Looking for Complete EDD/581 – ACTION RESEARCH AND EVALUATION

Looking for Complete EDD/581 – ACTION RESEARCH AND EVALUATION

EDD/581 Action Research and
Evaluation

Copyright ©2013 by University of Phoenix. All rights reserved.

SYLLABUS

Course Description
This course examines action research and its role in decision-making and in educational practices. Students are introduced
to various types of action research and to the elements of the action research process, including identifying a problem,
determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis
of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students
identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research
using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action
research study.

Course Dates
Oct 29, 2013 – Dec 23, 2013

Academic Standards
The following standards apply to or are associated with this course for accreditation, governance, or compliance.

National

Standard 3

A building-level education leader applies knowledge that promotes the success of every student by ensuring the
management of the school organization, operation, and resources through monitoring and evaluating the school
management and operational systems; efficiently using human, fiscal, and technological resources in a school
environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for
distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and
student learning.

3.1 Candidates understand and can monitor and evaluate school management and operational systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school
operations.
3.3 Candidates understand and can promote school-based policies and procedures that protect
the welfare and safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on
supporting high-quality school instruction and student learning.

Standard 1

A building-level education leader applies knowledge that promotes the success of every student by collaboratively
facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the
collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to
achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and
revision of school plans supported by school-based stakeholders.

1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning
for a school.
1.2 Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and
implement plans to achieve school goals.
1.3 Candidates understand and can promote continual and sustainable school improvement.
1.4 Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders.

Standard 2

A building-level education leader applies knowledge that promotes the success of every student by sustaining a school
culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning

ELCC

environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent
curricular and instructional school program; developing and supervising the instructional and leadership capacity of school
staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school
environment.

2.1 Candidates understand and can sustain a school culture and instructional program conducive to student learning
through collaboration, trust, and a personalized learning environment with high expectations for students.
2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and
instructional school program.
2.3 Candidates understand and can develop and supervise the instructional and leadership capacity of school staff.
2.4 Candidates understand and can promote the most effective and appropriate technologies to support teaching and
learning in a school environment.

Standard 4

A building-level education leader applies knowledge that promotes the success of
every student by collaborating with faculty and community members, responding to diverse community interests and
needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to
improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse
cultural, social, and intellectual resources within the school community; building and sustaining positive school
relationships with families and caregivers; and cultivating productive school relationships with community partners.

4.1 Candidates understand and can collaborate with faculty and community members by
collecting and analyzing information pertinent to the improvement of the school’s
educational environment.
4.2 Candidates understand and can mobilize community resources by promoting an
understanding, appreciation, and use of diverse cultural, social, and intellectual resources
within the school community.
4.3 Candidates understand and can respond to community interests and needs by building and
sustaining positive school relationships with families and caregivers.
4.4 Candidates understand and can respond to community interests and needs by building and sustaining productive
school relationships with community partners.
5.5 Candidates understand and can promote social justice within the school to ensure that individual student needs inform
all aspects of schooling.

Standard 5

A building-level education leader applies knowledge that promotes the success of
every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for
every student’s academic and social success by modeling school principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity,
and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school;
and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.

5.1 Candidates understand and can act with integrity and fairness to ensure a school system.
of accountability for every student’s academic and social success.
5.2 Candidates understand and can model principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to their roles within the school.
5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the school.
5.4 Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school.
5.5 Candidates understand and can promote social justice within the school to ensure that individual student needs inform
all aspects of schooling.

Standard 6

A building-level education leader applies knowledge that promotes the success of every student by understanding,
responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for
school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student
learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-
based leadership strategies.

6.1 Candidates understand and can advocate for school students, families, and caregivers.
6.2 Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in
a school environment.
6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based
leadership strategies.

Standard 7:

A building-level education leader applies knowledge that promotes the success of every student through a substantial and
sustained educational leadership internship experience that has school-based field experiences and clinical internship

practice within a school setting and is monitored by a qualified, on-site mentor.

