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Describe some of your take-aways from this course.  Consider all of the topics including use of digital tools when responding.  Do not respond in list form.  These are merely prompts to get you thinking: 

a.    What concepts or principles have you learned from this course that you might use in your work setting? 

b.    How do you feel about conducting action research now, compared to before you started this course?

c.    Describe how you perceive the value of qualitative and quantitative data when considering improvements.

d.    How do you plan to use the knowledge you gained in this course to be a positive change agent in your own work setting? In other words, what are your next steps? 

e.    Include a new, different quote than you did in you r week one introduction.  Why does this quote inspire you?

Guided Response: Respond to a minimum of two classmates.  *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. 

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In Chapter 7, Mills (2014) discusses a variety of challenges action researchers face with implementing positive change.

What potential challenges or obstacles do you predict facing in your current or future role as an educator when implementing positive change (lack of resources, resistance to change, reluctance to interfere with others’ professional practices, reluctance to admit difficult truths, difficulty finding a forum to share what you have learned, lack of time for action research endeavors, unsupportive administration, other)?

Describe how you would apply what you have learned regarding the challenges of implementing educational change to overcome potential obstacles that you may encounter in taking action.

Guided Response: Respond to a minimum of two classmates.  Provide suggestions for overcoming their potential obstacles. What is something they shared that you hadn’t considered in your own future endeavors?  *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. 

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Action Research Proposal The final project for this course is an Action Research Proposal, which will be created and shared in the form of a formal presentation in PowerPoint, including detailed speaker notes for each content slide. The purpose of the final project is for you to culminate the learning achieved in the course by demonstrating the ability to effectively present an Action Research Proposal.

As you create the presentation, imagine that you are given approximately ten minutes to present this information to your fellow teachers in your school during a staff development day, to your school board to solicit support for their ideas, or to your managers as part of your organization’s continuous improvement program. Your goals are to gain approval to conduct this study and implement your proposed innovation or intervention in your place of work.

To create your presentation, use your current, updated action research plan outline that was originally submitted during Week Four. Additionally, you may want to use your mock presentation from Week Five as well as the feedback acquired from your classmates in the discussion forum to build an improved, more complete presentation for a wider, more important audience. Content The assignment needs to include the following areas of content.

Presentation – Design (6.5 points): Create a presentation that is professionally designed in 15 to 20 slides, including title and references slides, and has no more than seven bullet points per slide and no more than seven words per point. You must use images to add value to the slide content and high-contrast colors for readability and include detailed speaker notes for each content slide.

Presentation – Content (12 points): In addition to a title and references slide, the presentation must include the following twelve areas:
Area of Focus, Explanation of Problem, Variables, including defined factors, contexts, including recognition of diverse learners, and variables of the proposed study, 

Research Questions, which are answerable given your expertise, time, and resources, 

Locus of Control, 

Intervention/Innovation, which is a succinct description of the proposed action to address the identified issue/area of focus, 

Group Membership, including the identified importance, role, and responsibility of each member, 

Negotiations, including potential obstacles (e.g., permissions established), 

Ethics, including a statement of how you address the potential ethical challenges, 

Timeline, which is the anticipated schedule for each phase of the intervention, 

Statement of Resources, which is a list of what is needed to enact the proposed plan, and 

Data Collection, including whether the proposed data collection techniques are justified and whether you are proposing appropriate data collection techniques to answer the study’s research questions (chart from Week Three may be used here).
Written Communication The assignment needs to adhere to the following areas for written communication. APA Formatting (0.5 points): Use APA formatting consistently throughout.

Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Your written work should contain no errors and be very easy to understand.

Source Requirement (0.5 points): Use no less than three scholarly sources in addition to the course textbook, providing compelling evidence to support ideas.

All sources on the reference page need to be used and cited correctly within the body of the assignment.

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 of the week.

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Consider the image/quote below.

Interpret what this quote means to you in light of this week’s readings on personal writing rituals. What conclusions can you make from this simple statement?

Considering Chapter 8 of Action Research: A Guide for the Teacher Researcher, develop a list of up to five of your current personal writing rituals and how they help or hinder your writing. What ideas did you gain from chapter 8 that could help improve your writing practice as you progress through your Master program?

Guided Response: Select at least two of your peers’ to respond to. What differences or similarities are there between your interpretations of the quote? Consider their list of writing rituals.  What new or different ideas did you gain from their list?

