Syllabus | ED 602: Survey of Art Ed Literature
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Art Ed Suggested Reference List | |
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Introduction
Week 1: January 22
What can we learn from research in the field? How do we connect research and practice in art and design education?
Activity: Visit historical archives in the Pratt Library—3rd Floor Alumni Reading Room
Questionnaire Scroll - what is a quality arts education? What does it look and feel like? What are some useful teaching/learning strategies you’ve experience personally?
Class reading:
UNESCO. (2006). Road map for arts education: Building creative capacities for the 21st century. Lisbon, Spain: World Conference on Arts Education.
Week 1: January 22
What can we learn from research in the field? How do we connect research and practice in art and design education?
Activity: Visit historical archives in the Pratt Library—3rd Floor Alumni Reading Room
Questionnaire Scroll - what is a quality arts education? What does it look and feel like? What are some useful teaching/learning strategies you’ve experience personally?
Class reading:
UNESCO. (2006). Road map for arts education: Building creative capacities for the 21st century. Lisbon, Spain: World Conference on Arts Education.
arts_edu_roadmap_en.pdf | |
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PRESENTATION: State of Art Ed Research.pdf | |
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Art and Design Education in the 21st Century
Week 2: January 29
How do some art educators design curriculum that reflects the reality of contemporary art and culture?
Activities:
Socratic Seminar: A 21st Century Art Curriculum
Discussion of Theory into Practice Assignment
Expressionism, Reconstructionism and Rationalism
Reading for Week 2:
Gude, O. (2013). New school art styles: The project of art education. Art Education. 66 (1) 6-15.
Stankiewicz, M.A. (2001). Roots of art education practice. Worcester, Mass.: Davis Publications. (Chapter 2, “Freeing the Child Through Art”, pp. 25-41)
Assignment for Week 2:
ResearchLab: Review the assigned readings and develop an essential question in response. Develop a list of 5 issues or challenges you feel are facing art educators in the 21st century.
Week 2: January 29
How do some art educators design curriculum that reflects the reality of contemporary art and culture?
Activities:
Socratic Seminar: A 21st Century Art Curriculum
Discussion of Theory into Practice Assignment
Expressionism, Reconstructionism and Rationalism
Reading for Week 2:
Gude, O. (2013). New school art styles: The project of art education. Art Education. 66 (1) 6-15.
Stankiewicz, M.A. (2001). Roots of art education practice. Worcester, Mass.: Davis Publications. (Chapter 2, “Freeing the Child Through Art”, pp. 25-41)
Assignment for Week 2:
ResearchLab: Review the assigned readings and develop an essential question in response. Develop a list of 5 issues or challenges you feel are facing art educators in the 21st century.
gude_-_new_school_art_styles.pdf | |
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Contemporary Art and Ideas
Week 3: February 5
Why do art educators today argue for a curriculum focused on ideas and themes associated with contemporary art-making practices?
Activities:
Socratic Seminar: Ideas
Theory into Practice Presenter: TBA
Reading for Week 3:
Marshall, J. (2006). Substantive art integration: Exemplary art education. Art Education. 59(6), 17-24.
Stewart, M. & Walker S. (2005). Rethinking curriculum in art education. Worcester, Mass.: Davis Publications. (Chapter 2: Rethinking Curriculum in Context).
Assignments for Week 3:
ResearchLab: Review the assigned readings and develop an essential question in response. In 1-2 paragraphs describe your approach to contemporary visual arts education - what are some of the practical and theoretical aspects of your personal philosophy or approach?
Week 3: February 5
Why do art educators today argue for a curriculum focused on ideas and themes associated with contemporary art-making practices?
Activities:
Socratic Seminar: Ideas
Theory into Practice Presenter: TBA
Reading for Week 3:
Marshall, J. (2006). Substantive art integration: Exemplary art education. Art Education. 59(6), 17-24.
Stewart, M. & Walker S. (2005). Rethinking curriculum in art education. Worcester, Mass.: Davis Publications. (Chapter 2: Rethinking Curriculum in Context).
