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EDU 675 Week 6 Final Project Action Research Formal Presentation of Findings NEW
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EDU 675 Week 6 Final Project Action Research Formal Presentation of Findings NEW
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Action Research Formal Presentation of Findings
This Final Project is designed to report what you have learned and to apply the information obtained from your action research in its entirety including the proposal, observations, data collection, analysis, sharing, and feedback acquired through collaboration with your peers. As a scholarly practitioner, you have had the opportunity to continue your exploration of action research principles and implement your intervention/innovation in the setting of your choice.
To clarify, the planned action research intervention or innovation will occur in the approved setting while you are enrolled in EDU675. You will again submit the Informed Consent form during Week One of EDU675, verifying approval to conduct their AR intervention/innovation. The available settings for your research are limited depending on your personal situation:
- Employed in a classroom setting:
- Employed in a non-classroom setting:
- Not employed:
As you have learned, the rationale of this type of research is to discover evidence that examines perceived problems in a given setting. Recall, the purpose of action research is to improve practice or to implement change for the purpose of professional development. Mills (2014) states “. . . educational change that enhances the lives of children is a main goal of action research. But action research can also enhance the lives of professionals” (p.13). Furthermore, action research is the process of telling the story of your research journey. This final project is your opportunity to tell the story of your research experience in the Masters of Arts in Education (MAED) Program.
Writing the Final Project
Construct your final project to meet the content and written communication expectations below.
Content Expectations
- Introduction (1 point): Create a one-to-two paragraph introduction that provides a succinct overview of the scope and organization of the assignment.
- Context (2 points): In one-to-two paragraphs, explain what the reader must know about the organization/school setting to enrich their understanding of the intervention/innovation. (e.g., details about the organization/school, staff, number and type of learners/employees, programs, ages, locale, and any other pertinent details regarding the specific content of the project).
- Literature Review (3 points): In two-to-three pages, summarize the literature related to the problem using 4-5 scholarly resources including a brief historical overview and that expands the introduction and presents the current research published about the problem.
- Area of Focus Statement (1 point): In one-to-two sentences, discuss the issues that were addressed, how they emerged, and the goal of your research.
- Research Questions (1 point): State one-to-three questions addressed by the research in list format.
- Intervention/Innovation Description (3 points): In one page, describe the intervention applied for your action research study including comments on the type of adjustments you may have had to make to the intervention.
- Data Collection Strategies (2 points): In one-to-two pages, describe the data obtained through the observations using charts, diagrams, or other visual depictions of your data to supplement the description.
- Outcome Analysis (2 points): In one-to-two pages, explain the conclusions of the data analysis addressing the specific strategies that were successful, which strategies did not work as well as was anticipated, and how the strategies support the research questions.
- Learning Themes (2 points): In one-to-two pages, reflect on the research themes, including the unintended/unexpected outcomes, what worked well, what worked less well, and any process you would conduct differently.
- Action Plan (3 points): In one-to-two pages, explain the anticipated steps that are necessary to continue with this change initiative and the leadership strategies needed to implement them action plan.
- Conclusion (2 points): In two-to-three paragraphs, summarize the major outcome and analysis of the project including the gaps that were uncovered providing insight into the relationship between the topic of the literature review and your overall findings.
Written Communication Expectations
- Page Requirement (.5 points): 18-to-20 pages, not including title and references pages.
- APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
- Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
- Source Requirement (.5 points): References five scholarly sources in addition to the course textbook, providing compelling evidence to support ideas.
All sources on the references page need to be used and cited correctly within the body of the assignment.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment to the course room for evaluation no later than Day 7.
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EDU 675 Week 6 DQ 1 Impact Reflection NEW
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EDU 675 Week 6 DQ 1 Impact Reflection NEW
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Impact Reflection
As you have learned throughout your program, action research is primarily about encouraging teachers and other leaders to be continuous and reflective learners in their specific practice. Action research is considered a work in progress. It is iterative. Action research has strong implications for various types of organizations and can be an incentive in improving student learning, specifically. As part of becoming a reflective practitioner, you will engage in the process of deep thought and deliberation of the ways that you can become problem solvers and change agents (Buczynski & Hansen, 2014).