7.1 Substantial Field and Clinical Internship Experience: The program provides significant field experiences and clinical
internship practice for candidates within a school environment to synthesize and apply the content knowledge and develop
professional skills identified in the other Educational Leadership Building-Level Program Standards through authentic,
school-based leadership experiences.
7.2 Sustained Internship Experience: Candidates are provided a six-month, concentrated (9-12 hours per week) internship
that includes field experiences within a school-based environment.
7.3 Qualified On-Site Mentor: An on-site school mentor who has demonstrated experience as an educational leader within
a school and is selected collaboratively by the intern and program faculty with training by the supervising institution.

Texas Standard 4
The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession.

Faculty Information

• Academic

Policies

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be
slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the
policies governing your current class modality.

Objectives and Standards
Not Available

Get Ready for Class
• Familiarize yourself with the textbooks used in this course.

Course Materials
All electronic materials are available on your student website.

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the
following two documents (both located on your student website):

Policies

Susan Winder (PRIMARY)Name :
Email Address : winders@email.phoenix.edu
Alternate Email Address
Phone Number : (248) 974-6918

Week1 Oct, 29 – Nov, 04
Introduction to Action Research

Tasks

1.1 Define action research.
1.2 Distinguish between types of action research.
1.3 Identify the components of action research.
1.4 Review examples of action research.
1.5 Explain how action research can be utilized to effect school improvement and change.
1.6 Examine opportunities to conduct action research collaboratively.

Objectives/Competencies

Required Learning Activities
• Improving Schools through Action Research, Ch. 1
• Action Research by Eileen Ferrance
• Week One Electronic Reserve Readings

Assignments

See the student website for additional recommended learning activities that may help you learn this week’s concepts.

Title Type Due Points

Week One Participation

Participation requires 8 posts within 4 days. Your DQ’s count as two of
the required 8 posts. Responsive posts are to be a minimum of 50
words.

Individual Nov 04, 2013 11:59 PM 1

Action Research vs. Traditional/Basic Research Paper

Write a 700- to 1,050-word paper in which you compare and contrast
the differences between action research and traditional (qualitative and
quantitative) research.
Define action research and traditional research and describe
appropriate uses for each.
Include examples of how action research relates to a classroom or work
environment.
Cite at least three journal articles.
Click the Assignment Files tab to submit your assignment.

Individual Nov 04, 2013 11:59 PM 5

Discussion Questions Individual Nov 02, 2013 11:59 PM 1

Learning Team Charter
Please complete the learning team charter. This charter should be an
agreement between team members and not just each team member
adding their input.

Learning
team

Nov 03, 2013 11:59 PM 1

• Action Research Proposal (Preparation)

• Action Research Study and Presentation (Preparation)

Week2 Nov, 05 – Nov, 11
Introduction to the Action Research Process

2.1 Examine the role of reflection on practice in generating ideas for a research focus.
2.2 Determine appropriate topics for an action research study.
2.3 Identify the elements of an effective research question.
2.4 Determine varied sources relevant to a research problem.
2.5 Explain the importance of the literature review.
2.6 Compare qualitative and quantitative research methodologies.

Objectives/Competencies

Required Learning Activities
• Improving Schools through Action Research, Ch. 2
• Improving Schools through Action Research, Ch. 6
• Week Two Electronic Reserve Readings

Assignments
See the student website for additional recommended learning activities that may help you learn this week’s concepts.
Title Type Due Points

Week Two Participation
Participation requires 8 posts within 4 days. Your DQ’s count as two of
the required 8 posts. Responsive post are to be a minimum of 50
words.

Individual Nov 11, 2013 11:59 PM 2

Action Research Proposal, Section One

Complete and submit Section One of your Action Research Proposal.
Use the PowerPoint template to develop this section.
Click the Assignment Files tab to submit your assignment.

Individual Nov 11, 2013 11:59 PM 5

Action Research Study and Presentation

Share and discuss your action research studies and summaries.
Determine any similarities among the studies regarding topics,
methodology, issues related to the study process, and questions they
raise about action research.
Select a modality such as a graphic organizer, an outline, a chart, or a
PowerPoint and use this modality to present the major ideas of your
discussion.
Click the Assignment Files tab to submit your assignment.

