Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
A literature review is a critical summary of all the published works on a particular topic. Most research papers include a section on literature review as part of the introduction. However, a literature review can also be published as a standalone article. These slides will help you grasp the basics of writing a literature review.
A literature review is a critical summary of all the published works on a particular topic. Most research papers include a section on literature review as part of the introduction. However, a literature review can also be published as a standalone article. These slides will help you grasp the basics of writing a literature review.
Watch this presentation to complete each part of a research paper correctly. Read the full article here: https://essay-academy.com/account/blog/major-parts-of-a-research-paper
Reference Link:
https://myassignmenthelp.com/blog/literature-review-outline-tips/
For Order: https://myassignmenthelp.com/Home/
Email id:
contact@myassignmenthelp.com
Literature review is a critical analysis of an authorized and accredited body of knowledge through classifications, summary, evidences, justifications and comparison of prior research studies. While writing, you must not confuse your review paper with an annotated bibliography.
Being a writer, your purpose is to realize the readers that this chapter is informative and targeted but, it still has the scope to answer “Why”, “When”, “What” and “How”. More than just sequence of names, your literature review outline must have solid substances as well.
Before understanding the rudimentary facts about outline template, learn the two major aspects either of which can be followed while designing a literature review outline.
Week 6 - Discussion 1 Your initial discussion thread is .docxco4spmeley
Week 6 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Action Planning for Education Change
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.
-
Week 6 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Final Self-Reflection
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:
What concepts or principles have you learned from this course that you might use in your work setting?
How do you feel about conducting action research now, compared to before you started this course?
Describe how you perceive the value of qualitative and quantitative data when considering improvements.
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?
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 demonstrati.
Watch this presentation to complete each part of a research paper correctly. Read the full article here: https://essay-academy.com/account/blog/major-parts-of-a-research-paper
Reference Link:
https://myassignmenthelp.com/blog/literature-review-outline-tips/
For Order: https://myassignmenthelp.com/Home/
Email id:
contact@myassignmenthelp.com
Literature review is a critical analysis of an authorized and accredited body of knowledge through classifications, summary, evidences, justifications and comparison of prior research studies. While writing, you must not confuse your review paper with an annotated bibliography.
Being a writer, your purpose is to realize the readers that this chapter is informative and targeted but, it still has the scope to answer “Why”, “When”, “What” and “How”. More than just sequence of names, your literature review outline must have solid substances as well.
Before understanding the rudimentary facts about outline template, learn the two major aspects either of which can be followed while designing a literature review outline.
Week 6 - Discussion 1 Your initial discussion thread is .docxco4spmeley
Week 6 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Action Planning for Education Change
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.
-
Week 6 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Final Self-Reflection
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:
What concepts or principles have you learned from this course that you might use in your work setting?
How do you feel about conducting action research now, compared to before you started this course?
Describe how you perceive the value of qualitative and quantitative data when considering improvements.
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?
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 demonstrati.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
1 | P a g e
Course Project Guidelines
PSY 333: Motivation
Instructors:
Dr. Ivanna Shubina
Project Weight:
25%
Term: Fall 2019
INTRODUCTION
LEARNING OUTCOMES
PROJECT FILES
PROJECT SUMMARY (SCENARIO)
DELIVERABLES & PROJECT MANAGEMENT
PLAGIARISM
MARKING SCHEME
2 | P a g e
I. INTRODUCTION
In this project, you and your group will need to apply a theory of motivation from the course
textbook to a famous person of your choosing. This famous person must be someone who has a
motivation issue. You will need to 1. Explain this theory briefly, 2. Identify how this theory would
see the motivation challenge of the person you are studying and 3. Identify how this theory would
try to help this person with their motivation.
II. LEARNING OUTCOMES
The project addresses the following outcomes as defined in the Course Syllabus:
1. Demonstrate an understanding of motivational psychology through knowledge of motivational
behavioral principles.