Initial Post: Prepare for your initial post by reflecting on all you have learned through this course. In your post, explain in at least one paragraph and using scholarly resources to support your assertions how the continuous improvement efforts through the use of action research can inform progress of a school/community/organization. Then, in at least two paragraphs, describe how the action research implemented in this study will generally improve student learning.
Guided Response: Respond to at least two peers. In your responses, consider asking questions of your peers about their responses to encourage further conversation. In your replies, look through the lens of the lens of the teacher, administrator, or other personnel that was involved in your study. Consider what their perception or reaction may be in response to the action research study that was implemented. As has been the advice throughout this course, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
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EDU 675 Week 5 DQ 2 Data Analysis and Early Feedback NEW
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EDU 675 Week 5 DQ 2 Data Analysis and Early Feedback NEW
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Data Analysis and Early Feedback
School leaders have found many benefits from the implementation of action research methodology to initiate the change process (Buczynski & Hansen, 2014; Mills, 2014). It has been stated that action research “has been and continues to be a process of practical and grounded inquiry that reflects in its origins the empowerment of teacher to identify and solve their own problems” (Stringer, 2007, p. 32). Further, Buczynski and Hansen (2014 p. 365) explain that action research provides a clear path to understanding change because it is a “powerful tool” that guides our decisions and practices. As you have now finished implementing your intervention/innovation directly, this discussion provides the opportunity to prepare your data analysis as is expected for the final project, and to share it in the discussion forum for the purpose of providing and receiving feedback from your peers. This collaboration and preparation will further inform your analysis and revisions in preparation for the final project in Week Six.
Initial Post: Post your data analysis as an attachment following the format outlined below:
• Data Collection Strategies: In one-to-two pages, describe the data obtained through the observations. Charts, diagrams, or other visual depictions of your data may be included.
• Outcome Analysis: In one-to-two pages, present your conclusions of your data analysis. Explain the specific strategies that were successful, which strategies did not work as well as was anticipated? Additionally, explain how the strategies support the research questions.
Guided Response: You are encouraged to respond as quickly as possible on or even before Day 3, as the information you provide and receive from others will help refine the analysis in Week Six. In responses to two of your peers, comment on the data analysis presented in the initial post. Ask questions for clarification from your peers to encourage continued conversation and provide feedback about their data analysis, themes, trends that will assist them in developing their final analysis and action plan. Again, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor to further the conversation while giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
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EDU 675 Week 5 DQ 1 School Leaders – Engage NEW
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EDU 675 Week 5 DQ 1 School Leaders – Engage NEW
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School Leaders – Engage!
Action research has long been the research method used in education and in many organizations for the purpose improving the art of teaching and leading. However, there are those that strongly criticize this research method. Proponents of traditional research methods argue that the data that is collected in action research is not reliable and does not yield valid results in part, because of possible research bias (Mckay & Marshall, 2001).
Initial Post: Read the articles from Fitchman-Dana (n.d) and Eikeland (2003) and explain in your post how action research will benefit your setting/organization by granting teachers and other leaders the ability to identify and solve their own problems. Consider, too, the arguments opposing the use of action research as a validated research methodology. The second article is a controversial narrative where the author responds to a previous writing which has highlighted the reasons that action research is not a viable research method. Post your summary of the importance of action research as depicted in these articles and what points resonate during the implementation of your research.
• Eikeland, O. (2003). Unmet challenges and unfulfilled promises in action research. Concepts & Transformation, 8(3), 265-273. Retrieved from EBSCOhost database.
