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Week 6 Discussion 1 Why Educators Should Conduct Research
Your written response to this discussion prompt is your time to reflect on the action research cycle. This discussion also supports your achievement of Course Learning Outcome 4.
Educators need to conduct research in order to make effective decisions about student learning and student achievement. In addition, teachers must be reflective about their practice in order to make appropriate changes and accommodations, especially for diverse student populations.
*Note: there are two parts to this discussion.
Initial Post: Post an initial response that addresses the following areas:
Why Educators Should Conduct Research
Part A: Read the following articles about being a reflective practitioner:
· ” The articulated learning: An approach to guided reflection and assessment ”
· “The Role of Reflection in the Differentiated Instructional Process” (Links to an external site.)
Using information you gathered from the articles, provide an analysis of the following questions:
· What does it mean to be a reflective practitioner?
· Why should teachers be reflective?
· How would you describe yourself in regard to being a reflective practitioner?
Part B: Provide an evaluation of this question from Barth (as cited in the Phelps, 2008): “How much are you prepared to risk of what is familiar, comfortable, safe, and perhaps working well for you, in the name of better education for others?” (p. 122). Reflect on current practices and how you can be a reflective change agent. Think about the following questions:
· How will you use research to improve your practice in order to facilitate student achievement?
· What two areas of practice in your educational environment do you think need researching and why?
Why Educators Should Conduct Research
Guided Response: After reviewing the initial posts, substantively reply to at least two peers. Asking clarifying questions and sharing personal experiences are excellent methods of extending the discussion.
Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have given to you (including your instructor) before Day 7. This ongoing engagement in the discussion will deepen the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
This week students will:
1. Explain stakeholder responsibilities involved in action research innovation/intervention.
2. Investigate action research principles to current educational challenges and issues.
This is the last week of our class. Congratulations!
Last week you discussed the role of the teacher leader and teacher researcher. This week you have a final reflection on how conducting action research can positively impact the education profession. Action research, as you know, opens up avenues of knowledge and experiences that we may not have previously considered. Reading research also causes us to do our own original thinking. And out of this original thought can grow ideas that ultimately can help our students. As you can see, there is a clear value in research to positively impact students.
Why Educators Should Conduct Research
This week is the culminating project, which involves conducting a peer review of the research proposal you chose in Week Two.
In preparation for this week’s activities, it is recommended that you review the course textbook and the weekly assignments so that you have a global understanding of the expectations and pacing. It is suggested that the resources shared in this week be saved in your “link library” to be used for reference later in the class, future course work, and professional practice.
Please be sure to take about an hour to review this week’s Instructor Guidance. There you will find a wealth of useful information that will supplement your understanding as you progress through the week’s discussions and assignments. This document can also be used as a scholarly reference in this week’s assignments. If additional guidance is needed, please access the Ask Your Instructor section of your course.
It is important to note that the Instructor Guidance has been developed to directly compliment the learning outcomes in each week of this course. As in any course, the Instructor Guidance supports the required texts and other readings but does not replace it. For your continued success in this program, it is highly recommended that you are prepared for each week’s instruction by accessing all of the available resources.
Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.) [Electronic version]. Retrieved from https://content.ashford.edu/
· Chapter 8: Writing an Action Research Report
· Chapter 9: Sharing and Reflecting
Ash, S. L., & Clayton, P. H. (2004). The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), 137-154. doi:10.1023/B:IHIE.0000048795.84634.4a
· This journal article provides a basis for the importance of reflection and assessment across disciplines. This resource will be used to support your work on the discussions this week (i.e., Why Educators Should Conduct Research) and this week’s assignment (i.e. Peer Review).
Minott, M. (2009). The role of reflection in the differentiated instructional process (Links to an external site.) . College Quarterly, 12(1). Retrieved from http://collegequarterly.ca/
· This journal article provides a basis for the importance of reflection and assessment in education. This resource will be used to support your work on the discussions this week (i.e., Why Educators Should Conduct Research) and this week’s assignment (i.e. Peer Review).
WEEK SIX INSTRUCTOR GUIDANCE
Congratulations! And, welcome to the final week of EDU 694: Capstone 1: Educational Research. Please be sure to review the Week Six homepage for this course to see:
· The specific learning outcomes for the week
· The schedule overview
· The required and recommended resources
· The introduction to the week
· A listing of the assessments
Next, be sure to read this entire Instructor Guidance page.
Now is the time to reflect upon all you have learned and experienced in this course. You have formed a foundational understanding of Action Research. In Week Six you will prepare your Final Project consisting of the requirements in the guidance. Also, you have the opportunity to reflect deeply on your learning from Weeks One through Five in the discussion forum.