2. Demonstrate critical thinking skills necessary to critically assess actual situations explaining human
behavior.
3. Evaluate scientific studies with an understanding of what constitutes a valid research method.
4. Demonstrate effective communication skills by reading primary and secondary source material,
discussing course content, and writing papers.
5. Demonstrate understanding of the diverse assumptions and values that motivate us and our
behaviors.
III. PROJECT FILES
The associated project files are on Moodle
IV. PROJECT SUMMARY (SCENARIO)
Motivation is a critical part of a healthy and productive life. Overcoming challenges to motivation
plays an important role in overcoming difficult times and achieving one’s goals. By understanding
how to apply a theory of motivation to another person, you will have a better idea of how to apply
this theory to yourself.
V. DELIVERABLES AND PROJECT MANAGEMENT
DELIVERABLE 1 (10%): CASE STUDY “MOTIVATIONAL ANALYSIS”
For this deliverable, you will need to prepare an analysis of motivation on the famous person in which you
apply a knowledge of motivation. Your submission must have one reference for each member in the group.
Your case study must follow provided rubrics and count 1000 -1500 words. You must include in-text citations
and a references in APA style. Your submission needs to have depth and to show that you have thought
through it well and researched it well. Where students only provide content that is common sense, quite
obvious, vague, simple, and lacking in depth (ie: Our famous person should motivate himself by being positive
and giving himself rewards), students will lose points. Students are welcome to encourage positive thinking in
their papers, but should also write in a way that is specific, practical, yet meaningful. To avoid providing
information that is lacking in depth, students are encouraged to ask themselves questions ...
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1:
Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)
Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
Explain why this study is important to the school and the students. ( two to three sentences)
Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences)
Part 2:
Attach a link to your
ePortfolio (Pathbrite)
.
In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the
PowerPoint Template
as a guide to help create a high quality presentation.
Alternate:
If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.
[INSERT TITLE HERE] 7BUS 499 Module 1 Homework AssignmentPa.docxhanneloremccaffery
[INSERT TITLE HERE] 7
BUS 499: Module 1 Homework Assignment
Part I
Directions: For this first week, you will work on a draft. It may change during the course of this class, but do your best and start with a business problem that you find interesting. It may be in your field or it may be interesting in another way. Begin to narrow the choices that you selected in the Check Your Understanding.
Submit the following:
The working title of your topic.
Two to three paragraphs describing the topic and the rationale for choosing the topic. Use the 8 steps to outline your ideas.
A preliminary list of 10 to 15 resources, composed exclusively of titles and URLs.
One paragraph with your initial ideas for how you will conduct the research for this topic. Discuss the applicability of Quantitative, Qualitative, and Mixed Method research methods. How could you apply each one? Which one seems best at this time to use for your proposal? Begin to narrow down the selection you might use for your proposal.
Note: Before submitting your final topic, please confer with your faculty advisor about your choice and options for a topic and get his or her input. The sooner you submit your topic to your advisor, the sooner you can begin your research on the topic.
Part II
Directions: Please fill in the areas shaded in blue.
Exercise I: Developing a research instrument
QUANTITATIVE STUDIES
Now that you have gone through all the chapters that constitute Step I of the research process, this exercise provides you with an opportunity to apply that knowledge to formulate a research problem that is of interest to you. As you know, selecting a research problem is one of the most important aspects of social research, so this exercise will, therefore, help you in formulating your research problem by raising questions and issues that will guide you to examine critically various facets and implications of what you are proposing to study. The exercise is designed to provide a directional framework that guides you through the problem formulation path. Keep in mind that the questions and issues raised in this exercise are not prescriptive but indicative and directional; hence you need to be critical and innovative while working through them. Thinking through a research problem with care can prevent a tremendous wastage of human and financial resources.
