|
Mary Jane McIlwain
Complementarity, Synthesis |
 |
Home Collaboration, and Overlay |
|
|||||||||||
| Vitae | Goal Statements | Coursework | Analytical Thinking | Professional Experiences | Research & Dissertation Planning | Documentation of Academic & Professional Growth | |||||
| Date | Course ID and Title | Credit Hours |
 Fall 2005 |
EDUC 802 Leadership Seminar | 3 |
| Spring 2006 |
EDUC 800 Ways of Knowing | 3 |
| Fall 2005/Spring 2006 |
EDUC 805 Doctoral Seminar in Education | 2 |
| Date | Course ID and Title | Credit Hours |
| Spring 2006 |
EDRS 810 Problems and Methods in Education Research | 3 |
| Fall
2006 |
EDRS 811 Quantitative Methods in Education Research | 3 |
| Spring 2007 |
EDRS 812 Qualitative Methods in Educational Research | 3 |
| Spring 2008 |
EDRS 797 Mixed Methods | 3 |
| Date | Course ID and Title | Credit Hours |
| Summer 2007 |
EDRD 829 Advanced Foundations of Literacy Education | 3 |
| Fall 2006 |
EDRD 830 Foundations of Literacy: Birth through Later Childhood | 3 |
| Fall 2007 |
EDRD 831 Foundations of Literacy: Adolescence through Adulthood | 3 |
| Spring 2006 |
EDRD 832 Emerging Trends and Issues in Literacy | 3 |
| Summer 2008 |
Elective--EDRS 797 Structural Equation Modeling |
3 |
| Fall 2008 |
Elective--Independent Study: Language, Story, and Reading Acq. | 3 |
| Fall 2008 |
EDUC 994 Advanced Internship in Education: EDRD 630--GMU | 3 |
| Date | Course ID and Title | Credit Hours |
| Fall 2005 |
EDUC 797 Research In Teaching | 3 |
| Fall 2007 |
EDUC 797 Research On Teacher Education | 3 |
| Spring 2007 |
EDUC 874 Achievement Gap | 3 |
| Summer 2007 |
EDUC 895 Self Study Research Methodology | 3 |
| Date | Course ID and Title | Credit Hours |
| EDUC 998 Doctoral Dissertation Proposal | 3 | |
| EDUC 999 Doctoral Dissertation Research | 3 |
Rational
Literacy and leadership have merged into a system of change in public
schools. This change is supported by the constructivist theory
and has the potential to bring more equitable educational opportunities to
our students and teachers, particularly in the areas of literacy and teacher
development. There are many classes that would help prepare me to become
a productive contributor in this system. Action research is a methodology
that employs mixed methods, however the policy world seems to prefer
quantitative methods. Therefore, I selected Advanced Quantitative Methods
(EDRS 821) to increase my ability to conduct and critique quantitative research.
An independent study focusing on the relationship between literacy
research (particularly in the area of phonological awareness and oral language
development) and policy will inform decisions I make regarding the action
research methodology and its various tools and techniques. My interest in
providing equitable teaching and learning opportunities for teachers and
students will be supported through these research classes, as well as the
class, The Achievement Gap (EDUC 874). My interest in teacher development
will be supported by Self Study Research Methodology (EDUC 895), as I study my
purposes, motivations, and epistemological orientation while working with other
adults. I would also like to explore
whether such an approach would be a good fit for classroom teachers at the p-12
levels. Research on Teaching and Research on Teacher Education will help inform
the historical context of my future work and help articulate findings and ideas
to various audiences.
