EDU 671 Entire Course NEW

ASH EDU 671 Entire Course NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/edu-671-
ash/edu-671-entire-course-recent
For more classes visit
http://www.uopassignments.com
EDU 671 Entire Course NEW
EDU 673 Week 1 Brain Research Supports
Differentiation
EDU 673 Week 1 DQ 1 Key Principles of Effective
Differentiation
EDU 673 Week 1 DQ 2 Educational Neuroscience
EDU 673 Week 2 DQ 1 Fluid and Fixed Mindsets
EDU 673 Week 2 DQ 2 Effective Differentiated
Curriculum

EDU 673 Week 2 Journal
EDU 673 Week 2 Welcome Activity
EDU 673 Week 3 Assessment and Differentiation
EDU 673 Week 3 DQ 1 Effective Assessment
EDU 673 Week 3 DQ 2 Summative Assessment
EDU 673 Week 4 Differentiated Instruction for Student
Readiness
EDU 673 Week 4 DQ 1 Student Readiness
EDU 673 Week 4 DQ 2 Student Interest
EDU 673 Week 5 Differentiating for Learning Profile
EDU 673 Week 5 DQ 1 Learning Style Debate
EDU 673 Week 5 DQ 2 Culture and Gender
EDU 673 Week 6 DQ 1 Orderly Flexible Learning
Environments
EDU 673 Week 6 DQ 2 Personal and Professional Growth
EDU 673 Week 6 Final Paper Professional Development
Plan

ASH EDU 671 Week 1 Assignment Trends in Educational
Action Research
ash/edu-671-week-1-assignment-trends-in-
educational-action-research
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.
• 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.

ASH EDU 671 Week 1 DQ 1 Understanding Action
Research
ash/edu-671-week-1-dq-1-understanding-action-
research
EDU 671 Week 1 DQ 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
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.

ASH EDU 671 Week 1 DQ 2 Early Action Research Ideas
ash/edu-671-week-1-dq-2-early-action-research-
ideas
EDU 671 Week 1 DQ 2 Early Action Research Ideas
Familiarize yourself with the nine steps that Mills
(2014) presents in Chapter 3, pp. 69-70, in order to
complete the first three steps of your Final Project,
Action Research Plan. Follow the directions below as
they differ from the steps on page 69. As well, review
Mills (2014) Informed Consent and Protection from
Harm in Chapter 2, pp. 32-36, in order to discuss the
need for completion of informed consent as it relates to
your action research proposal.
At this point, you are presenting early ideas that are not
concrete, as you have not conducted a review of

literature yet. Therefore, your responses should be in
outline form only. (You will make these three steps
more concrete and formal in structure in Week Three).
For now, you will briefly explain the problem or
situation.
1. Current Work Setting
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.

ASH EDU 671 Week 2 Assignment Action Research
Project
ash/edu-671-week-2-assignment-action-research-
project
EDU 671 Week 2 Assignment Action Research Project
First review the examples of learning objectives
provided. Next read the following learning objectives,
then determine whether or not each one contains the
three components described in Chapter 4 of the
textbook (i.e., performance, conditions, and criteria).
Rewrite each statement to contain all three components.
Lastly, evaluate the importance of specific and
measurable learning objectives when planning
instruction and selecting technology.
Your paper must be one to two pages in length (double-
spaced, not including title and reference pages) and

utilize APA formatting. It must cite at least one scholarly
reference in addition to the textbook.
Examples:
Cognitive Domain (application level)
(Condition-->) Given a personal computer, MS Word, and
printer, (Performance-->) create a two-page
document that is (Criteria-->) correctly formatted with
no spelling mistakes. Rewrite the following 6 Learning
Objectives:
Cognitive Domain (application level)
Student will create a formula that uses Excel's math
features (such a +, -, or /).Given a personal computer
and PowerPoint embed clipart into the slide
presentation.
The student will be able to re-write a sentence in future
tense.
Cognitive Domain (Creating Level)
Given two cartoon characters of the student's choice,
include two characters that illustrate three to five of the
major personality traits.
Given popsicle sticks and glue, students will assemble a
bridge.
Psychomotor Domain

The student will be able to walk a balance beam.
Students will build a camp fire

ASH EDU 671 Week 2 Assignment Literature Review
Matrix
ash/edu-671-week-2-assignment-literature-review-
matrix
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
content.
• 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.
• Page Requirement (.5 points): Your assignment must
be three to four pages, not including title and references
pages.
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.

ASH EDU 671 Week 2 DQ 1 The Literature Review
Debate
ash/edu-671-week-2-dq-1-the-literature-review-
debate
EDU 671 Week 2 DQ 1 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

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.

ASH EDU 671 Week 3 Assignment Action Research Plan
plan
EDU 671 Week 3 Assignment 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
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.

• Page Requirement (.5 points): The assignment must
be four to five pages, not including title and references
pages.
understand.
Carefully review the Grading Rubric for the criteria that
will be used to evaluate your assignment.