Why Educators Should Conduct Research
Research is concerned with many things: Finding out answers to important questions, satisfying personal and professional curiosity, developing solutions for complex problems, etc. Educational research, naturally enough, is concerned with these same things, but due to the unique nature of education, goes about addressing these concerns in defined ways, and addressing specific perspectives. Lets take a look at five perspectives as they relate to our profession and Action Research: curriculum, instruction, evaluation, technology and policy.
Curriculum is often concerned with the “what” of teaching—What is worth knowing? What should we teach our students? What forms should it take? As noted above, how we respond these questions should tell us a lot about what we value as educators. And this is reflected in the amount of time we spend on curriculum development, renewal, and decision-making. The Common Core State Standards movement is an excellent contemporary example of how important curriculum is in education.
Instruction is often concerned with the “how” of teaching—How should we teach our students? How can we tailor our lessons to match our students? How should we approach student learning for students who are struggling, or who excel? Instruction is at the heart of what teachers do with students, how they serve them, so this is necessarily a topic that gains significant attention. One thing to bear in mind here is the ways that individual teachers respond to these questions has a lasting impact on students. Classroom teaching matters, and great classroom teaching matters now more than ever.
Evaluation can be viewed in two ways: Student evaluation and program evaluation. In student evaluation, we are looking at not only the different ways to evaluate students (formative and summative assessments, standardized test scores, portfolios and other alternative assessments, etc.), but what we should do with the information we obtain as a result of these evaluations. With program evaluation, the aims are similar, but not the same—the scope is larger, and is aimed at the entire system, whether it is a classroom, school, or school district. Program evaluation looks at all aspects of the education program– curriculum, instruction, student management and safety, counseling services, library, etc.—and should be focused on improvement. Educational systems, even at the individual classroom level, have many moving parts, and getting these parts to work together requires periodic evaluation for improvements to occur.
|FOLLOWING OF INSTRUCTIONS
|NEATNESS AND OTHERS
An essay categorized as excellent demonstrated a profound mastery of the subject matter, coupled with an exceptional ability to organize thoughts coherently. This work showcased a sophisticated understanding of the topic, presenting nuanced arguments with clarity and precision. The structure was impeccable, with a well-defined introduction, body, and conclusion. Critical analysis was evident throughout, reflecting a deep engagement with relevant literature. The essay not only met but exceeded the expected standards, demonstrating a high level of scholarship and intellectual rigor.
An essay categorized as excellent in terms of following instructions demonstrates an exemplary adherence to guidelines. The writer meticulously follows each directive, showcasing a keen attention to detail and a comprehensive understanding of the assignment’s requirements. From formatting to specific content criteria, every instruction is not only met but exceeded, reflecting a dedication to precision. Such essays not only fulfill the given parameters but also exhibit a level of thoroughness that goes beyond expectations.
In the classification of “Neatness and Others,” top-tier works exhibit exceptional attention to detail and precision in presentation. These essays are immaculately organized, with a visually appealing layout and a meticulous approach to formatting. Neatness extends to language usage, where clarity and conciseness prevail. Citations and references are flawlessly integrated, showcasing a commitment to academic integrity. These essays go beyond the surface, incorporating additional elements like illustrative visuals or supplementary materials, enhancing the overall quality of presentation.
In the realm of an average essay, a moderate proficiency in the subject matter was observed. While the writer demonstrated a basic understanding of the topic, there were occasional lapses in organization and coherence. Arguments and analysis were presented, but there was room for improvement in terms of depth and clarity. The structure was adequate but lacked the refinement seen in higher-quality essays. Overall, the essay met the basic requirements but fell short of achieving a more polished and insightful presentation.
In the realm of an average essay regarding following instructions, there is a moderate adherence to guidelines. While the writer generally complies with the given instructions, there may be occasional deviations or oversights. The essay meets the basic requirements but lacks the meticulous attention to detail seen in higher-quality submissions. Despite a reasonable attempt to follow instructions, there is room for improvement in terms of ensuring a more precise alignment with the provided guidelines.
Essays falling into the average category regarding “Neatness and Others” demonstrate a moderate level of attention to detail. The organization is generally tidy, but there may be occasional lapses in formatting or presentation. Language usage is adequate, although there is room for improvement in terms of clarity and conciseness. Citations and references are appropriately included, but not with the finesse seen in higher-quality works. While meeting basic standards, these essays lack the polish and meticulousness associated with top-tier neatness.
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In the realm of “Good Quality” for Neatness and Others, essays display a solid effort in organization and presentation. The layout is generally tidy, with a clear structure and acceptable formatting. Language usage is effective, though some areas may benefit from increased clarity. Citations and references are included appropriately, though not with the precision seen in top-tier works. With minor refinements in organization and attention to detail, these essays have the potential to enhance their overall neatness and move towards a higher quality classification.