New class DQ 1 & 2

 

DQ 1

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Understanding Action Research

 

research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9).  Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, what factors bring value to action research, differentiating it from traditional educational research?  Include at least three factors that are beneficial or lend credibility.

Part Two:  Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9).  Considering that your Final project will be an action research proposal presentation, how will this lead you to improve your practice and make changes to instruction to positively impact students?

Part Three: Visit the Ashford University Library. Locate a full-text article that addresses Part One, providing additional comparisons between action and traditional research, or find an article that discusses Part Two, sharing research findings. Share at least one point from your article that adds to what you learned from our assigned readings.  Be sure to cite your article according to APA standards

 

DQ 2

 

Early Action Research Ideas

 


Familiarize yourself with the nine steps that Mills (2014) presents in Chapter 3, pp. 69-70, in order to complete the first three steps of your Final Project, Action Research Plan.  Follow the directions below as they differ from the steps on page 69. As well, review Mills (2014) Informed Consent and Protection from Harm in Chapter 2, pp. 32-36, in order to discuss the need for completion of informed consent as it relates to your action research proposal.

At this point, you are presenting early ideas that are not concrete, as you have not conducted a review of literature yet.  Therefore, your responses should be in outline form only.  (You will make these three steps more concrete and formal in structure in Week Three). For now, you will briefly explain the problem or situation.

 

  1. Current Work Setting
    • Describe your current professional setting, if applicable, whether you are working in a school setting, other educational setting, or organization not related to education.
  2. Potential Population Effected
    • Keeping the focus relatively small, describe whether the potential population of interest includes a group of students and what their grade or age level includes. If you currently work with adults in a non-educational setting, include who in your workplace is impacted. If you are currently unemployed, include who may benefit from a potential change or intervention (i.e. your child, a related child, an adult in the family, etc.). Avoid the use of specific names, rather describe the group or individuals who would be influenced or involved in the action research project. 

 

 

 

    • Based on what you learned by reading the selection in Mills, discuss the importance of and need to communicate and acquire informed consent. When contemplating where your study may occur and who it may involve, who (person’s professional role) do you anticipate will need to sign an informed consent form for your study? If no signatures are needed, clearly state why not.
  1. Area of Focus
    • Identify your early idea of what the purpose of your study may be.
  2. Explanation of Problem
    • Statement of problem or situation that led to this interest or why you want to pursue this topic, including trends in education or educational research.
  3. Define Variables
    • Describe the population (age/grade, quantity of participants, students/or adults). Briefly explain why you have chosen them.
  4. Research question(s)
    • What do you wonder?  Consider your area of focus statement.  What do you hope to answer?

 


Guided Response: Respond to at least two of your classmates, one with a different topic idea than your own. Ask a question that will encourage them to expand their thinking, consider another point or perspective, or explain more deeply what is appealing about the topic.  Make a recommendation to help them narrow their focus or expand their scope. *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.


Attention MATLT Students: To keep aligned with your program’s emphasis on technology, we strongly suggest that you choose a research area and/or problem involving teaching, learning, or training with technology. Examples may include technology use in the classroom, technology teacher training, technology tools used for evaluation or assessment, or other technology related areas applicable to your place of work.

 

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