ASH EDU 671 Week 3 Assignment Leadership
Conference Poster
ash/edu-671-week-3-assignment-leadership-
conference-poster
EDU 671 Week 3 Assignment Leadership Conference
Poster

ASH EDU 671 Week 3 DQ 1 Triangulation
ash/edu-671-week-3-dq-1-triangulation
EDU 671 Week 3 DQ 1 Triangulation
In Chapter 4 of Action Research: A Guide for the Teacher
Researcher, Mills (2014) shares that “ the strength of
educational research lies in its triangulation, collecting
information in many ways rather than relying solely on
one” (p. 104).
Complete the Data collection worksheet to include the
following:
1. Area of focus statement

2. Brief description of proposed intervention
3. Table
The following table provides a completed sample of:
1. Up to three research questions (you will have
between one and three questions for your study).
2. An appropriately aligned data collection tool.
3. An explanation as to how the tool will help you
answer your research question.
Will the incorporation of project-based learning
improve students’ state assessment scores as it relates
to the Common Core State Standards in comprehending
non-fiction text?
Will the inclusion of project-based learning improve
student application of comprehending non-fiction text at
a high depth of knowledge level?
How does project-based learning integrate clear
expectations and essential criteria and remain
successful?

ASH EDU 671 Week 3 DQ 2 Ethics in Research
ash/edu-671-week-3-dq-2-ethics-in-research
EDU 671 Week 3 DQ 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-
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.

ASH EDU 671 Week 4 Assignment Intervention
Innovation Method
ash/edu-671-week-4-assignment-intervention-
innovation-method
EDU 671 Week 4 Assignment Intervention Innovation
Method
Instructions: For this assignment, you will write a
method paper than contains the items listed in the
content below.
Content
content.

 Intervention - Overview (.5 points): In no more than
one page, explain your proposed intervention.
 Intervention – Literature Review (1 point): In no
more than one page, discuss your literature review
and how it informs your proposed intervention.
 Intervention – Benefits (.5 points): In no more than
one page, explain why you think your population
will benefit from the intervention. Ensure your
explanation draws on the literature you are using to
support this choice of intervention.
 Intervention Plan (2 points): In one- to two-pages,
describe in chronological order how you will
implement your intervention and provide a
hypothetical yet practical timeframe for these steps.
 Ethics – Philosophy (.5 points): In one- to two-
paragraphs, explain how this intervention fits
within your philosophy of teaching. You may have
written a philosophy in EDU623 or another prior
course.
 Ethics – Social Principles (.5 points): In one- to two-
paragraphs, explain how this intervention relates to
your social principles as an educator.
 Ethics – Harm (1 point): In one- to two-paragraphs,
explain how the literature you reviewed leads you
to believe what you are doing is an appropriate
intervention.

 Ethics – Protection (.5 points): In one- to two-
paragraphs, explain your planned measures to
ensure you are protecting the study participants
and doing no harm.
 Ethics – Bias (.5 points): In one- to two-paragraphs,
explain your planned measures to ensure the study
yields unbiased results.
 Data Collection Procedures (1 point): In one page,
revise your triangulation matrix from the Week
Three Triangulation discussion adding a column
that includes how and when you will collect your
data. This timeline will be hypothetical and
approximate. The Data Collection Procedures
section can follow this example:
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
One
pre-
assessment
Allows
students to
rate their level
of perceived
confidence
Phase 1:
Given for up
to first three
days of study
depending

learning new
math
concepts
through
digital/virtual
learning
forums
exclusively?
Likert
survey
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.
upon
attendance in
the first 15
minutes of
class-
computer lab.
 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
 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.

ASH EDU 671 Week 4 DQ 1 Data Analysis Practice
ash/edu-671-week-4-dq-1-data-analysis-practice
EDU 671 Week 4 DQ 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 or
thinking.

ASH EDU 671 Week 4 DQ 2 Your Intended
Intervention/Innovation
ash/edu-671-week-4-dq-2-your-intended-
intervention-innovation
EDU 671 Week 4 DQ 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.

ASH EDU 671 Week 5 Assignment Sample Action
Research Report Evaluation
ash/edu-671-week-5-assignment-sample-action-
research-report-evaluation
EDU 671 Week 5 Assignment Sample Action Research
Report Evaluation
The purpose of this assignment is for you to review a
FINISHED action research report showing the entire
planning process and allowing you to put together
visibly, what a finished action research proposal
consists of including the planning stage you are
responsible for in this course as well as the results
portion of the report for which you will be responsible
for in EDU675 (MAED students). Having this exposure to
a finished report should help you make connections
with what you’ve been planning as well as what you will

be actually implementing through your proposed
intervention/innovation once you begin EDU675.
According to Mills (2014), “To evaluate a research study
competently, you must have knowledge of each
component of the research process” (p. 215). For this
assignment, you will consider all that you have learned
and practiced up to this point in our course and apply
criteria for evaluating action research to the following:
Sample Action Research Report 1: Effect of Technology
in Enthusiasm for Learning Science. Finally, you will
include a self-reflection. Note that it is acceptable to
write in the first-person voice in the reflection.
Content
content.
• Area of Focus (1 point): Describe the area of focus
and whether it involves teaching and learning. Include
support from the literature where appropriate.
• Research Questions (0.5 points): List the research
questions and discuss whether the researcher states
questions that were answerable given the researcher’s
expertise, time, and resources.
• Locus of Control (1 point): Discuss the locus of
control and whether the area of focus was within the
researcher’s locus of control.

