EDLD_5301_Week02_Assignment

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Western Governors University *

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5301

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Apr 3, 2024

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EDLD 5301 Research Week 2 Assignment: Background – Real Life Research Action Examples Overview Last week students had an opportunity to examine the differences in action research and traditional research. Students began to answer questions like:  Why do action research?  How will action research benefit leaders and stakeholders in educational settings?  Why is reflection an important skill for leaders?  Why are blogs beneficial in sharing what we are learning about action research? This week’s lecture, interviews, readings and assignments focus on examples of action research in educational settings. These examples will help you begin to identify your topic for your action research project and provide you with a clear purpose describing why this action research project is important in your professional development. Here are the Learning and Performance Outcomes for Week Two: Learning Outcomes 1) Identify possible action research topics from the intern plan developed in EDLD 5311 and skills needed to successfully lead the research project. 2) Be familiar with areas frequently identified by school leaders needing further research (e.g., school and curriculum development, school culture/campus improvement, school performance in reducing achievement gaps, etc.). Performance Outcomes: 1) Describe some examples of action research from reviewing interviews with current school leaders. 2) Review your internship plan and meet with the site supervisor to brainstorm potential needed and/or desired research topics. 3) Using Leading with passion and knowledge: The principal as action researcher, identify at least nine areas that are common targets or themes of school-based action research.

EDLD 5301 Research Rubric Use the following Rubric to guide your work on the Week 2 Assignment . Tasks Accomplished The evidence suggests that this work is a “Habit of Mind.” The educator is ready to mentor others in this area. Proficient The evidence suggests that performance on this work matches that of a strong educator. Needs Improvement The evidence does not yet make the case for the educator being proficient at this task. Action Research – Lessons from Scholar Practitioners Student selects two of the interviewed scholars and clearly answers questions thoroughly, and for each selected scholar, the student identifies at least one topic for action research; suggestions for conducting action research; and writes a meaningful reflection on lessons learned from the interviews. (3 Points) Student selects two of the interviewed scholars and attempts to answer questions, but does not thoroughly address all three areas addressed in the activity. (2 Points) Student only comments on one interviewed scholar and does not thoroughly respond to all areas addressed in the activity. (1 Point) Common action research topics in educational settings Student clearly identifies eight or nine of the text topics and provides an example of action research for each of those 8 or 9 areas, along with explaining the benefit(s) of conducting action research in each of the identified topics. Student basically receives a full point for each topic identified and providing thorough responses to each topic. (8 – 9 Points) Student identifies six or seven of the text topics and provides an example of action research for each of those 6 or 7 areas, along with explaining the benefit(s) of conducting action research in each of the identified topics. Student basically receives a full point for each topic identified and providing responses to each topic. (6 – 7 Points) Student identifies five or fewer of the text topics and provides an example of action research for each of those 8 or 9 areas, along with explaining the benefit(s) of conducting action research in each of the identified topics. Student basically receives a full point for each topic identified and providing thorough responses to each topic. (1 – 5 Points) Selecting an Action Research Topic Student follows directions and provides thorough responses to the following:  Identify at least three Student responds to only two of the following acitivities:  Identify at least three Student responds to one of the following:  Identify at least three topics for possible action

EDLD 5301 Research topics for possible action research  Describe the conference with the site supervisor(s) regarding topics of interest for action research  Describe the topic or problem agreed upon for the action research project. (3 Points) topics for possible action research  Describe the conference with the site supervisor(s) regarding topics of interest for action research  Describe the topic or problem agreed upon for the action research project. (2 Points) research  Describe the conference with the site supervisor(s) regarding topics of interest for action research  Describe the topic or problem agreed upon for the action research project. (1 Point) Assignment Mechanics Responses are relevant to course content; no errors in grammar, spelling, or punctuation. Students demonstrate proper APA style. (3 Points) Responses are relevant to course content; few errors in grammar, spelling, or punctuation. (2 Points) Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation. (1 Point)

EDLD 5301 Research Week Two Assignment, Part 1 – Action Research Lessons from Scholar Practitioners Go to Week Two Lectures and watch the interviews with three school leaders who discuss action research projects and suggestions for conducting action research. The three school leaders completed their doctorates at Lamar University, and their dissertations are available in the Lamar library and in the resource section of this course. The three leaders are:  Dr. Johnny Briseno, Principal, Rancho Isabella Elementary, Angleton ISD  Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont ISD  Dr. Kirk Lewis, Superintendent, Pasadena ISD After watching and listening to these three scholar practitioners, select two of them and answer the following based on the comments from the two interviews you analyzed: 1. Identify the scholars you selected For each scholar, answer the following: 2. Identify at least one area or topic for action research discussed by each scholar. 3. Describe at least one suggestion or purpose described by each scholar for conducting action research. 4. Reflect on what you learned from watching and listening to each of these scholars. Remember if you wish to follow-up on the topics these scholars selected for their action research, please see their respective dissertations located in the Resource Section of this course, as well as available with other Educational Leadership dissertations at the Lamar University library site. Also, in the Week One Lecture, we discussed an outstanding web resource on action research, E Electronic Textbook - A Blast from the Past: Your Literature Review http://jan.ucc.nau.edu/~mid/edr720/class/literature/blast/reading2-1-1.html . Dr. Mary Dereshiwsky, who served as a consultant and action research scholar, to this course, shared her web site, and this particular link provides you with insightful information regarding conducting a literature review, also discussed in the Dana text, Data Collection Strategy 9: Literature, pp. 93 – 94. This website provides you with guidance in researching what has been written or published on a particular research topic of interest. The professors strongly suggest that you examine this website, also referenced in the Resource Section of the Course.

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