• Fitchman-Dana, N. (n.d.). Top 5 reasons for school leaders to engage in action research. Retrieved from http://www.aasa.org/content.aspx?id=12826
Guided Response: Respond to at least two peers. In your responses, consider asking questions of your peers about their responses to encourage further conversation. Responses will be most effective if they ask a question about your peer’s experiences and the benefits of your action research project. Your responses may offer additional resource for consideration that supports an alternative viewpoint and critical thinking skills. Again, though two responses is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
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EDU 675 Week 4 DQ 1 Observation Reconnaissance NEW
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EDU 675 Week 4 DQ 1 Observation Reconnaissance NEW
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Observation Reconnaissance
Research supports the contention that formative assessment has a direct impact on student learning (Volante and Beckett, 2011) which is also a goal of action research. Formative assessment of data is a reevaluation process that is conducted by the researcher for the purpose of continual improvement (Buczynski & Hansen, 2014). The function of this practice is to help researchers and leaders make adjustment that will best inform and change educational outcomes (Mills, 2014). This research, paired with the successful exercise of leadership practices improves the teaching and learning process because it causes us to respond to the needs of the educational environment. In this discussion, you have the opportunity to think about this iterative process of your research process.
Initial Post: Buczynski and Hansen (2014, p. 31) share important points to consider regarding effective leadership practices that yield results in the differentiated learning environment. This is affectionately termed, the change leader which is what you are becoming! Here, you discuss the status of your action research implementation focusing your discussion on the following questions:
• Are you closer to answering your research question(s)? Why or why not?
• To what degree are your data collection instruments yielding the information you’d hoped for in answering your research questions? Why or why not? and
• How have your leadership skills been put to work specifically, as you have participated as a researcher?
Guided Response: Respond to at least two peers. In your responses, consider asking questions of your peers about their responses to encourage further conversation. Consider selecting a peer whose response or experience differs from your own experiences thus far in the field. Provide feedback regarding your peers’ reasons for identifying these observations and provide thoughtful suggestions for their continued implementation of their research. Use your text and other resources to support your responses. How might you contribute to your peers’ analysis of the formative data, leadership, or other decisions that will be made about their findings? Though two responses is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
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EDU 675 Week 4 Assignment Formative Evaluation Interpretation NEW
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EDU 675 Week 4 Assignment Formative Evaluation Interpretation NEW
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Formative Evaluation – Interpretation
In EDU671, you identified the type of data, the frequency of collection, tools and have also explored topics related to ethical consideration of this information. You are in the process of collecting data for your action research in the field at this time.
Be reminded that you’re the approved Action Research Informed Consent allows your implementation of this action research intervention or innovation in a specialized setting as follows:
• Those currently employed in a classroom setting.
• Those currently employed in a non-classroom or educational setting.
• Those not employed but implementing the intervention or innovation with family members, yourself, or your own children.
You are also in the final week of your action research intervention. Through this process, your experience reinforces action research as being cyclical (Buczynski & Hansen, 2014; Mills, 2014) and for the best outcome we must engage in critical reflection of the data (Volante & Beckett, 2011).
Vital to the process of collecting data is the continual alignment to your research question(s). Equally important is how you will systematically collect multiple sources of data and present the finding to arise at comprehensive conclusions at the termination of your study. The quality of your data analysis is a strong predictor of the ease with which you can manage the data but how you can develop sound findings at the end of your study. Consider: How will you triangulate this information? How will you continue to build upon this information in order to make sense and correlate your data to your outcomes?
The focus of this assignment is to reflect on the data and to prepare for how to analyze in order to answer the research question. We want to answer the question of “So what?” (Mills, 2014, p.132) This is a critical stage of your action research! In this assignment, you evaluate the main themes emerging from your data thus far and how they are or are not supporting your research questions. For example, depending on what you are seeing in the data, you may have assessed that your research question should have been stated in a slightly different manner in order to more authentically capture the specific data. Or, perhaps the data tells you that one of your questions was irrelevant or that an additional question with a slightly different focus should have been asked.
Construct your assignment to meet the content and written communication expectations below.
Content Expectations
• Themes (2 points): Describe the themes emerging from the data collection.
