SpF2014

Melda N. Yildiz

To accomplish the research, we have formulated a timeline below.

Research Timeline/ ** Methodology- Please see [] **

SpF- Undergraduate students partnering faculty PST- teacher candidates (Juniors and Seniors) IST- Teacher/ In-service TE- Teacher Educator || Recent graduates, teacher candidates, distinguished in-service teachers and teacher educators ||
 * TIMELINE || Data Collection/ Methods || Participants || Data Types || Purpose for Collection ||
 * Time Period Research Activity- May 2014- May 2015 || Participatory Action Research PAR |||| R- Researcher
 * Phase 1- Deconstruction- Investigation and analysis ||
 * May 2014 |||| SpF research team starts Literature review focusing on “transformative educator” model.

* IRB forms and permissions for research will be requested.

* Participants will be identified.

* Online Forum/ Platform for sharing and deconstructing resources will be developed. • Needs assessment meeting with SGEI faculty and personnel, outlining the days of the camp activities. * Design survey/ questionnaire for research participants.

• Library research skills training in Kean Library. Literature Review.

• Purchase supplies and educational materials. |||| R/ SpF ||
 * June 2014 |||| Survey instruments and survey will be designed and piloted. (Qualtrics software will be used)

* Survey 1 will be completed

* Data Analysis from PAR Survey I

* Plan for interview and classroom observation Literature review will be completed. Self Study/Reflection starts

• Identify the role and responsibilities of undergraduate SpF students. • Write the contextual factors of the students (collecting data from students and their background- qualtrics survey).

• Design the project based learning activities that integrate Universal Design for Learning (UDL) and post them on the website and choose an online platform/ social media software to collaborate with international students and teachers.

• Prepare posters and educational teaching materials.

• Design pre and post assessment instruments for children, parents and classroom teachers. |||| R/ SpF || Content analysis of participants’ multimedia projects, interactions and conversations. || R/ SpF || weekly journals- online blog entries || To reflect on teacher candidates’ self assessment To reflect on participants’ projects. || teacher candidates, distinguished in-service teachers and teacher educators will be invited for a focus group discussion. || 60-minute focus groups || *To discuss their teaching philosophies and pedagogies for transformative education
 * Phase 2- Participatory Dialogs -Co-constructing the meaning of “transformative educator model” for teacher education courses ||
 * July 2014 || Online meetings- 1 || R, PST, IST, TE || Discussions will be recorded and transcribed. || * Participants will be invited to join online (e.g. skype) meetings/ interviews. ||
 * || Interviews (Pre-observation) || R/ SpF || 30-minute pre-observation teacher interviews || To identify teachers’ pedagogical perspectives & teaching practices ||
 * || Observations (ethnographic) of camp activities || R/ SpF || Six classroom observations 45- 60 min each || To observe relationship between pedagogical perspectives &teaching practices ||
 * || Self Study
 * August 2014 || * Focus group discussion I || All invited

*To create a criteria list from which to identify a pool of “effective” teachers from which to select teacher interview participants *To clarify and reflect on their pedagogical perspectives & teaching practices || * Data Analysis from PAR Survey II • Code, enter, and analyze the data. || question, answer and reflection || *Participants will be invited to attend online (e.g. skype) meetings.
 * || Dialog on online forum- 2 || All invited || 60-minute || *Dialog on online forum continues ||
 * || *Survey II || PST || Asking to respond to 3-5 case studies || *Survey II will be completed
 * || • Write mid-term report. || R/ SpF ||  ||   ||
 * Fall 2014 ||  ||   ||   ||   ||
 * Phase 3- Planning and action: to implement “transformative educator model” ||
 * September – November 2015 || Online meetings/ Self Study online entries || PST/ R || 60 min recorded

*Self Study/Reflection and dialog on online forum continues ||
 * || Content analysis Pre-service teachers’ curriculum projects || PST || 10-15 curriculum projects will be studied || *Participant' portfolios and curriculum projects will be collected and analyzed. ||
 * || • Interview pre-service teachers. || SpF ||  || SpF students interview their peers. ||
 * || Self Study online entries || R/ SpF ||  || Self Study/Reflection ||
 * Spring 2015 ||  ||   ||   ||   ||
 * Phase 4- Evaluation and Preparation for Dissemination / Co-constructing strategies for self reflection ||
 * February- April 2015 || Classroom observation of recent graduates/ in-service teachers

Self Study online entries • Continue to collect data by conducting observations

• Prepare for Research day presentation.

• Write a manuscript for publication consideration based on the research results. • Seek for grants.

• Write proposals for conference presentations (e.g. SITE, AERA). || R/ SpF || Four classroom observations || * Outline the role of PAR on participants’ discoveries, reactions, and reflections and sharing their updates with teacher education faculty for feedback.

* Self Study/ Reflection on teacher candidates’ self assessment ||
 * May 2015 || Focus group discussion II || All invited ||  || * to outline/ share preliminary findings

* Outline/ co-create the action research guide for teacher candidates by teacher candidates. ||
 * || Survey III || PST || * Data Analysis from PAR Survey III || To collect data on PST’s response to case studies and pedagogy of plenty activities ||
 * June 2015 |||||||| * The manuscript prepared for publication.

* Prepare presentation to share the results and apply for conferences.

* Write the final report. ||