A research problem should be clearly stated and be specific in nature. The feasibility of the study in terms of the availability of technical expertise, finances, and time, and in terms of its relevance, should be considered thoroughly at the problem-formulation stage. In studies that attempt to establish a causal relationship or an association, the accuracy of the measurement of independent (cause) and dependent (effect) variables is of crucial importance and, hence, should be given serious consideration. If you have already selected a problem, you need not go through this process.
Start by identifying a broad area y.
Final Reflection for SOM 301Due DatesDuring your lab the week .docxAKHIL969626
Final Reflection for SOM 301
Due Dates:During your lab the week of April 25-29, 2016 (Week 15)
Points:50 points maximum
Objective:To reflect on your learning process and experience
Format: Provide numbered responses that correspond to the questions below. Each response (for each question) should be between one to four paragraphs long. Add your name, lab section, and date along the top of your submission. Use Microsoft Word.
Audience: Self (and instructor)
Blackboard: Submit a digital copy to Blackboard by the start of lab on the due date
Grading:See page 2 of this document
Honor Code:All instances of plagiarism–intentional or unintentional–will result in a report sent to the University Honor Committee and a recommendation of a zero for the assignment, and possibly the course.
Reflections are for students to think about their learning process (metacognition), and help students “own” their learning through considering the assignment or experience in an academic and/or personal context. Students should take this assignment seriously.
NOTE: The reflection process is not a place for students to evaluate their courses or their instructors; student evaluations of instructors and courses that are provided in the final weeks of class are a much better venue for students to express those impressions. Instead, reflections are a place for students to critically think about their individual learning and to focus on self-investigation.
You are expected to reflect on each of the following seven (7) questions.
Process Reflection on the Final Persuasive Memo
1. What challenges did you face in completing the final persuasive memo? How did you address/troubleshoot them?
2. Describe the strategies that led to the completion of the final persuasive memo. How did your thinking about it evolve over time (point to specific experiences while working on the assignment)? How did your assignment evolve (or not evolve) along with your thinking (again, point to specific experiences) about it? What went according to plan, and what surprises did you encounter? What still needs work?
Summative Reflection
3. In what ways have you improved as a communicator throughout this course? What brought about those improvements? Cite specific experiences, readings, assignments, or discussions from this course that support your reflection.
4. What was your biggest accomplishment in the course? How did an assignment and/or other course elements help you reach it? What was your biggest challenge in this course? How did an assignment and/or other course elements help you improve on it? Be specific.
5. What career skills did you improve on in this course? How were they reflected in one of your assignments? What will you take away from this course to help you as you build your career? Be specific.
Process Reflection on the Course
6. How did participation in the course assignments (peer reviews, individual and group presentations, individual and group activities, in-class writin ...
Module 1 - Case
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theories ...
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
COM114 Fall 2019 Reflective JournalCOM114 Fall 2019A.docxmccormicknadine86
COM114 | Fall 2019 | Reflective Journal
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: _ Section: _
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: ______________ Section: ________
HOMEWORK
Reflective Journal [10%]
Course: COM 114 Fundamentals of Speech Communication
Instructors: Alvaro Subero,Nurcan Kose, Arda Jebejian, Filomachi Spathopoulou, Hanane Benali, Slaheddine Mnasri, Belen Gaspar Garcia, Stavros Papakonstantinidis
Term:Fall 2019
Assignment Title: Reflective Journal
Rationale
Self-reflection is a purposeful activity in which you exercise multiple skills, such as critical thinking, personal responsibility, adaptability, and more. When you debrief an experience, you reflect on everything including the process, the choices and discoveries you make, and the problems you encounter. The purpose of the self-reflection questions below is to inspire you to think about your learning journey. For example, how has this knowledge made you better? How can you apply your new knowledge to other areas of your studies? What is its significance in the real world?
Tasks/ Instructions
· Students should fill in all five reflective journal entries as provided by the instructor.
· In order to answer each entry, students should write clear, concise, and error-free sentences and paragraphs, minimum 100 words per reflection entry.
· Ideally, each entry should be answered at the end of each designated week of classes.