Learning
team

Nov 11, 2013 11:59 PM 4

Discussion Questions Individual Nov 09, 2013 11:59 PM 1

Learning Team Evaluation
Please submit a learning team evaluation to the gradebook. These are
done individually.

Individual Nov 11, 2013 11:59 PM 1

Week3 Nov, 12 – Nov, 18
Initial Steps in Developing an Action Research Study

Tasks

3.1 Determine a focus for a proposed action research study.
3.2 Develop an action oriented, outcome based research question.
3.3 Conduct a literature review to establish a theoretical context.

Objectives/Competencies

Required Learning Activities
• Improving Schools through Action Research, Ch. 3
• Improving Schools through Action Research, Ch. 4
• Week Three Electronic Reserve Readings

Assignments
See the student website for additional recommended learning activities that may help you learn this week’s concepts.
Title Type Due Points

Week Three Participation
Participation requires 8 posts within 4 days. Your DQ’s count as two of
the required 8 posts. Responsive posts are to be a minimum of 50
words.

Individual Nov 18, 2013 11:59 PM 2

Critiques Template

Share the survey you developed in Week Two with your team
members.
Critique each others’ surveys for the following:

• Clarity of directions and questions
• Logical sequence of questions
• Clarity of response categories
• Evidence of bias or hidden agendas
• Over generalizations of questions and/or the response format
• Ease of navigating the survey
• Relevance for intended audience
Revise your survey based on feedback from the team and your own
reflection.
Create a template as a team that summarizes the results of the team’s
critiques to submit to the instructor.
Submit the surveys and survey critiques along with the template.
Click the Assignment Files tab to submit your assignment.

Learning
team

Nov 18, 2013 11:59 PM 4

Discussion Questions Individual Nov 16, 2013 11:59 PM 1

Learning Team Evalutaion
Please submit a learning team evaluation to the grade book. This is an
individual assignment.

Individual Nov 18, 2013 11:59 PM 1

• Action Research Proposal (Preparation)

• Action Research Proposal, Section Two (Preparation)

• Qualitative Observational Analysis (Preparation)

Week4 Nov, 19 – Nov, 25
Collecting Data

Tasks

4.1 Explain processes for selecting research participants.
4.2 Describe varied types of data that can be collected to answer research questions.
4.3 Examine qualitative research designs, methods, and issues in collecting data.

Objectives/Competencies

Required Learning Activities
• Improving Schools through Action Research, Ch. 5
• Week Four Electronic Reserve Readings
• NCATE Conceptual Framework

Assignments
See the student website for additional recommended learning activities that may help you learn this week’s concepts.
Title Type Due Points

Week Four Participation
Participation requires 8 posts within 4 days. Your DQ’s count as two of
the required 8 posts. Responsive posts are to be a minimum of 50
words.

Individual Nov 25, 2013 11:59 PM 2

Qualitative Research Paper

Suggest a qualitative research design and three possible methods of
collecting qualitative data for the action research study you are
proposing.
Provide a rationale for the suggestions that you have made.
Develop your thoughts in a 350- to 700-word paper.
Click the Assignment Files tab to submit your assignment.

Individual Nov 25, 2013 11:59 PM 5

Discussion Questions Individual Nov 23, 2013 11:59 PM 1

• Action Research Proposal, Section Two (Preparation)

Week5 Nov, 26 – Dec, 02
Collecting Data

5.1 Examine quantitative research designs and methods, and issues in collecting data.
5.2 Explain ways of ensuring validity in action research.
5.3 Develop a plan for collecting data.

Objectives/Competencies

Required Learning Activities
• Week Five Electronic Reserve Readings

Assignments
See the student website for additional recommended learning activities that may help you learn this week’s concepts.
Title Type Due Points

Week Five Participation

Participation requires 8 posts within 4 days. Your DQ’s count as two of
the required 8 posts. Responsive posts are to be a minimum of 50
words.