Assignments for Week 3:
ResearchLab: Review the assigned readings and develop an essential question in response. In 1-2 paragraphs describe your approach to contemporary visual arts education - what are some of the practical and theoretical aspects of your personal philosophy or approach?
marshall_substantive_art_integration.pdf | |
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In Class Reading:
context_content_commun._in_art_education.pdf | |
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PRESENTATION: Contemporary Art & ideas.pdf | |
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Curricular Design
Week 4: February 12
How does inquiry-based instruction help students construct rather than receive knowledge?
Activities:
Socratic Seminar: Backward Design and Enduring Understandings
Theory into Practice Presenter: TBA
Reading for Week 4:
Stewart, M. & Walker S. (2005). Rethinking curriculum in art education. Worcester, Mass.: Davis Publications. (Chapter 3: Making it Count: Unit Foundations, pp. 23-37).
Wiggins, G. & McTigh, J. (2005). Understanding by design. Alexandria, VA.: ASCD. (Chapter 1: Backward Design, pp. 13-34)
Recommended Reading:
Popovich, K. (2006). Designing and implementing exemplary content: Curriculum, and assessment in art education. Art Education, 59(6), 33-39.
Assignment for Week 4
ResearchLab: Review the assigned readings and develop an essential question in response. Select a curriculum or lesson plan that you find exciting or useful. Identify one or more “enduring understandings” that you feel connect to this curriculum and explain why in a 1 paragraph response. Bring the lesson plan with you to class.
Curriculum Examples
http://gclass.org/lessons
https://www.uic.edu/classes/ad/ad382/sites/Projects/P_index.html
http://www.pattybode.com/revolutionary-curriculum.html
http://www.projecthdesign.org/toolbox/format/lesson-plans-activities/
Week 4: February 12
How does inquiry-based instruction help students construct rather than receive knowledge?
Activities:
Socratic Seminar: Backward Design and Enduring Understandings
Theory into Practice Presenter: TBA
Reading for Week 4:
Stewart, M. & Walker S. (2005). Rethinking curriculum in art education. Worcester, Mass.: Davis Publications. (Chapter 3: Making it Count: Unit Foundations, pp. 23-37).
Wiggins, G. & McTigh, J. (2005). Understanding by design. Alexandria, VA.: ASCD. (Chapter 1: Backward Design, pp. 13-34)
Recommended Reading:
Popovich, K. (2006). Designing and implementing exemplary content: Curriculum, and assessment in art education. Art Education, 59(6), 33-39.
Assignment for Week 4
ResearchLab: Review the assigned readings and develop an essential question in response. Select a curriculum or lesson plan that you find exciting or useful. Identify one or more “enduring understandings” that you feel connect to this curriculum and explain why in a 1 paragraph response. Bring the lesson plan with you to class.
Curriculum Examples
http://gclass.org/lessons
https://www.uic.edu/classes/ad/ad382/sites/Projects/P_index.html
http://www.pattybode.com/revolutionary-curriculum.html
http://www.projecthdesign.org/toolbox/format/lesson-plans-activities/
backward_design.pdf | |
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designing_and_implementing_exemplary_curriculum_and_assessment_in_art_education_-_popovich.pdf | |
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PRESENTATION: curriculum_design.pdf | |
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Contemporary Art and Instruction
Week 5: February 19
How do enduring understandings guide the curriculum?
Activities:
Socratic Seminar: Teaching for Deep Understanding
Theory into Practice Presentation: TBA
Respond to National Core Arts Standards
Reading for Week 5:
Stewart, M. & Walker S. (2005). Rethinking curriculum in art education. Worcester, Mass. Davis Publications. (Chapter 5: Helping Students Learn: Instruction, pp. 63-85).
Excerpt: Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking: The real benefits of visual arts education. New York, NY: Teachers College Press.
Recommended Reading:
Tishman, S. & Palmer, P. (2005). Visible thinking. Leadership Compass.
Kowalchuk, E. A. (2000). In their own words: What student art teachers say they learn and need. Art Education, 53(3), 18-23.
Assignment for Week 5
ResearchLab: Review the assigned readings and develop an essential question in response. Using your lesson plan from last week as inspiration, develop your own strategy for implementing this lesson with an age-group of your choice. Identify how you will engage students in meaningful artmaking. Use Appendix C (pg. 144-147) in Rethinking Curriculum in Art to assist you.
Week 5: February 19
How do enduring understandings guide the curriculum?
Activities:
Socratic Seminar: Teaching for Deep Understanding
Theory into Practice Presentation: TBA
Respond to National Core Arts Standards
Reading for Week 5:
Stewart, M. & Walker S. (2005). Rethinking curriculum in art education. Worcester, Mass. Davis Publications. (Chapter 5: Helping Students Learn: Instruction, pp. 63-85).
Excerpt: Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking: The real benefits of visual arts education. New York, NY: Teachers College Press.
Recommended Reading:
Tishman, S. & Palmer, P. (2005). Visible thinking. Leadership Compass.
Kowalchuk, E. A. (2000). In their own words: What student art teachers say they learn and need. Art Education, 53(3), 18-23.
Assignment for Week 5
ResearchLab: Review the assigned readings and develop an essential question in response. Using your lesson plan from last week as inspiration, develop your own strategy for implementing this lesson with an age-group of your choice. Identify how you will engage students in meaningful artmaking. Use Appendix C (pg. 144-147) in Rethinking Curriculum in Art to assist you.
studio_thinking_-_hetland_et_al.pdf | |
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visible_thinking.pdf | |
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what_student_art_teachers_say_they_learn_and_need.pdf | |
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EIS Art Education Study | |
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PRESENTATION: instruction.pdf | |
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Contemporary Art and Assessment Part 1
Week 6: February 26
How do art educators assess students’ deep understanding of ideas and concepts?
Activities:
Socratic Seminar: Assessing what is Important
Presentation: Anne Schneider - Critiquing the Art Critique
Reading for Week 6:
Stewart, M. & Walker S. (2005). Rethinking curriculum in art education. Worcester, Mass. Davis Publications (Chapter 6: Targeting Understanding: Assessment and the Curriculum, pp. 87-103).
Andrade, H., Hefferen, J. & Palma, M. (2013). Formative assessment in the visual arts. Arts Education, 67(1), pp. 35-40.
Recommended Reading:
Assessment in Art Education by Angela Maiers
Assignments for Week 6
ResearchLab: Review the assigned readings and develop an essential question in response. Using your lesson plan from last week as inspiration, develop a plan for performance tasks (assessment) using Appendix O (pg. 152) in Rethinking Curriculum in Art to assist you.
Week 6: February 26
How do art educators assess students’ deep understanding of ideas and concepts?
Activities:
Socratic Seminar: Assessing what is Important
Presentation: Anne Schneider - Critiquing the Art Critique
Reading for Week 6:
Stewart, M. & Walker S. (2005). Rethinking curriculum in art education. Worcester, Mass. Davis Publications (Chapter 6: Targeting Understanding: Assessment and the Curriculum, pp. 87-103).
Andrade, H., Hefferen, J. & Palma, M. (2013). Formative assessment in the visual arts. Arts Education, 67(1), pp. 35-40.
Recommended Reading:
Assessment in Art Education by Angela Maiers
Assignments for Week 6
ResearchLab: Review the assigned readings and develop an essential question in response. Using your lesson plan from last week as inspiration, develop a plan for performance tasks (assessment) using Appendix O (pg. 152) in Rethinking Curriculum in Art to assist you.
artsassessments.pdf | |
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formative_assessment_in_the_visual_arts.pdf | |
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PRESENTATION: Assessment I.pdf | |
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Contemporary Art and Assessment: Part 2
Week 7: March 5
Activities:
Socratic Seminar: Critique
Theory into Practice: TBA
Mid-term evaluations (schedule individual meetings)
Reading for Week 7:
Barrett, T. (2002). Interpreting art: Building communal and individual understandings. In Y. Gaudelius and P. Speirs (Eds.), Contemporary issues in art education. Upper Saddle River, NJ: Prentice Hall.
Monico, J. (2012). Art assessment and the artistic process. St. Mary's College of Maryland, 1(8) p.32-35. Retrievied from https://www.smcm.edu/educationstudies/pdf/rising-tide/volume-1/VOL1-article8.pdf
National Visual Arts Standards - http://www.arteducators.org/research/national-standards
Recommended Reading
Boughton, D. (2013). Assessment of performance in the visual arts: What, how, and why. In Karpati, A., Gaul, E. (Eds.): From child art to visual culture of youth: New models and tools for assessment of learning and creation in art education. Intellect Press, Bristol, UK.
Barnes, N. (2000). Hands-on writing: An alternative approach to understanding art. Art Education, 40-46.
Assignment Week 7
ResearchLab: Review the assigned readings and develop an essential question in response. In 1-2 pgs. reflect on your own experience of both being assessed in school, and being the assessor. What are some of the contemporary challenges of measuring performance and conducting critique in the contemporary art classroom?
Week 7: March 5
Activities:
Socratic Seminar: Critique
Theory into Practice: TBA
Mid-term evaluations (schedule individual meetings)
Reading for Week 7:
Barrett, T. (2002). Interpreting art: Building communal and individual understandings. In Y. Gaudelius and P. Speirs (Eds.), Contemporary issues in art education. Upper Saddle River, NJ: Prentice Hall.
Monico, J. (2012). Art assessment and the artistic process. St. Mary's College of Maryland, 1(8) p.32-35. Retrievied from https://www.smcm.edu/educationstudies/pdf/rising-tide/volume-1/VOL1-article8.pdf
National Visual Arts Standards - http://www.arteducators.org/research/national-standards
Recommended Reading
Boughton, D. (2013). Assessment of performance in the visual arts: What, how, and why. In Karpati, A., Gaul, E. (Eds.): From child art to visual culture of youth: New models and tools for assessment of learning and creation in art education. Intellect Press, Bristol, UK.
Barnes, N. (2000). Hands-on writing: An alternative approach to understanding art. Art Education, 40-46.
Assignment Week 7
ResearchLab: Review the assigned readings and develop an essential question in response. In 1-2 pgs. reflect on your own experience of both being assessed in school, and being the assessor. What are some of the contemporary challenges of measuring performance and conducting critique in the contemporary art classroom?
art_assessment_and_the_artistic_process_-_monico.pdf | |
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_studio_critiques_of_student_art_-_barrett_2000.pdf | |
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national_visual_arts_standards.pdf | |
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holistic_assessment_-_boughton-in-press-2013.pdf | |
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interpreting_art_-_barret.pdf | |
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PRESENTATION: Assessment - Part II.pdf | |
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Rethinking Teaching and Socially Engaged Art
Week 8: March 12
How do art teachers address socially engaged art in the classroom?
Activities:
Socratic Seminar: Socially Engaged Art
Reading Week 8:
Darts, D. (2006). Art education for a change: Contemporary issues and the visual arts. Art Education, 6-11.
Irwin, R. & O’Donoghue, D. (2012). Encountering pedagogy through relational art practices. International Journal of Art and Design Education, 221-236.
Recommended Reading:
Helguera, P. (2011). Education for socially engaged art: A materials and techniques handbook. New York, NY: Jorge Pinto Books
Assignments Week 8:
ResearchLab: Review the assigned readings and develop an essential question in response. Develop 2-3 ideas for a community-based art project you would facilitate with an age group of your choice. Identify some of the ethical and conceptual challenges associated with the project alongside any potential social and cultural benefits. (1-2 pgs)
Week 8: March 12
How do art teachers address socially engaged art in the classroom?
Activities:
Socratic Seminar: Socially Engaged Art
Reading Week 8:
Darts, D. (2006). Art education for a change: Contemporary issues and the visual arts. Art Education, 6-11.
Irwin, R. & O’Donoghue, D. (2012). Encountering pedagogy through relational art practices. International Journal of Art and Design Education, 221-236.
Recommended Reading:
Helguera, P. (2011). Education for socially engaged art: A materials and techniques handbook. New York, NY: Jorge Pinto Books
Assignments Week 8:
ResearchLab: Review the assigned readings and develop an essential question in response. Develop 2-3 ideas for a community-based art project you would facilitate with an age group of your choice. Identify some of the ethical and conceptual challenges associated with the project alongside any potential social and cultural benefits. (1-2 pgs)
art_education_for_change_-_darts.pdf | |
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encountering_pedagogy_through_relational_art_practices.pdf | |
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PRESENTATION: Socially Engaged Art | |
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Research Interest Statement Assignment Details
Assignment Details: Research Interest Statement | |
File Size: | 80 kb |
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Teaching in the Art Museum
Week 11: April 2
Activities: Field Trip to Brooklyn Museum
Reading for Week 11:
Mayer, M. (2005). Bridging the theory-practice divide in contemporary art museum education. Art Education, 58(2), 13-17.
Ehrlich, K. (2009). Learning from learning: Machine Project Workshops as a Laboratory in Context. Machine project: A field guide to the Los Angeles County Museum of Art.
Recommended Reading
Rika B. & Kai-Kee, E. (2011). Teaching in the art museum: Interpretation as experience. Los Angeles, California: Getty Publications. (pp. 1-19; 59-67).
Garoian, C. R. (2001). Performing the museum. Studies in Art Education, 42(3), 234-248.
Assignment Week 11:
Week 11: April 2
Activities: Field Trip to Brooklyn Museum
Reading for Week 11:
Mayer, M. (2005). Bridging the theory-practice divide in contemporary art museum education. Art Education, 58(2), 13-17.
Ehrlich, K. (2009). Learning from learning: Machine Project Workshops as a Laboratory in Context. Machine project: A field guide to the Los Angeles County Museum of Art.
Recommended Reading
Rika B. & Kai-Kee, E. (2011). Teaching in the art museum: Interpretation as experience. Los Angeles, California: Getty Publications. (pp. 1-19; 59-67).
Garoian, C. R. (2001). Performing the museum. Studies in Art Education, 42(3), 234-248.
Assignment Week 11:
- ResearchLab: Review the assigned readings and develop an essential question in response.
- Create a Research Topic Mind Map (Use this online tutorial to assist you: http://www.library.arizona.edu/help/tutorials/mindMap/sample.php)
divide_in_contemporary_art_museum_education.pdf | |
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learning_from_learning_-_ehrlich.pdf | |
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teaching_in_the_art_museum.pdf | |
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garoian-charles-performing-museum.pdf | |
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Mindmap Examples:
Example Mind Map - Judy Myrto.pdf | |
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mindmaps-_march_2012.pdf | |
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Design Thinking and the Integrated Curriculum
Week 12: April 9
How does design serve as a catalyst for learning?
Activities:
Socratic Seminar: Design as a Catalyst for Learning
Mind Map Presentations
Reading/Podcasts for Week 12:
Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A. & Hornstein, M. (2010). Destination, imagination and the fires within: Design thinking in a middle school classroom. International Journal of Art and Design Education, 29(1), 37-53.
Choose of the following Podcasts:
Recommended Reading:
Davis, M., P. Hawley, B. McMullan, and G. Spilka (1997). Design as a catalyst for learning. Alexandria, Va.: Association for Supervision and Curriculum Development.
IDEO. (2013). Design thinking for educators. 2nd Edition. http://www.designthinkingforeducators.com/toolkit/
Assignments Week 12:
ResearchLab: Review the assigned readings and develop an essential question and 1-2 pg. reflection in response.
Week 12: April 9
How does design serve as a catalyst for learning?
Activities:
Socratic Seminar: Design as a Catalyst for Learning
Mind Map Presentations
Reading/Podcasts for Week 12:
Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A. & Hornstein, M. (2010). Destination, imagination and the fires within: Design thinking in a middle school classroom. International Journal of Art and Design Education, 29(1), 37-53.
Choose of the following Podcasts:
- Is America’s Education Problem Really Just a Teacher Problem?: http://freakonomics.com/2014/11/27/is-americas-education-problem-really-just-a-teacher-problem-a-new-freakonomics-radio-podcast/
- Think Like a Child:: http://freakonomics.com/2014/05/22/think-like-a-child-a-new-freakonomics-radio-podcast/
Recommended Reading:
Davis, M., P. Hawley, B. McMullan, and G. Spilka (1997). Design as a catalyst for learning. Alexandria, Va.: Association for Supervision and Curriculum Development.