· It is the student’s responsibility to submit the journal (Turnit-in) on the date of final submission announced on Moodle
·
REFLECTIVE JOURNAL | REFLECTION #1 | WEEK 4
Make a list of all the fears you have related to public speaking. Order them on a continuum from least feared to most feared. Decide which fears are preventable and describe how they could be prevented. For the unpreventable fears, decide what you could do if they occur. Fill in the table below and put your thoughts in a paragraph.
Fear
Preventable?
Unpreventable?
REFLECTIVE JOURNAL | REFLECTION #2 | WEEK 5
Reflect on your first individual presentation (Interpretive Reading) and answer the following:
a. What did you do well?
b. What would you like to improve in the upcoming speeches?
Refer to the grading rubric of this assignment to be more specific in your response.
REFLECTIVE JOURNAL | REFLECTION #3 | WEEK 9
Reflect on your experience so far and answer the following questions:
a. How do you evaluate your individual performance during the first half of the course?
b. In what area did you improve the most?
c. List three ways you think you have developed or grown as a result of this course.
REFLECTIVE JOURNAL | REFLECTION #4 | WEEK 10
Listen carefully to a classmate’s informative speech and then answer the following questions:
a. What is the name of your classmate?
b. What is his/her topic?
c. Which vocal or bod ...
To help you explore ways of developing more powerful learnin.docxjuliennehar
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations • Dramatizations
Outside of Class: • Service learning • Situational observations • Authentic projects
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?
In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn?
Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course.
Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4),
you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Ashford University EDU 671 Complete
Course
Get help for Ashford University EDU 671 complete course. We provide assignment, homework,
discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
EDU 671 Week 1 Discussion 1
Understanding Action Research
Part One: According Eileen Ferrance (2000) in Themes in education: Action research, action 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
2. 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.
Guided Response: Locate and respond to two classmates’ posts which contain differing perspectives on
the value of action research or that which is different than your own. What new or different
perspectives regarding action research do you now have as a result? Provide specific feedback regarding
their ideas to improve their practice and how their concepts will impact students. *It is expected for you
to 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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Understanding-Action-Research-34075
EDU 671 Week 1 Discussion 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
3. o 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
o 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.
o 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.
3. Area of Focus
o Identify your early idea of what the purpose of your study may be.
4. Explanation of Problem
o 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.
5. Define Variables
o Describe the population (age/grade, quantity of participants, students/or adults). Briefly explain
why you have chosen them.
6. Research question(s)
o 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,
4. technology tools used for evaluation or assessment, or other technology related areas applicable to your
place of work.
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EDU 671 Week 1 Assignment
Trends in Educational Action Research
Instructions: For this assignment, you will create a document that includes both the Early Action
Research Plan and criteria for your area of focus. The plan you share is the same one posted in the Early
Action Research Ideas discussion from this week. Please be sure to consider the feedback you received
from peers and your instructor and make necessary changes before including this plan in your
assignment submission. For the criteria part of the assignment, consider what you read in "Themes in
Education: Action Research" and “Current Trends in Education.” What topics did you see and read about
that lead you toward clarifying a general idea and establishing an area of focus for research? Please
refer to the “Research in Action Checklist Three – One” (Mills, 2014, p. 44) to establish criteria for your
area of focus. Note that writing in the first-person voice during the criteria section of this assignment is
acceptable.
Content
The assignment needs to include the following areas of content.
• Plan – Area of Focus (1 point): In no more than two paragraphs, describe your early idea of what
the purpose of your study may be.
• Plan – Explanation of Problem (1 point): In no more than two paragraphs, explain a statement of
the problem or situation that led to this interest or why you want to pursue this topic.
• Plan – Population (.5 point): In no more than a paragraph, describe the population (age/grade,
quantity of participants, students or adults).
• Plan – Population Choice (.5 point): In no more than a paragraph, explain why you have chosen
your population for this study, including details about why this population is appropriate for this study.
• Plan – Research Questions (1 point): Develop two to three research questions that align with the
area of focus and address what you hope to answer in this study. The questions need to be answerable
and presented in list format, and they must appropriately represent the population/participants you
identified.
• Idea – Teaching and Learning (.5 points): In at least one paragraph, evaluate whether your idea
is an issue that involves teaching and learning. Use relevant literature to support the evaluation.
5. • Idea – Locus of Control (.5 points): In at least one paragraph, evaluate whether your idea is
within your locus of control.
• Idea – Passion (.5 points): In at least one paragraph, describe whether your idea is something
you feel passionate about and where this passion originates from for you (e.g., life experiences or
professional practice).
• Idea – Inspiration (.5 points): In at least one paragraph, describe how your idea inspires you to
implement change or improvement.
Written Communication
The assignment needs to adhere to the following areas for written communication.
• Page Requirement (.5 points): The assignment must be two to three 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.
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EDU 671 Week 2 Discussion
The Literature Review Debate
In Chapter 3 of Action Research: A Guide for the Teacher Researcher, the debate over the role of the
literature process is discussed. Mills (2014) remarks,
Some researchers have argued that reviewing the literature curtails inductive analysis—using induction
to determine the direction of the research—and should be avoided at the early stages of the research
process. Others suggest that the review of related literature is important early in the action research
process because it helps action researchers identify underlying assumptions behind their research
6. questions and helps the researcher refine research questions and embed them in guiding hypotheses
that provide possible direction to follow (p.74).
At this early stage of action research as you prepare to search for credible sources of information to help
you build an action research proposal, discuss which viewpoint on these two perspectives you lean
toward and why. How do you intend to use what you learned concerning best practices for research
from the chapter and the web-based resources to help you search effectively and efficiently?
Guided Response: When reading your peers’ responses to the question, identify a peer who has
responded with a perspective that is different from your own. Now, instead of countering their analysis,
attempt to support it. Then, find someone who agrees with your point of view and challenge his/her
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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EDU 671 Week 2 Assignment
Literature Review Matrix
Instructions: You will conduct a web search on your area of focus using Google, Bing, Yahoo, or any
other major search engine. Be sure to take the time to inform yourself on sound research sources
including use of peer reviews as listed in the recommended and required resources for the week. To get
you started, view What is a Scholarly Journal Article?. Next, you will analyze the first five results that
appear from your search in a table format using Microsoft Word. Then, using the same keywords you
used to search the Web, you will conduct a search in the Ashford University Library using one of the
academic databases (ERIC, ProQuest, EBSCOhost, and so forth) and create a table using Microsoft Word.
Finally, you will select two sources from either table that you feel are the best overall based on currency,
credibility, authority, and academic integrity and construct a summary. For each article in your tables,
use the following format:
APA Citation
Source Type (e.g., journal article, magazine article, book, and so forth)
Annotation (e.g., two to three sentences summarizing the contents of the source)
Content
The assignment needs to include the following areas of content.
7. • Web Search (2 points): Construct a table that includes an APA citation, source type, and a two-
to three-sentence annotation for five scholarly sources gathered from an open Web search.
• Library Search (2 points): Construct a table that inclides an APA citation, source type, and a two-
to three-sentence annotation for five scholarly sources gathered from a library search.
• Summary – Source Selection (1 point): State the two sources you have selected and in one
paragraph evaluate what factors influenced your decision to select these articles over the others from
your search results.
• Summary – Learning (5 points): In a paragraph, explain what you learned through this process of
selecting articles and what was most informative for you about this experience.
• Summary – Adaptations (.5 points): In a paragraph, explain the adaptations you will make in
your search and evaluation process as a result of what you located during this assignment.
• Summary – Application (.5 points): In a paragraph, explain how you will use the information you
found to help inform your ideas about your action research proposal.
Written Communication
The assignment needs to adhere to the following areas for written communication.
