Educational Action Research

Educational reach ResearchAction Research InsightsHow have you seen or experienced tralatitious teaching methodal inquiry conducted in the past?Traditional enquiry is conducted by outside professional who have limited stakes in performance and meeting academic standards. Over the years, many polar methods of instruction have been introduced and these methods have been the product of outsider research. Dana Yendol-Hoppey (2009) state that instructors voices have typically been absent from discussions rough education change and reform (p.1).Who leads educational research? Where, when, and wherefore is it conducted?Those who lead education research rest of business leaders, governmental pigeonholings, college groups, and others that ar outsiders to education and have limited ideas of what a classroom teachers indigences on a daily basis (Dana Yendol-Hoppey, 2009). These researcher use data review, surveys, and process oriented methods to conduct research. establish on Dan a Yendol-Hoppey(2009). There be two paradigms that be mostly responsible for educational research. The first in process-product oriented method with the teacher as technician in the classroom (p.2-3). The research is linear in stage setting and the researcher is an outsider to the classroom. The second paradigm is qualitative or interpretive (p.3). This requires the teacher as lively participant, discussion on the focus, and interpretation (p.3). Outsider researcher testament conduct the research. Both Paradigms have as a reason why to do the research the concept of identifying problems to improve performance within the classroom and education.What is the difference between teacher inquiry/ performance research and educational research?Essentially, there is no difference between educational research and teacher inquiry/action research. Educational research is the puffy umbrella that encompasses all research in the education area. Dana Yendol-Hoppey (2009) states that Teacher inquiry heightslights the roll of teachers as experience generator, researcher, and participant. It focuses on the concerns of teachers and engages teachers in the design, data collection, and interpretation of data around a question( p. 4).After poring over your completed comparison graph, in what ways are these action research studies the same as traditional educational research studies? In what ways are they different? What are the strengths and weaknesses of them both?Action research studies are similar to other traditional educational research studies. Both types of research pose questions slightly education that will solve a problem, create a vehicle for change and educational reform, and commit valuable insights into the direction and learning process. The differences in the action research model is that Action Research includes the teacher as a participant, leader, and practiceer of change. The weaknesses of the process-product model and the interpretive is its singl e foc utilize question.Describe which action research lead promoted teaching practices that resulted in more(prenominal) culturally responsive teaching. How was it different from the others?Mother Tongue The role of enkindle teacher communication in helping educatees reach natural standards by Lara Goldstein (2003) promotes teaching practices that resulted in more culturally responsive teaching. The intention of this study was to help disciples achieve standards at high levels focusing on language standards. Assessments of student achievement, communication with parents, and reflections from students and parents were collected. Three problems were obvious from the studyLack of confidenceCultural determineShy and introverted.Identified need for more translators, translated materials, and overcoming cultural barriers(Goldstein, 2003). Primarily, English as Second speech communication students were impacted or affected. Asian-American cultural barriers were pointed out as a f actor contributing to these student not move in classroom discussions. Identified need for more translators, translated materials, and overcoming cultural barriers(Goldstein, 2003). Primarily, English as Second Language students were impacted or affected.Describe the teacher action research study that most influenced the teaching and students learning. How was it influential?Drexler, Dawson, and Ferdig (2007) wrote Collaborative Blogging as a Means to Develop Elementary Expository pen Skills. In this article, the purpose of the study was to show that collaborative blogging would improve students motivation to write. Students attitude via surveys were used to measure before and after attitudes toward make-up(Drexler, Dawson and Ferdig, 2007). A four-step taxonomical data analysis process was used to conduct, collect, and analyze data. change was turn to as an unintentional result. The major finding indicated that collaborationism with college/third rove students increased d omineering attitudes and motivation towards writing at school(Drexler, Dawson and Ferdig, 2007). Blogging and the use of applied science should be used more to help student gather, retain, and assimilate knowledge. Students would benefit from more use of interactive tools to help them learn and retain concepts.Describe the action research study that encouraged equity in teaching practices to meet the needs of a different student body.Understanding High schoolhouse B pretermit Male Students Achievement and School Experience written by Q. T. Nguyen (2007) is the action research study that encouraged equity in teaching practices. . The purpose of the study is to identify what factors contribute to achievement levels of minorities, dark