• Personal Experiences (2 points): Analyze how the preliminary findings relate to your personal experiences using specific examples.
• Implications. (3 points): Describe the implications of your data that can be used to answer your research question(s).
Written Communication Expectations
• Page Requirement (.5 points): Three-to-four pages, not including title, references, and appendix pages.
• APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
• Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
• Source Requirement (.5 points): Use no less than two scholarly sources in addition to the Buczynski and Hansen (2014) and Mills (2009) textbooks, providing compelling evidence to support ideas, and if applicable, reference to original project if enhancement of existing project occurred. All sources on the reference page need to be used and cited correctly within the body of the assignment.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment to the course room for evaluation no later than Day 7.
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EDU 675 Week 3 DQ 1 Leadership Conference Poster Session
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EDU 675 Week 3 DQ 1 Leadership Conference Poster Session
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Leadership Conference Poster Session
This discussion provides an opportunity to connect your personalized leadership strengths and motivation with your skills as a leader to further develop into an efficient change agent. Being an effective leader who successfully implements change in a school or other organization can be a challenge! Kouzes and Posner (2007) claimed “leadership is an identifiable set of skills that are available to all of us, not just a few charismatic men and women” (p.20). While this may be true, it takes work and inspiration to learn about yourself and the characteristics that build an effective leader. There are multiple theories that indicate that effective leaders can be cultivated through the deliberate acquisition of certain skills (Senge, 1990). According to Senge (1990, p.3):
…organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.
By cultivating these abilities and knowing our own strengths, we can become leaders who can have a significant impact on our classroom, school site, or other organization. You previously read chapter two of Buczynski and Hansen (2014), which discussed the various types of leadership and the mix of behaviors and other skills that are necessary to be an effective leader. Lord and Hall, as cited in Buczynski and Hansen (p. 57) suggest the “leadership role must become part of one’s self-identity.” Chapter two is an effective source of information for this discussion as well.
Digital poster presentations are increasingly the norm in the field of education as well as other professions. The use of technology in these types of forums is becoming essential in staying updated and competitive in the field. It is essential that you have experience in creating a digital poster presentation. Here you imagine you are presenting a high quality digital presentation to a group of key stakeholders regarding your action research. Therefore, the purpose of this discussion is to link your personalized leadership motivation into your skills as a leader in order to further develop into an efficient change agent. In this case, the change you are instigating is conducted through your action research. This process, in turn, greatly affects your followers, and the organization in which you work. Being motivated to understand and invest in your strengths and areas of challenges greatly informs your practice (Rath & Conchie, 2008).
Initial Post: Imagine you are selected from a large pool of applicants to participate in a distinguished conference poster session focusing on leadership strategies in action research. Your goals are to create a one page digital poster that includes three leadership and motivation themes identified from this week’s readings and your experiences, including a one-sentence explanation of each selected theme, and stating the ways leadership and motivational traits are represented in your action research study. Be sure to design the poster so that it is professional in appearance and therefore appropriate for presentation at the conference poster session. As you create your poster, consider what you have learned about what makes professional presentations effective and appealing to an audience. In this case, there will be well-known authors, experts in the field, and influential participants present including stakeholders in your own action research study. Use Glogster, Word, PowerPoint, or other software of your choice to create the poster and post the link to the flyer in your initial post or attach the poster to your initial post, whichever is most appropriate for the technology you chose.
Guided Response: As an instructional leader, you are embedding your leadership and motivational traits into your own continuous development as you complete this course and move towards the attainment of your own professional goals. Your action research is a part of this continuous development. For responses to this discussion, review the digital posters created and posted by your classmates in the discussion board. You are to select at least two to provide constructive feedback on the following:
a. the content,
b. how leadership would affect the change process, and
c. use of effective technology and/or critique of layout, design, and use of graphics in creating the flyer.
In your responses, consider items such as:
a. professional appearance,
b. quality of responses to the prompts, and
c. overall presentation.