Provide them with another helpful suggestion to add to their list or to replace a point they may have included that is more of a hindrance than a help. 

*It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. 

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The purpose of this assignment is for you to review a FINISHED action research report showing the entire planning process and allowing you to put together visibly, what a finished action research proposal consists of including the planning stage you are responsible for in this course as well as the results portion of the report for which you will be responsible for in EDU675 (MAED students).  Having this exposure to a finished report should help you make connections with what you’ve been planning as well as what you will be actually implementing through your proposed intervention/innovation once you begin EDU675.

According to Mills (2014), “To evaluate a research study competently, you must have knowledge of each component of the research process” (p. 215). For this assignment, you will consider all that you have learned and practiced up to this point in our course and apply criteria for evaluating action research to the following: Sample Action Research Report 1: Effect of Technology in Enthusiasm for Learning Science. Finally, you will include a self-reflection. Note that it is acceptable to write in the first-person voice in the reflection. 

Content
The assignment needs to include the following areas of content.

•    Area of Focus (1 point): Describe the area of focus and whether it involves teaching and learning. Include support from the literature where appropriate.

•    Research Questions (0.5 points): List the research questions and discuss whether the researcher states questions that were answerable given the researcher’s expertise, time, and resources.

•    Locus of Control (1 point): Discuss the locus of control and whether the area of focus was within the researcher’s locus of control.

•    Data Collection (1 point): Describe the data collection techniques and whether the researcher used appropriate data collection techniques to answer the study’s research questions (e.g., qualitative and/or quantitative). Include support from the literature in your description.

•    Ethics (1 point): Describe the ethical challenges the researcher faced and how they were resolved.

•    Reflective Stance (1.5 point): Explain the ways the action research effort contributed to the researcher’s reflective stance on the ways teaching and learning are viewed.

•    Action (0.5 points): Describe the actions that resulted from the study.

•    Action-Data Connection (1.5 points): Describe how the proposed action connects to the study’s data analysis and interpretation.

•    Reflection – Learning (0.5 points): Describe what you learned from this study and the process of evaluating it, considering what insight this researcher gave you indirectly regarding the process of action research.

•    Reflection – Application (0.5 points): Describe what you have taken away from this experience for use in your Final Project in this course.

Written Communication
The assignment needs to adhere to the following areas for written communication.

•    Page Requirement (0.25 points): The assignment must be three to five pages, not including title and references pages.

•    APA Formatting (0.25 points): Use APA formatting consistently throughout.

•    Syntax and Mechanics (0.25 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Your written work should contain no errors and be very easy to understand.

•    Source Requirement (0.25 points): Use no less than two scholarly sources in addition to the sample action research report, which may be your course textbooks. All sources on the reference page need to be used and cited correctly within the body of the assignment.

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 of the week.

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Consider first, the written assignment for this week.  Following the same outline, but with less detail at this point, share your intervention plan with the class including:

a.    Your research question(s)

o    What do you want to answer in the study?

b.    A brief overview of your intervention and how students will benefit 

o    This reinforces your identified problem.

c.    How you propose to implement it 

o    How much time will it take and in what sequence?

d.    The ethical considerations you will address

o    “None” is not an option. There are always ethical considerations, some smaller/larger than others.

e.    How you plan on collecting data 

o    Both quantitative and qualitative?

Guided Response:  Read and respond to at least two classmates and provide specific, constructive feedback that may help guide them in their process and present their formal assignment with clarity, accuracy, and depth.  What questions are you left with as you read their plan?  What suggestions can you make to perhaps, give a different perspective?  *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. 

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Mills (2014) shares in Chapter 6, “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 findings” (p. 133).  He adds that data analysis and interpretation is “. . . a process of digesting the contents of your qualitative data and finding related threads in it” (133). 

Analyze the middle school scenario, Flipped Math Class.  Explain your process for coding and categorizing the qualitative data.  What patterns and/or themes did you discover?  Answer the “So What” for your team of teacher-researchers based on your findings. What steps does your team need to take to address these issues before implementing the innovation of a flipped classroom?

Pages 138-139 in Action Research: A Guide for the Teacher Researcher provide an example of coding from a transcript.

Guided Response: Consider the analysis and interpretation of at least two of your classmates.  Did you find similar themes or patterns?  Examine their interpretation of the data.  Did they discover something you didn’t?  Is there something you think is lacking in their interpretation?  Provide specific feedback by asking a probing question and/or providing your interpretation of their analysis and next steps. *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. 

