Week 4 DQ 1
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.
Week 4 DQ 2
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:
- Your research question(s)
- What do you want to answer in the study?
- A brief overview of your intervention and how students will benefit
- This reinforces your identified problem.
- How you propose to implement it
- How much time will it take and in what sequence?
- The ethical considerations you will address
- “None” is not an option. There are always ethical considerations, some smaller/larger than others.
- How you plan on collecting data
- Both quantitative and qualitative?
Week 4 – Assignment
Instructions: For this assignment, you will write a method paper than contains the items listed in the content below.
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 data. This timeline will be hypothetical and approximate. The Data Collection Procedures section can follow this example:
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?
What are students’ perceived confidence levels with learning new math concepts through digital/virtual learning forums exclusively?
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.
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.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
Week 4 – Assignment 2
- 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:
- Are you currently employed in a classroom setting?
- Are you currently employed in a non-classroom setting:
- 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?
- 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.
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