Remember, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor before the last day of the discussion. This will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
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EDU 675 Week 3 Assignment Ongoing Analysis and Reflection NEW
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EDU 675 Week 3 Assignment Ongoing Analysis and Reflection NEW
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Ongoing Analysis and Reflection
Action research methodology can provide valuable assessment information regarding the outcome of your research. The major purpose of this assignment is to begin to identify significant themes that are becoming evident in the implementation of your action research project and your data collection. The key is to begin to discover trends in your data without making premature decisions; however minor adjustments can be made next week. Action research provides correlative and data driven information that can be used to make positive changes in the teaching and learning environment (Buczynski & Hansen, 2014); Mills, 2014). Additionally, thinking about the key stakeholders and their role in your research is important as well. In summary, this assignment is a preliminary interpretation of the various data obtained thus far. Without committing to initial assumptions, you are to begin to identify the key patterns that are emerging.
To prepare for this assignment, view the Silva (2011) video, Action Research @ a Glance. Next, construct your written assignment to meet the content and written communication expectations stated below.
Content Expectations
• Video Reflection (2 Points): In at least one paragraph, reflect on the knowledge you gained or that was reinforced for you by watching the Silva (2011) video.
• Research Question (2 Points): Analyze to what extent your research question(s) is still answerable or worth answering and how you might defend that your research question(s) is/are worth answering.
• Data Collection (3 Points): Justify whether your data collection techniques will provide the kind of data you need to address your questions and whether you are effectively filtering out data that you do not need.
Written Communication Expectations
• Page Requirement (.5 points): Two pages, not including title and references pages.
• APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
• Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
• Source Requirement (.5 points): Include at least two scholarly sources providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment to the course room for evaluation no later than Day 7.
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EDU 675 Week 2 DQ 1 Action Research – What it Means to You (NEW)
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EDU 675 Week 2 DQ 1 Action Research – What it Means to You (NEW)
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Action Research – What it Means to You
You already learned that action research is a type of inquiry used to describe professionals studying their own practice for the purpose of inspiring the change process. According to the North Central Regional Educational Laboratory as cited by (“Action Research”, n.d., para 1), “Action research is inquiry or research in the context of focused efforts to improve the quality of an organization and its performance. It typically is designed and conducted by practitioners who analyze the data to improve their own practice.” This week you begin the implementation of your action research. Congratulations! You have spent a considerable amount of time in the thoughtful planning and development of your study. Now is the exciting time to begin collecting data. Furthermore, in one of the discussions in Week Four, you explain key leadership styles, strategies and responsibilities of the school personnel, community organization, or own children with which you are observing during the implementation of your action research project.
Initial Post: Include a paragraph describing your interpretation of the Action Research (n.d.) quote above for this discussion including how it specifically relates to your action research proposal. Then, in one-to-two paragraphs, explain the ways you envision your research might assist with implementing the change you desire in your selected organization. Start by stating briefly what the intervention/innovation is then explain the ways you envision it implementing a desired change.
Guided Response: Respond to at least two peers. In responses, consider asking questions of your peers about their responses to encourage further conversation. Select responses that resonate with your own thoughts and comment on similarities to your own initial post. Provide specific recommendations and feedback regarding their actual intervention/innovation. Comment on their thoughts regarding how their research might promote the positive change they envision. Ask questions if anything is unclear to you. Again, though two responses is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor before the last day of the discussion to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
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EDU 675 Week 2 Assignment Action Research Project NEW
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EDU 675 Week 2 Assignment Action Research Project NEW
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How is My Research Relevant? A Work in Progress
Recall, action research focuses on enabling teachers, researchers and leaders to be continuous learners (Mills, 2014). By this, action research is considered a “work in progress” (Brydon-Miller, Greenwood, & Maguire, 2003, p. 10) and is considered a “common formative assessment” (Buczynski & Hansen, 2014, p. 352). The process of deliberate and repeated fine-tuning to the design is critical to successful implementation of action research. Therefore, part of the purpose of this assignment is to ensure relevancy of your research and to deepen the research endeavor. Your final project in this course involves preparing a comprehensive presentation of your findings. This assignment is the first step in putting your final project together. Through the collaborative conversations that occur during this week’s discussions, you will gain helpful information from classmates that may prompt a need for refining your research design as it evolves.
Remember, it is important that the data collection is aligned with the research question(s), which was required in the matrix from EDU671. Therefore, another purpose for this assignment is for you to use this assignment as an opportunity to revise and adjust the data collection portion of your study. Effective action research practice includes ongoing and deliberate thought in order to positively inform your study. Revisions are required as part of this action research process. Consequently, incorporating this information is essential to a comprehensive data collection process and presentation of findings that is due in Week Six. For this assignment, you summarize the necessary modifications you made to your action research between the proposal process from EDU671 to this second week as you begin implementation of your study. Please address each of the components listed below in the content expectations and write your paper to meet the written communication expectations below. If modifications were not needed to a particular component, share what was in place originally and label it with the words NO CHANGE.
Content Expectations
• Research Focus (1 Points): Describe the current area of focus for the research including required revisions thus far.
• Literature (2 Points): Synthesize the literature you have found in addition to your matrix developed in EDU 671 that supports your proposal.
• Defining Variables (1 Points): Describe your defining variables in specific and operational terms.
• Research Questions (.5 Points): State your research question(s) in a list format making sure that there is a clear relationship through clear and concise wording to the action research project.
• Intervention/Innovation (2 Points): Analyze the intervention/innovation as it pertains to the connection of the action research project to the field of education, the specific community, non-educational, or individual personal issue in which you are studying.
• Data Collection (.5 points): Describe the type of data collection tools to be used in the study.
Written Communication Expectations
- Page Requirement (.5 points): Two-to-three pages, not including title and references pages.
- APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
- Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
- Source Requirement (.5 points): Include a minimum of two scholarly sources in addition to the course textbook, providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.
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EDU 675 Week 1 DQ 1 Building Capacity in the Collaborative Process – What’s Your Focus (NEW)
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EDU 675 Week 1 DQ 1 Building Capacity in the Collaborative Process – What’s Your Focus (NEW)
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Building Capacity in the Collaborative Process – What’s Your Focus?
The sharing of ideas can be a beneficial process during collaboration (Atweh, Kemmis, & Weeks, 1998; Goleman, Boyatzis, & McKee, 2002). Those researchers and professionals in the field who support collaborative learning strongly believe that sharing ideas with others “increases interest among the participants but also promotes critical thinking” (Gokhale, 1995, para 2). Further, “collaboration lets you share responsibility and combine the knowledge, creativity, and experiences of others” (Unknown (n.d.) Often, when we collaborate through the exploration and insightful sharing of each other’s ideas, we can systematically improve upon our own.
As a way of further developing your action research and communicating your ideas to your classmates, you now have the opportunity to accomplish both while providing feedback to your class peers. The purpose of this process is twofold. First, it promotes your critical thinking and, second, it gives you an opportunity to share your experiences in the research design. In summary, the process of providing collaborative feedback builds capacity in your thought process and in the implementation of your action research study.
Initial Post: Respond to the following prompts in relation to your own study in detailed, yet succinctly written paragraphs.
• Post the link to your Action Research Proposal and/or upload the document/presentation from your EDU671.
• Describe the Area of Focus for your action research study.
• Explain the Research Question(s) for your action research study and the importance of their application.
• Describe the individual roles of each research participant in your action research study.
Your initial post functions as a springboard for peers and the instructor to respond to you with constructive ideas and feedback about your study. You share your Action Research Proposal with peers to obtain ideas and feedback on your proposal. If you have already identified a change to your proposal (e.g., research questions, population, setting, intervention, data collection techniques or personnel involved in your project) make those changes before you share your presentation.
Note: In Week Four you will describe the roles and responsibilities of the identified personnel and the specific leadership strategies you observed. This initial process in this discussion supports the Week Four activity.
Guided Response: Respond to two peers, preferably those that have not yet had responses, and provide constructive feedback and questions regarding their Action Research Proposal. Ask clarifying questions to assist with their process of deepening their study. Some questions to consider as you respond to your peers include: Is the area of focus clearly stated (you know what they are centered on for their study)? Is there direct alignment between the research question(s) and area of focus statement (do they match up logically?) Are the research questions potentially answerable? What suggestions can you provide regarding their actual intervention/innovation? (Is it appropriate/suitable)? Do the data collection techniques align with the research questions and are they manageable? Remember, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion to allow for adequate time for responses. This will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
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EDU 675 Week 1 Assignment Data Collection Strategies Value and Appropriateness NEW
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Data Collection Strategies – Value and Appropriateness
During EDU671, you engaged in a discussion regarding the type of data collection tools that you would use for your action research and were asked to justify their use in your study. You learned from Mills (2014) that, “the interpretation of qualitative data is the researcher’s attempt to find meaning, to answer the ‘So what?’ in terms of the implications of the study’s finding” (p.133). In EDU671, you explored data collection techniques and the process of triangulation of this information to the overall study. In this assignment, you further consider the method of data collection to narrow to the most logical and relevant approach to arrive at an answer to your respective research question(s). Make sure the type of data you plan to collect continues to be appropriate for your study.
The finalization of the type of data collection adds value to your research. This assignment provides a useful framework for the development of the final project in this course in Week Six. You begin the implementation phase of your research in Week Two. During Weeks Two to Four you collect data. Here, in Week One, you consider the type of data you will obtain by referring to and updating as necessary the Data Collection Tool that you used in EDU671; below is an example:
Research Questions Data Collection Tool Why this tool? Justify its use in your study. How does it match with what you are attempting to find and to measure?
Will the incorporation of project-based learning improve students’ state assessment scores as it relates to the Common Core State Standards in comprehending non-fiction text? District Common Assessments (post-test) This research question requires quantitative data collection. The answer of this question is either yes, the incorporation improves test scores or no, it does not. District common assessments, which assess Common Core State Standards as well, can also be used for post-test data.
Will the inclusion of project-based learning improve student application of comprehending non-fiction text at a high depth of knowledge level? Pretests and post-tests Pre- and post-tests can give quantitative data to support findings in the examination of the artifacts and with the observations.
How does project-based learning integrate clear expectations and essential criteria and remain successful?*
Questionnaires
This question seems to only be able to warrant qualitative data collection because it needs first-hand accounts of what expectations and criteria were used that indicated success. Questionnaires can give the researcher an opportunity to view how the teachers instill the expectations in the students.
- For those that are participating in this research that are involved in a non-educational organization, this project-based learning could be implemented many ways. The emphasis in action research, no matter what the organization or setting that is accessed, is learning with others rather than about others for the purpose of developing a reflective practitioner. It is important to consider, however, that the subjects of your study will with adults. Any research taking part outside of a school setting cannot involve minor children. Here are some examples:
Community: Implement a plan for Home Owners Associations meetings, implement new/different services at community center based on member feedback.
Work setting: Implementation of an organizational or time management strategy with fellow employees.
Church setting: Implement a strategy on an adult study team or bible study team.
Own (minor) children: Implement a strategy for study skills and/or habits, organization or time management strategies, use of manners with others, implementing an earlier bed time.
Construct your assignment to meet the content and written communication expectations below.
Content Expectations
Study Title (.5 Points): Create a brief yet descriptive and creative title for the study. Purpose (.5 Points): Explain the purpose of your study. Research Questions (1 Points): State your research questions in a list format. Forms of Data (1.5 Points): In two-to-three paragraphs, describe the multiple forms of data that you will collect (observations, interviews, artifacts, etc.) and how this information will inform your research. Value of Data (2.5 Points): In two-to-three paragraphs, explain the value of the selected forms of data and how this information will inform the focus and research questions. Data Collection Tool (1 Points): Complete the Data Collection Tool and include it as an appendix in the assignment document. You may also need to make updates, revisions, or other adjustments, depending on any changes you have made to your study. Written Communication Expectations
Page Requirement (.5 points): Three-to-four pages, not including title, references, and appendix pages. APA Formatting (.5 points): Use APA formatting consistently throughout the assignment. Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Source Requirement (.5 points): Use no less than two scholarly sources in addition to the Buczynski and Hansen (2014) and Mills (2009) textbooks, providing compelling evidence to support ideas, and if applicable, reference to original project if enhancement of existing project occurred. All sources on the reference page need to be used and cited correctly within the body of the assignment. For more Assignments visit http://www.uopassignments.com
EDU 675 Week 1 Assignment Action Research Consent NEW
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EDU 675 Week 1 Assignment Action Research Consent NEW
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Obtaining Informed Consent
Mills (2014) states, “The role of ethics in action research can be considered in terms of how each of us treats the individuals with whom we interact at our school setting…” (p. 38). As such, the participants must be informed of the nature of the research that is to involve them. Additional and important components of ethical considerations of action research are freedom from harm, anonymity, and confidentiality. Typically, the process of obtaining Institutional Review Board (IRB) approval is required for action research as well as other types of research in the field of education for the purpose of protecting human research participants (Brydon-Miller & Greenwood, 2006). However, IRB approval for your action research project conducted in this class only will not be required since the consent form will be used. The process of obtaining permission by the participant and submitting a completed Consent Form is pivotal to the continuation of this research project and in the successful completion of this course. Some students received approval for the Informed Consent process from your EDU671 Instructor. If this is the case, please submit the approved Informed Consent document only. If you have had a change to your organization, research, or parties, you are required to submit a revised Action Research Informed Consent Form or Informed Consent Alternative for your Instructor’s review.
Submit Consent Form (4 points): Submit a completed and accurate Informed Consent Form signed by the research participant in your study no later than Day 7. For some of you, you will upload the form approved in EDU671. For others of you who have made a change to your research proposal, the revised Informed Consent form is required to be submitted. For example, if you are observing a teacher, you are required to have that teacher review and provide their signature on the Informed Consent Form.
Reminder: You are expected to follow your proposed intervention or innovation previously approved during your enrollment in EDU671 and for which your Action Research Proposal describes and your signed informed consent form represents and was approved. If a change to your setting or circumstances has occurred since EDU 671, you will work with your instructor to propose a different action research focus and intervention/innovation in time to stay on track with the course work in this course (EDU 675).
If you previously proposed performing your action research intervention or innovation within your own home with your family members, your signed Action Research Informed Consent Form still applies with your signature as the researcher and participant, granting permission for your minor child(ren).
Carefully review the Grading Rubric for the criteria used to evaluate your assignment.
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EDU 675 Week 1 Assignment Action Research Consent NEW
EDU 675 Week 1 Assignment Data Collection Strategies Value and Appropriateness NEW
EDU 675 Week 1 DQ 1 Building Capacity in the Collaborative Process – What’s Your Focus (NEW)
EDU 675 Week 2 Assignment Action Research Project NEW
EDU 675 Week 2 DQ 1 Action Research – What it Means to You (NEW)
EDU 675 Week 3 Assignment Ongoing Analysis and Reflection NEW
EDU 675 Week 3 DQ 1 Leadership Conference Poster Session
EDU 675 Week 4 Assignment Formative Evaluation Interpretation NEW
EDU 675 Week 4 DQ 1 Observation Reconnaissance NEW
EDU 675 Week 5 DQ 1 School Leaders – Engage NEW
EDU 675 Week 5 DQ 2 Data Analysis and Early Feedback NEW
EDU 675 Week 6 DQ 1 Impact Reflection NEW
EDU 675 Week 6 Final Project Action Research Formal Presentation of Findings NEW
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