Practical Strategies for Facilitating Classroom Teachers
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Practical Strategies for Facilitating Classroom Teachers
What is Action Research?
Read the following articles about action research:
“Action Research Fosters Empowerment and Learning Committees”
Themes in education: Action research.
“Supporting Technology Integration Through Action Research”
“Practical Strategies for Facilitating Classroom Teachers’ Involvement in Action Research”
In this discussion forum, answer the following questions:
What is your definition and/or understanding of action research?
What are the benefits of and barriers to action research?
Do you see the value of conducting classroom-based inquiries?
What are three questions you have about action research?
What Does Action Research Look Like?
Complete both parts of this prompt:
Part One: The studies listed below provide examples of various action research designs and projects. Read at least one of these studies. Then, identify the research question, the participants, the data methods, and at least one implication/significant finding:
“Action Research in the Classroom: A Process that Feeds the Spirit of the Adolescent”
“Using a Participatory Action Research Approach to Create a Universally Designed Inclusive High School Science Course: A Case Study”
“Boys and Reading: An Action Research Project Report”
“Teaching and Learning Evolution: Testing the Principles of a Constructivist Approach Through Action Research”
“Action Research in the Classroom: Assisting a Linguistically Different Learner with Special Needs”
“Action Research in the Secondary Science Classroom: Student Response to Differentiated, Alternative Assessment”
Part Two: Find an example of an action research project pertaining to your MAED specialization using a database from the Ashford University Library (e.g., EBSCOhost, ERIC) or Google Scholar. Identify the research question, the participants, the data methods, and at least one implication. You can use this article for your “Critical Reviews of Literature” assignment in Week Three.
Reflect on one of the following three sentence starters:
In my classroom, I tried to promote student learning by [implementing]…
In thinking about my future classroom, I want to promote student learning by…
I would like to improve education by…
Instructional Problem/Research Question
The most difficult part of a research project is generating the research question. Think about your vision statement as well as your capacity and potential as a teacher-leader/teacher-researcher. Use these current understandings about yourself to think about how you want to improve your teaching, classroom, and/or school/work setting.
According to Moss and Noden (1994), classroom teachers who decide to investigate questions that they have generated about teaching and learning engage in action research when they raise questions about their practices, test out assumptions, and evaluate the results. Action research gives educators an opportunity to reflect, make connections, and better understand what they are doing.
For this assignment, you will develop your own research question for a topic in your MAED specialization. (This will be a part of your Final Project.) You will decide on what you would like to focus on to change instruction and/or improve learning in your classroom. Your research must address diverse learning environments.
The following activities will support you in generating a research question:
Complete the following tutorial: The relationship between the research questions, hypotheses, specific aims, and long-term goals of the project.
Watch Creating a Research Question.
Read the article, “Inquiring Illinois Teachers Want to Know: Action Research Questions From the Field.”
In your written assignment:
Identify a general topic in your MAED specialization.
Describe a problem that you are having or foresee having in regard to your identified topic. (Describe the context of your educational setting and/or classroom including student demographics, grade, subject, etc.)
Explain how you know this is a problem (e.g., describe student evidence).
Describe why you want to study this problem.
List three potential research questions addressing your problem. (In thinking about the research question, you want to think about ways you can improve or change your practice.)
You can use this assignment to help write the statement of the problem section for your Final Project. The paper should be a minimum of two to three pages in length and include at least three resources, which must be cited in proper APA format.
Practical Strategies for Facilitating Classroom Teachers
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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