student's advisor (project director) at any time after the completion of twelve (12) hours in the program.

It must be submitted and approved no later than the semester prior to enrollment in the course.

The research will be conducted in a secondary school setting under the supervision of the project director.

The project will be evaluated by a committee of three (3) graduate faculty members;

and one member from the teaching specialty field, whenever appropriate and feasible.

The committee members are to be nominated by the student at the time he/she submits the prospectus. Upon completion of the project, the student must submit a comprehensive written report to each member of his/her committee and must satisfactorily complete a scheduled oral defense.

Course grades will be determined by the project director, in consultation with the other members of the committee, based on the following: