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Graduate Course Proposal Form Submission Detail - EDG7695

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Current Status: Approved by SCNS - 2015-04-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: for EdD In Ed Prog Dev C&I - Required. GC appd. To USF Sys 2/27/15. Approved effective 4/1/15


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5078 2014-10-01
     
    Department College Budget Account Number
    Secondary Education ED 1724
     
    Contact Person Phone Email
    Howard Johnston 8132402620 johnston@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDG 7695 Problems of Practice in Education

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    Prob of Practice in Educ
     
    Course Online? Percentage Online
    B - Face-to-face and online (separate sections) 60

    Prerequisites

    Corequisites

    Course Description

    Designed for doctoral students to examine the theoretical and research literature on problems of practice in education and how they can be investigated and mediated. Emphasis placed on research-based interventions with high probabilities of success.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    This course will serve as a core requirement in the Ed.D. in program development for cohort programs in Tampa and surrounding regions. The initial cohort program will be offered in Pinellas County.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Doctorate plus experience with the analysis of a problem of practice in an educational setting.

    Evidence of the design of interventions for problems of practice in education.

    Competence to manage online and distance learning courses.


  4. Other Course Information

    A. Objectives

    This course aims to prepare students to conduct or lead investigations of situated problems of practice in educational institutions and design interventions to resolve or reduce the effects of these problems.

    Course objectives:

    Identify and analyze problems of practice in different educational settings and in the student’s workplace.

    Identify the institutional conditions and features that foster problems of practice and those that contribute to eliminating or resolving those problems.

    Analyze specific problems of practice and design research-based, data-driven solutions and interventions aimed at reducing or eliminating the problem.

    Propose an intervention for the identified problem of practice, considering the economic, organizational, human resource, and pedagogical implications of the intervention.

    B. Learning Outcomes

    By the conclusion of the course, students will:

    1. Write a detailed case study of a problem of practice in their own educational workplace.

    2. Analyze institutional features, conditions, practices and policies that contribute to the problem of practice in the case study.

    3. Diagnose key elements of the problem of practice and their root causes.

    4. Review the research on the specific problem of practice, and related issues, to create a knowledge base for intervention.

    5. Design a research-based intervention or interventions to resolve the problem of practice.

    C. Major Topics

    Understanding Problems of Practice

    The nature of problems of practice

    The origins of problems of practice in education

    What constitutes a “problem of practice”?

    Problems of Practice in Institutional Settings

    Conditions and features that create problems of practice

    Conditions that mediate or resolve problems of practice

    Theoretical roots of problems of practice in educational settings

    Analyzing Problems of Practice

    Identifying the dimensions of problems of practice

    Determining organizational contributors to problems of practice

    Problems of practice and the policy environment

    Case studies of problems of practice in educational settings

    Analytical tools

    Mediating Problems of Practice

    “Levers” for making changes in educational settings

    Tools for resolving problems of practice

    Strategies for long-term resolution of problems of practice

    Case studies of successful interventions

    Scaling up solutions/interventions

    The Role of Research in Problems of Practice

    Action and applied research

    Applying theory to practical problems

    “Relevance” of educational research to problems of practice

    Lab: Designing Interventions in Problems of Practice

    Application of theory and research to contextualized, workplace-based problem of practice.

    D. Textbooks

    Gall, M.D., Gall, J. and Borg, W. (2014). Applying educational research: how to read, do, and use research to solve problems of practice (6th Edition). New York: Pearson.

    E. Course Readings, Online Resources, and Other Purchases

    Boyd, R. and Menlo, A. (September, 1984). Solving problems of practice in education: a prescriptive model for the use of scientific information. Knowledge Creation, Diffusion, Utilization, 6 (1): 59-74. Retrieved from: http://deepblue.lib.umich.edu/bitstream/handle/2027.42/68934/10.1177_107554708400600103.pdf?sequence=2

    (Note: In this seminal work, one of the first to coin the phrase “problems of practice” in education, Boyd and Menlo provide a thorough analysis of the challenge of applying scientific information to educational settings.)

    Cashman, J., Linehan, P., Rosser, M. (2007). Communities of practice: a new approach to solving complex educational problems. Alexandria, VA: National Association of State Directors of Special Education. Retrieved from: http://www.ideapartnership.org/documents/CoPGuide.pdf

    Coburn, C. and Talbert, J. (August, 2006). Conceptions of evidence use in school districts: mapping the terrain. American Journal of Education, 112:469-95.

    Columbus City Schools (n.d.). Professional rounds: identifying problems of practice. Columbus, OH: Author.

    Copland, M. (August, 2007). Tacking problems of practice. The School Administrator, 7:64.

    Elmore, R. (Spring, 1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1): 1-26. Retrieved from: http://www.edbridgepartners.com/wp-content/uploads/2013/12/Getting-to-Scale-with-Good-Education-Practice_Elmore.pdf

    (Note: Another seminal work on moving successful solutions to problems of practice from isolated pockets to broad scale adoption.)

    ESD113 (n.d.). Identifying the problem(s) of practice: data worksheet. Tumwater, WA: Capital Regional ESD. Retrieved from: http://www.esd113.org/cms/lib3/WA01001093/Centricity/Domain/238/Early%20Learning%20Institute/4.6_Identifying%20the%20Problems%20of%20Practice_v2.pdf

    Gall, M.D., Gall, J. and Borg, W. (2014). Applying educational research: how to read, do, and use research to solve problems of practice (6th Edition). New York: Pearson.

    Johnston, J. H. (2011). The gender gap in post-secondary education: a review of research. Eugene, OR: The Ford Family Foundation and the Oregon University System GEAR UP Program.

    Johnston, J. H. and Williamson, R. D. (2014). Twelfth grade: wasteland or world of opportunity. Research into practice brief. Eugene, OR: Practical Leadership, for the Oregon University System GEAR UP Program.

    Johnston, J. H. and Williamson, R. D. (2013). Truancy and attendance: interventions for high schools. Research into practice brief. Eugene, OR: Practical Leadership, for the Oregon University System GEAR UP Program.

    Learning Forward (July 8, 2013). Guide teacher learning with problems of practice and backmapping. Education Week Teacher. Retrieved from: http://hepg.org/hel-home/issues/25_3/helarticle/improving-teaching-and-learning-through-instructio

    Labaree, D. (October, 2008). The dysfunctional pursuit of relevance in education research. Educational Researcher, 37(7): 421-423,

    Little, J. W. (March, 2010). Attending to problems of practice: routines and resources for professional learning. American Educational Research Journal, 47(1): 181-217.

    Rust, F. O. (August, 2009). Teacher research and the problem of practice. Teachers College Record, 111(8): 1882–1893

    Teitel, L. (May/June, 2009). Improving teaching and learning through instructional rounds. Harvard Education Letter, 25:3.

    F. Student Expectations/Requirements and Grading Policy

    Case study of a problem of practice, including

    institutional features, conditions, practices and policies

    that contribute to the problem.* 50%

    Diagnostic analysis of the problem of practice

    in the student’s educational workplace* 20%

    Design for Research-Based Intervention for

    Existing Problem of Practice in educ setting 20%

    Report and class presentation of case study, analysis, diagnosis

    and intervention plan.* 10%

    G. Assignments, Exams and Tests

    Weeks 1-2

    Understanding Problems of Practice

    The nature of problems of practice

    The origins of problems of practice in education

    What constitutes a “problem of practice”?

    Weeks 3-4

    Problems of Practice in Institutional Settings

    Conditions and features that create problems of practice

    Conditions that mediate or resolve problems of practice

    Theoretical roots of problems of practice in educational settings

    Weeks 5-6

    Analyzing Problems of Practice

    Identifying the dimensions of problems of practice

    Determining organizational contributors to problems of practice

    Problems of practice and the policy environment

    Case studies of problems of practice in educational settings

    Analytical tools

    Week 7-8

    Mediating Problems of Practice

    “Levers” for making changes in educational settings

    Tools for resolving problems of practice

    Strategies for long-term resolution of problems of practice

    Case studies of successful interventions

    Scaling up solutions/interventions

    ASSIGNMENT: Case Study Due

    Weeks 12-13

    The Role of Research in Problems of Practice

    Action and applied research

    Applying theory to practical problems

    “Relevance” of educational research to problems of practice

    ASSIGNMENT: Diagnostic Analysis Due

    Weeks 14-15

    Final Presentations of Problem Analysis and Interventions

    ASSIGNMENT: Final Reports and Presentations Due

    Ongoing Every Week

    Lab: Designing Interventions in Problems of Practice

    Application of theory and research to contextualized, workplace-based problem of practice.

    LAB ASSIGNMENT: Design for Research Based Interventions

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    All assignments must be completed by the end of the semester. Students may make up missed assignments with a grade penalty.

    All academic work must comply with the USF Policy on Academic Integrity. See http://www.ugs.usf.edu/policy/AcademicIntegrityOfStudents.pdf

    J. Program This Course Supports

    EdD in Program Development


  5. Course Concurrence Information

    Available as elective in all doctoral programs in COEDU.



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.