• Page Requirement (.5 points): Your assignment must be three to four 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.
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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EDU 671 Week 3 Discussion 1
"Why Diversity in our Schools?" Please respond to the following:
8. • Review the article titled "Florida Passes Plan for Racially-Based Academic Goals". Next, argue for
or against Florida's plan to alter academic goals for students based on their race. Answer the following
questions:
o Why would Florida pass this plan?
o Do you think that other states will begin to follow suit?
Provide a rationale and support for your position. Respond to at least one other student.
• Based on your professional experiences, identify two (2) challenges confronting diversity and
education, and explain how they are the same as or different from the main challenges of the last
century. Provide a rationale for your response. Respond to at least one other student.
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EDU 671 Week 3 Discussion 2
Ethics in Research
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-
9. 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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EDU 671 Week 3 Assignment
Draft Action Research Plan
Instructions: You will construct the draft of your action research plan using the headings provided in the
Content section below. Remember to write clearly and succinctly using active and not passive language
and to write in a professional tone.
Content
The assignment needs to include the following areas of content.
• Area of Focus Statement (1 point): In two to three sentences, describe the purpose of your
study. Begin by writing a statement that starts with, “The purpose of this study is to…”
• Problem - Interest (.5 points): In half of a page, describe the observations that led to your
interest in this action research project (e.g. student interactions, review of data, etc.).
• Problem – Background (1 point): In one page, explain the background or history of the situation
in your classroom/school context or work place.
• Problem – Prior Interventions (1 point): In half of a page, explain what you have tried or what
others have tried in relation to the problem and what has worked or not worked.
• Participant Description (1 point): In no more than one page, describe each participant selected
for this study.
• Participant Justification (1 point): In no more than one page, justify why you are working with
these participants in this study.
• Research Questions (1 point): List two to three research questions that are answerable and, if
applicable, include a definition following the list for any technical terminology used in the questions.
Written Communication
10. The assignment needs to adhere to the following areas for written communication.
• Page Requirement (.5 points): The assignment must be four to five 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.
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.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
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EDU 671 Week 4 Discussion 1
Data Analysis Practice
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
11. or questions your instructor may have provided. This is part of the grading criteria as a demonstration of
critical thinking.
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EDU 671 Week 4 Discussion 2
Your Intended Intervention/Innovation
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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12. EDU 671 Week 4 Assignment 1
Intervention/Innovation Method
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
13. data. This timeline will be hypothetical and approximate. The Data Collection Procedures section can
follow this example:
Research Questions Data Collection Tool Why this tool? Justify its use in your study. How does it
match with what you are attempting to find and to measure? Timeframe:
How and when data will be collected.
What are students’ perceived confidence levels with learning new math concepts through digital/virtual
learning forums exclusively? One
pre-assessment Likert survey
Allows students to rate their level of perceived confidence with learning math concepts through
digital or virtual learning forums as opposed to a live teacher. Provides multiple question types to gather
wider breadth of potential student concerns. Phase 1:
Given for up to first three days of study depending upon attendance in the first 15 minutes of class-
computer lab.
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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14. EDU 671 Week 4 Assignment 2
Informed Consent Form
Complete the required Informed Consent Form or Informed Consent Alternative Form and submit the
form to Waypoint for grading.
a. All students, regardless of program (MAED or MATLT) will align with one of three categories to
plan and/or conduct their action research study. The only difference is that MAED students will apply
their intervention in the next course: EDU675. Consider the following categories and determine which
most accurately represents your current situation as well as the situation you will be in as you begin
EDU675 immediately following successful completion of EDU671:
o Are you currently employed in a classroom setting?
o Are you currently employed in a non-classroom setting:
o Are you currently not employed but could implement one strategy with family members or
individual’s children OR change a personal practice or approach to a situation / need / problem?
b. MAED students in all three categories must provide verification of approval by submitting the
Informed Consent Form with “LIVE” signatures, it must be an actual signature not a typed in name.