males in particular. This was the inquiry question What are the factors that support Black male students achievement in MMSD? (Nguyen,2007). Reviewing latest data and interviewing high school students was used as data and for review. The group bei ng analyze was a minority which constitutes a diverse community. Disconnectedness with teachers, low expectations, and irrelevant classes, match pressure, and family issues were factors that affected high achievement in the population of student? (Nguyen,2007).. Shared knowledge and realization that more student subjects were postulate to further assess. Basically, this topic is needed with a bigger, more focused group of students and needed to include parents and teachers in the next research.Based on all of this weeks Resources, what is the most important thing you learned somewhat the action research process? What questions do you still have about teacher inquiry/action research? Do you think traditional educational research can positively influence your teaching practice? Why or why not?Based on all the weeks resources, the most important thing I learned about the action research process was it was conducted and lead by classroom teachers, and this process has relevancy to the classroom and to the curriculum being taught in that particular class. unitary question I have about action research is how individualized can it be to reflect impact in special education classes. Traditional educational research has uses in education. These practices are good for identifying processes and for interpreting data for academic success. One research method is not going to serve all facets of the education climate.Action Research compare ChartDirections One of the goals of this weeks learning is to become familiar with various action research scenarios that are classroom and student based and see how different they are from traditional-based research studies. Complete the chart below. This exercise will help you compare and contrast the action research studies and better prepare you in responding to the Application questions. Note You will submit the completed chart as an Appendix to the Application subsidization.QuestionsAction Research hold 1Action Research Stu dy 2Action Research Study 3Who is the author of the study (i.e., insider or outsider, researcher or teacher)?Insider and researcherResearcherInsider, teacherWhat is the gloss of the action research study?Understanding High School Black Male Students Achievement and School Experience.Collaborative Blogging as a Means toDevelop Elementary Expository Writing SkillsMother Tongue The role of parent teacher communication in helping students reach new standards.What is the purpose of the study? Why is it important to the author?The purpose of the study is to identify what factors contribute to achievement levels of minorities, black males in particularThe purpose of the the study was to show that collaborative blogging would improve students motivation to write.The purpose of this study was to help students achieve standardsWhat is the research question, and what is its focus (i.e., to predict, bump off an impact, control, explain a phenomenon or a process, or provide insight into a teac hers practice to make change)?What are the factors that support Black male students achievement in MMSD?How can technology be effectively integrated with an expository writing project? Will blogging improve third grade students attitude toward writing? Will blogging improve the quality of writing? Will third grade students be further motivated to learn about a topic if they are teamed with college partners for guidance? What are the limitations of blogging in the third grade classroom?What happens when I communicate explicitly with parents about standards and what is the impact of parental taste of LA standards of achievement?Which data are collected? How are data collected and analyzed?Reviewing current data and interviewing high school students,Students attitude via surveys were used to assess before and after attitudes toward writing. A four-step systematic data analysis processAssessments of student achievement, communication with parents, and reflections from students and pare nts were collected.Is diversity addressed? If so, how?The group being studied was a minority which constitutes a diverse population.Diversity was addressed as an unintentional result.Asian students were addressed and culturally linguistics was mentioned in study.What were the major findings of the action research study?Disconnectednes with teachers, low expectatins, and irrelevant classes, peer pressure, and family issues were factors that affected high achievement in the population of student sThe major finding indicated that collaboration with college/third grade students increased positive attitudes and motivation towards writing at schoolThree problems were obvious from the study1. Lack of confidence2.Cultural values3.Shy and introvertedWhat actions or changes resulted from the study? Whom did the changes impact?Shared tuition and realization that more student on this topic is needed with a bigger, more focused group of students. Include parents and teachers in the next researc h.Blogging and the use of technology should be used more to help student gather, retain, and assimilate knowledge. Students would benefit from more use of interactive tools to help them learn and retain concepts.Identified need for more translators, translated materials, and overcoming cultural barriers. Primarily, English as Second Language students were impacted or affected.ReferencesDana, N. F., Yendol-Hoppey, D. (2009). The reflective educators overtake to classroomresearch Learning to teach and teaching to learn through practitioner inquiry (Laureate Education, Inc., usance ed.). gram Oaks, CA Corwin Press.Drexler, W., Dawson, K., Ferdig, R. E. (2007). Collaborative blogging as a means todevelop elementary expository writing skills. Electronic Journal for theIntegration ofTechnology in Education, 6, 140160.Goldstone, L. (2003). The mother tongue The role of parent-teacher communication inhelping students meet new standards. In E. Meyers, F. Rust (Eds.), Takingaction with teacher research (pp. 6378). Portsmouth, NH Heinemann.Laureate Education, Inc. (Executive Producer). (2010). Action research for educatorsStudent take to the woods introduction. Baltimore, MD Author.Nguyen, Q. T. (2007). Understanding high school black male students achievement andschool experience. In C. Caro-Bruce, R. Flessner, M. Klehr, K. Zeichner (Eds.), Creating equitable classrooms through action research (pp. 7899). Thousand Oaks, CA Corwin Press.Walden University M.S. in Education ProgramFormative Evaluative Criteria for Applications and Reflective EssaysQuality of figure Submitted induce reflects graduate-level critical, analytical thinking.A emblematic WorkA = 4.00 A- = 3.75All of the previous, in addition to the followingB Graduate Level WorkB+ = 3.50 B = 3.00B- = 2.75All of the previous, in addition to the followingC Minimal WorkC+ = 2.50 C = 2.00C- = 1.75F Work Submitted but UnacceptableF = 1.00 love to fitting ExpectationsThe extent to which work meets the assigne d criteria.Assignment exceeds expectations, integrating additional material and/or information.Assignment demonstrates exceptional breadth and depth.All parts of the assignment are completed, with fully developed topics.The work is presented in a thorough and detailed manner.Assignment demonstrates appropriate breadth and depth.Most parts of assignment are completed.Topics are not fully developed.Assignment demonstrates minimal depth and breadth.Does not fulfill the expectations of the assignment.Key components are not includedAssignment lacks breadth and depth.Assimilation and Synthesis of IdeasThe extent to which the work reflects the students ability to-Understand the assignments purposeUnderstand and analyze material in videos, readings, and discussions curb presented strategies**May include, but are not limited to, scholarly articles, collegial discussions information from conferences, in service, talent development, and/or meetings. Outside sources also may include materials from previous Walden MSED courses, videos, and readings. (but arent currently being used in this course)In addition, students may refer to the course Webliography, course reference list (Bibliography), and the theoretical foundations, all of which are located on Course Home in BlackBoard..Demonstrates the ability intellectually to explore and/or implement key instructional concepts.Demonstrates exceptional inclusion of major points, using creditable sources**, in addition to course videos or required readings.Demonstrates insightful reflection and/or critical thinking.Demonstrates a clear understanding of the assignments purpose.Includes specific information from course videos or required readings to support major points.Provides careful experimental condition of key instructional concepts.Shows some degree of understanding of the assignments purpose.Generally applies theories, concepts, and/or strategies castigately, with ideas indecipherable and/or underdevelopedMinimally inclu des specific information from course videos or required readings.Shows a lack of understanding of the assignments purpose.Does not apply theories, concepts, and/or strategiesDoes not include specific information from course videos or required readings.Written Expression and FormattingThe extent to which scholarly, critical, analytical writing is presented in APA formatStandard Edited English ( i.e. elucidate grammar, mechanics).Represents scholarly writing in a correct APA format.Work is unified around a central purpose with well-developed ideas, logically organized in carve up structure with clear transitions.Effective sentence variety clear, concise, and powerful expression are evident.Work is written in Standard Edited English. No prominent errors interfere with reading.Work is well organized with correct APA formatting throughout.Ideas are clearly and concisely expressed.Elements of effective communication such as an introduction and completion are included.Work is written in Standard Edited English with few, if any, grammatical or robotlike errorsSomewhat represents mature, scholarly, graduate-level writing, with APA generally followed.Ideas are not clearly and concisely expressed.Elements of effective communication such as an introduction and conclusion are not included.Work contains more than a few grammatical, or mechanically skillful errors.The quality of writing and/or APA formatting are not acceptable for graduate level work.major(ip) points do not reflect appropriate elements of communication.No effort to express ideas clearly and concisely.Work is not written in Standard Edited English. Contains many grammatical or mechanical errorsA Exemplary WorkA = 4.00 A- = 3.75All of the previous, in addition to the followingB Graduate Level WorkB+ = 3.50 B = 3.00B- = 2.75All of the previous, in addition to the followingC Minimal WorkC+ = 2.50 C = 2.00C- = 1.75F Work Submitted but UnacceptableF = 1.00It is expected that all applications and reflective ess ays will be submitted according to the assignment due dates indicated. Exceptions may be madeat the discretion of the might member if contacted by the student prior to the due date describing extenuating circumstances.Updated 7-3-2012