• Data Collection (1 point): Describe the data collection
techniques and whether the researcher used
appropriate data collection techniques to answer the
study’s research questions (e.g., qualitative and/or
quantitative). Include support from the literature in
your description.
• Ethics (1 point): Describe the ethical challenges the
researcher faced and how they were resolved.
• Reflective Stance (1.5 point): Explain the ways the
action research effort contributed to the researcher’s
reflective stance on the ways teaching and learning are
viewed.
• Action (0.5 points): Describe the actions that resulted
from the study.
• Action-Data Connection (1.5 points): Describe how
the proposed action connects to the study’s data
analysis and interpretation.
• Reflection - Learning (0.5 points): Describe what you
learned from this study and the process of evaluating it,
considering what insight this researcher gave you
indirectly regarding the process of action research.
• Reflection – Application (0.5 points): Describe what
you have taken away from this experience for use in
your Final Project in this course.

• Page Requirement (0.25 points): The assignment
must be three to five pages, not including title and
references pages.
• APA Formatting (0.25 points): Use APA formatting
• Syntax and Mechanics (0.25 points): Display
meticulous comprehension and organization of syntax
and mechanics, such as spelling and grammar. Your
written work should contain no errors and be very easy
to understand.
• Source Requirement (0.25 points): Use no less than
two scholarly sources in addition to the sample action
research report, which may be your course textbooks.
All sources on the reference page need to be used and
cited correctly within the body of the assignment.

ASH EDU 671 Week 5 DQ 2 Writing Rituals and the Value
of Writing About Action Research
ash/edu-671-week-5-dq-2-writing-rituals-and-the-
value-of-writing-about-action-research
EDU 671 Week 5 DQ 2 Writing Rituals and the Value of
Writing About Action Research
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
thinking.

ASH EDU 671 Week 6 Assignment Action Research
Proposal
proposal
EDU 671 Week 6 Assignment Action Research Proposal
Action Research Proposal The final project for this
course is an Action Research Proposal, which will be
created and shared in the form of a formal presentation
in PowerPoint, including detailed speaker notes for each
content slide. The purpose of the final project is for you
to culminate the learning achieved in the course by
demonstrating the ability to effectively present an
Action Research Proposal.
As you create the presentation, imagine that you are
given approximately ten minutes to present this
information to your fellow teachers in your school

during a staff development day, to your school board to
solicit support for their ideas, or to your managers as
part of your organization’s continuous improvement
program. Your goals are to gain approval to conduct this
study and implement your proposed innovation or
intervention in your place of work.
To create your presentation, use your current, updated
action research plan outline that was originally
submitted during Week Four. Additionally, you may
want to use your mock presentation from Week Five as
well as the feedback acquired from your classmates in
the discussion forum to build an improved, more
complete presentation for a wider, more important
audience. Content The assignment needs to include the
following areas of content.
Presentation – Design (6.5 points): Create a
presentation that is professionally designed in 15 to 20
slides, including title and references slides, and has no
more than seven bullet points per slide and no more
than seven words per point. You must use images to add
value to the slide content and high-contrast colors for
readability and include detailed speaker notes for each
content slide.
Presentation – Content (12 points): In addition to a title
and references slide, the presentation must include the
following twelve areas:
Area of Focus, Explanation of Problem, Variables,
including defined factors, contexts, including

recognition of diverse learners, and variables of the
proposed study,
Research Questions, which are answerable given your
expertise, time, and resources,
Locus of Control,
Intervention/Innovation, which is a succinct description
of the proposed action to address the identified
issue/area of focus,
Group Membership, including the identified importance,
role, and responsibility of each member,
Negotiations, including potential obstacles (e.g.,
permissions established),
Ethics, including a statement of how you address the
potential ethical challenges,
Timeline, which is the anticipated schedule for each
phase of the intervention,
Statement of Resources, which is a list of what is needed
to enact the proposed plan, and
Data Collection, including whether the proposed data
collection techniques are justified and whether you are
proposing appropriate data collection techniques to
answer the study’s research questions (chart from Week
Three may be used here).

Written Communication The assignment needs to
adhere to the following areas for written
communication. APA Formatting (0.5 points): Use APA
formatting consistently throughout.
Syntax and Mechanics (0.5 points): Display meticulous
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.

ASH EDU 671 Week 6 DQ 1 Action Planning for
Education Change
ash/edu-671-week-6-dq-1-action-planning-for-
education-change
EDU 671 Week 6 DQ 1 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

ASH EDU 671 Week 6 DQ 2 Final Self Reflection
ash/edu-671-week-6-dq-2-final-self-reflection
EDU 671 Week 6 DQ 2 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

EDU 671 Entire Course NEW

More Related Content

What's hot

Similar to EDU 671 Entire Course NEW

More from shyamuopnine

Recently uploaded

EDU 671 Entire Course NEW