Those in the third category if the intervention/innovation involves the student’s own child, then the
student-researcher will sign the informed consent form as both the parent and the researcher. The
completed form will state their intent to participate in a single intervention or innovation lasting
approximately three weeks in a specified setting with a specified group of student or adult participants.
c. MATLT students must submit the form and clearly mark at the bottom why a signature is not
required and describe their proposed study.
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EDU 671 Week 5 Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond
to your classmates. Your grade will reflect both the quality of your initial post and the depth of your
responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be
evaluated.
Mock Action Research Proposal Presentation
As you prepare for your Final Project, take this opportunity to create a mock presentation using
PowerPoint, or other professional presentation software and present your action research proposal to
15. your peers through Jing, Present.me, or PowerPoint to create your presentation with both a visual and
audio component.
Your visual presentation must include all nine components of the action research plan and follow the
guidelines for creating effective presentations as discussed in the required and recommended video
tutorials located in the recommended and required readings section.
In order to ensure your viewers experience the full effect of your mock proposal, it is imperative that
your voice and a visual presentation complement each other as you explain all nine of its components.
Therefore, it is a requirement you include the video component with audio as you share your action
research proposal.
You must keep your presentation under five minutes. Keep in mind, the emphasis is more on you and
your ability to share your knowledge, heart, and passion about your topic, while leading your viewers
through the nine components of your mock action research proposal. Your visual presentation will
provide the main points of each of the nine components, as you follow the seven by seven rule. But
your oral complement will elaborate to fill in the blanks between those main points. Thus, you will have
the opportunity to provide all the details, important information, and passion behind it to your audience
verbally. This will not only appeal to both visual and auditory learners, simultaneously, it will make your
presentation more enjoyable and enriching for both you and your viewers. Include a link to your
presentation or attach it to your discussion post.
Guided Response: View and respond to at least two peers. As you move through the forum, if you see
that some classmates’ posts do not have any posted responses, please view their video and respond so
everyone receives feedback. Provide each other with the following constructive feedback:
• Areas of strength regarding their action research plan itself
• Areas of strength regarding their presentation (think of the tutorial tips)
• Pose a question regarding what you saw and heard in their presentation. Were there any
components that were not entirely clear?
• Make a recommendation for improving or enhancing an element of their work so as to be better
prepared for their final action research proposal project.
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EDU 671 Week 5 Discussion 2
Writing Rituals and the Value of Writing About Action Research
16. 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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EDU 671 Week 6 Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond
to your classmates. Your grade will reflect both the quality of your initial post and the depth of your
responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be
evaluated.
Action Planning for Education Change
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.
17. 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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EDU 671 Week 6 Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond
to your classmates. Your grade will reflect both the quality of your initial post and the depth of your
responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be
evaluated.
Final Self-Reflection
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.
http://www.justquestionanswer.com/viewanswer_detail/EDU-671-Week-6-Discussion-2-Your-initial-
discussion-threa-40742
18. EDU 671 Week 6 Final Project 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:
1. Area of Focus,
2. Explanation of Problem,
3. Variables, including defined factors, contexts, including recognition of diverse learners, and
variables of the proposed study,
4. Research Questions, which are answerable given your expertise, time, and resources,
5. Locus of Control,
6. Intervention/Innovation, which is a succinct description of the proposed action to address the
identified issue/area of focus,
7. Group Membership, including the identified importance, role, and responsibility of each
member,
19. 8. Negotiations, including potential obstacles (e.g., permissions established),
9. Ethics, including a statement of how you address the potential ethical challenges,
10. Timeline, which is the anticipated schedule for each phase of the intervention,
11. Statement of Resources, which is a list of what is needed to enact the proposed plan, and
12. 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.
http://www.justquestionanswer.com/viewanswer_detail/EDU-671-Week-6-Final-Project-Action-
Research-Proposal-40744