IDEO. (2013). Design thinking for educators. 2nd Edition. http://www.designthinkingforeducators.com/toolkit/
Assignments Week 12:
ResearchLab: Review the assigned readings and develop an essential question and 1-2 pg. reflection in response.
design_thinking_in_a_middle_school_classroom.pdf | |
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design_thinking_toolkit_v2.pdf | |
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designascatalyst00davi.pdf | |
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Annotated Bibliography Assignment Guidelines.docx | |
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Parents and Educators
Week 13: April 16
Activity:
Socratic Seminar: Parents and Educators
Presentation: The Art Teacher’s Role in Parent Involvement
Individual meetings to discuss outline
Reading for Week 13:
Lackey, L.M. (2008). What is exhibition for? : Considering the purposes of an art display in a Saturday Art School context. Art Education, 61(4), 33- 39.
Noguera, P. (2001). Transforming urban schools through investments in social capital of parents. In S. Saegert, J. P. Thompson, M. Warren (Eds.), Social capital and poor communities. Troy, NY: Russell Sage Foundation.
Recommended Reading:
Lawrence-Lightfoot, S. (2004). The essential conversation: What parents and educators can learn from each other. New York: Random House.
Warren, M. (2005). Communities and schools: A new view of urban education reform. Harvard Educational Review, 75(2).
Assignment for Week 13:
Week 13: April 16
Activity:
Socratic Seminar: Parents and Educators
Presentation: The Art Teacher’s Role in Parent Involvement
Individual meetings to discuss outline
Reading for Week 13:
Lackey, L.M. (2008). What is exhibition for? : Considering the purposes of an art display in a Saturday Art School context. Art Education, 61(4), 33- 39.
Noguera, P. (2001). Transforming urban schools through investments in social capital of parents. In S. Saegert, J. P. Thompson, M. Warren (Eds.), Social capital and poor communities. Troy, NY: Russell Sage Foundation.
Recommended Reading:
Lawrence-Lightfoot, S. (2004). The essential conversation: What parents and educators can learn from each other. New York: Random House.
Warren, M. (2005). Communities and schools: A new view of urban education reform. Harvard Educational Review, 75(2).
Assignment for Week 13:
- ResearchLab: Review the assigned readings and develop an essential question in response.
- Due: Annotated Bibliography
- Due: Outline for Literature Review
transforming_urban_schools_through_investments_in_the_social_capital_of_parents.pdf | |
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what_is_exhibition_for.pdf | |
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m_warren_-_communities_and_schools_2005.pdf | |
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school_family_and_community_partnerships_-_epstein.pdf | |
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PRESENTATION: Family - School Partnership | |
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Assignment Examples:
Assignment Details - Annotated Bibliography | |
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apa-annobib-sixth.pdf | |
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Annotated Bibliography - Jessica Sommerville - Example | |
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Draft Literature Review
Week 14: April 23
Activity:
Peer Review: Literature Review
Assignment for Week 14:
Thesis Presentation Visit
Week 15: April 29
Assignment Week 15:
Revised Literature Review
Literature Review Presentations
Week 16: May 7
Presentations should include a 10-15 minutes powerpoint. Recommended guidelines will be circulated.
Assignment Week 16:
Literature Review Presentations
Week 14: April 23
Activity:
Peer Review: Literature Review
Assignment for Week 14:
- ResearchLab: Review the assigned readings and develop an essential question in response.
- Draft Literature Review
Thesis Presentation Visit
Week 15: April 29
Assignment Week 15:
Revised Literature Review
Literature Review Presentations
Week 16: May 7
Presentations should include a 10-15 minutes powerpoint. Recommended guidelines will be circulated.
Assignment Week 16:
Literature Review Presentations
ED 602: Literature Review Assignment Guidelines | |
File Size: | 129 kb |
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seidmanch3_proposingresearch.pdf | |
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com501_marshal_the_what_of_study.pdf | |
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Assessment Rubric - Literature Review | |
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ten_tips_for_effective_presentation.doc | |
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PRESENTATION: Developing Your Literature Review | |
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Example Lit Review
judy_lit_review.doc | |
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sample_lit_review_christan.docx | |
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Example Presentation
visualpresentationjodyc.pdf | |
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erika_shroeder_presentation_of_research_topic.pdf | |
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