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Instructions: For this assignment, you will write a method paper than contains the items listed in the content below.

Content

The assignment needs to include the following areas of content.

• Intervention – Overview (.5 points): In no more than one page, explain your proposed intervention.

• Intervention – Literature Review (1 point): In no more than one page, discuss your literature review and how it informs your proposed intervention.

• Intervention – Benefits (.5 points): In no more than one page, explain why you think your population will benefit from the intervention. Ensure your explanation draws on the literature you are using to support this choice of intervention.

• Intervention Plan (2 points): In one- to two-pages, describe in chronological order how you will implement your intervention and provide a hypothetical yet practical timeframe for these steps.

• Ethics – Philosophy (.5 points): In one- to two-paragraphs, explain how this intervention fits within your philosophy of teaching. You may have written a philosophy in EDU623 or another prior course.

• Ethics – Social Principles (.5 points): In one- to two-paragraphs, explain how this intervention relates to your social principles as an educator.

• Ethics – Harm (1 point): In one- to two-paragraphs, explain how the literature you reviewed leads you to believe what you are doing is an appropriate intervention.

• Ethics – Protection (.5 points): In one- to two-paragraphs, explain your planned measures to ensure you are protecting the study participants and doing no harm.

• Ethics – Bias (.5 points): In one- to two-paragraphs, explain your planned measures to ensure the study yields unbiased results.

• Data Collection Procedures (1 point): In one page, revise your triangulation matrix from the Week Three Triangulation discussion adding a column that includes how and when you will collect your data. This timeline will be hypothetical and approximate. The Data Collection Procedures section can follow this example:

Written Communication
The assignment needs to adhere to the following areas for written communication.

• Page Requirement (.5 points): The assignment must be four to six pages, not including title and references pages.

• APA Formatting (.5 points): Use APA formatting consistently throughout.

• Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Your written work should contain no errors and be very easy to understand.

• Source Requirement (.5 points): Use no less than two scholarly sources in addition to the course textbooks, providing compelling evidence to support ideas. All sources on the reference page need to be used and cited correctly within the body of the assignment.

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 of the week.
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Briefly describe the population from which data will be collected from during future implementation of the action research study. View the Belmont Report, Ethical Principles and Guidelines for the Protection of Human Subjects of Research. Then watch the following videos*:

*WARNING: The following videos contain strong or potentially offensive language.

a.    Obedience to Authority_Stanley Milgram Experiment 

b.    Feature Film – The Stanford Prison Experiment (Documentary) 

c.    Apology to survivors of the Tuskegee syphilis experiment 

 According to Mills (2014), “all research studies involve ethical considerations. Therefore, all researchers must be aware of and attend to the ethical considerations related to their studies” (p. 27). Therefore, identify the potential ethical concerns associated with the topic you selected in Week One in collecting the type of data you plan to collect from this particular population. How will you address those ethical concerns when designing your action research project around this topic? Be sure to keep in mind the big three ethical principles: respect for persons, beneficence, and justice, as well as informed consent, assessment of risk, and selection of subjects as discussed in the Belmont Report and to refer to them in your response. Having no ethical considerations is not an option.

Guided Response: Take on the role of fellow teacher, building or district/regional administrator, parent, IRB, or other role.  Respond to at least two of your classmates, and imagine you are listening to your co-worker explain via their initial post the ethical issues they need to be aware of and/or address when framing their action research study. What insight can you provide based on what you learned from your study of ethical rules and procedures in research involving human subjects? What did they miss? How might they handle a potentially sticky ethical concern? *It is expected you follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. 

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In Chapter 4 of Action Research: A Guide for the Teacher Researcher, Mills (2014) shares that “ the strength of educational research lies in its triangulation, collecting information in many ways rather than relying solely on one” (p. 104).
Complete the Data collection worksheet to include the following:

1.    Area of focus statement

2.    Brief description of proposed intervention

3.    Table

The following table provides a completed sample of:

1.    Up to three research questions (you will have between one and three questions for your study).

2.    An appropriately aligned data collection tool.

3.    An explanation as to how the tool will help you answer your research question.

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?

Will the inclusion of project-based learning improve student application of comprehending non-fiction text at a high depth of knowledge level?

How does project-based learning integrate clear expectations and essential criteria and remain successful?

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