Individual Dec 02, 2013 11:59 PM 2

Action Research Proposal, Section Two

Finalize and submit Section Two of the Action Research Proposal.
Use the PowerPoint template to develop this section.
Begin working on Section Three of the Action Research Proposal.
Click the Assignment Files tab to submit your assignment.

Individual Dec 02, 2013 11:59 PM 5

Analysis of a Case Study

Resource: Internet
Peruse the Internet and find an action research case study on an
educational issue that interests you. Bring the case study to your
learning team meeting.
Review the studies as a team and select one.
Reflect on the study and theorize the following information:

• Purpose of the study
• Description of the problem
• The role of the writer or writers. The methodology used in the study
• The selected solutions for the problem
• The results of the actions taken
• Next steps that should be taken
Critique the study and respond to the following questions:

• What important information about the participants in this study
have you learned?
• What important information comes from this study?
• How could this study generalize to other settings, such as an
organization or a corporation?
Create at least two research questions that might follow from the
findings of this study.
Click the Assignment Files tab to submit your assignment.

Learning
team

Dec 02, 2013 11:59 PM 4

Discussion Questions Individual Nov 30, 2013 11:59 PM 1

Learning Team Evaluation
Please submit a learning team evaluation to the gradebook. This is an
individual assignment.

Individual Dec 02, 2013 11:59 PM 1

Week6 Dec, 03 – Dec, 09
Analyzing and Interpreting Data

6.1 Explain the purpose of interim data analysis and its importance in action research.
6.2 Describe ways to analyze and report results for qualitative data.
6.3 Describe ways to analyze and report results for quantitative data.
6.4 Draw conclusions from data.

Objectives/Competencies

Required Learning Activities
• Improving Schools through Action Research, Ch. 7
• Week Six Electronic Reserve Readings

Assignments
See the student website for additional recommended learning activities that may help you learn this week’s concepts.
Title Type Due Points

Week Six Participation
Participation requires 8 posts within 4 days. Your DQ’s count as two of
the required 8 posts. Responsive posts are to be a minimum of 50
words.

Individual Dec 09, 2013 11:59 PM 2

Action Research Proposal, Section Three

Finalize and submit Section Three of the Action Research Proposal.
Begin working on Section Four of the Action Research Proposal.
Use the PowerPoint template.
Click the Assignment Files tab to submit your assignment.

Individual Dec 09, 2013 11:59 PM 5

Statistical Analysis

Locate the Virtual Schools Portal via the College of Education
Resources link.

• Once in the College of Education Resources link, click on the
Virtual School Portal.
• Then, click on Education.
• After this, click on the school you would like to look at.
• From there, follow your assignment directions.

Please know that these are not real schools and have been designed to
give University of Phoenix students exposure to the world of education.
Field experience hours cannot be completed through this.

Visit the Kelsey Elementary School in the Virtual School Portal, located
in the College of Education Resources.
Open the Initial (Pre-Research) Classroom Data and then complete the
following activities:

• Determine the number of boys and girls in the class and create a
bar graph or pie chart to display the information.
• Calculate the mean, median, and mode for the Math, Reading, and
Writing report card grades for the class. Determine if there is or is not a
normal distribution for the Math, Reading, and Writing report card
grades.
• Create a scatterplot diagram illustrating the Reading scores for the
class.
• Analyze the purpose of the descriptive statistics used.
• Write a sentence that describes the relationship between student
absences and Math grades.
• Click the Assignment Files tab to submit your assignment.

Individual Dec 09, 2013 11:59 PM 5

Qualitative Observation Analysis

Use the compiled list from the Week Three Learning Team meeting to
do the following:

• Develop a coding system for analyzing the data based on your
observations.
• Apply the coding system to the compilation of observations.
• Synthesize the findings in no more than 350 words.
• Click the Assignment Files tab to submit your assignment.

Learning
team

Dec 09, 2013 11:59 PM 4

Discussion Questions Individual Dec 07, 2013 11:59 PM 1

Learning Team Evaluation
Please submit a learning team evalutaion to the gradebook. This is an
indiviudal assignment.

Individual Dec 09, 2013 11:59 PM 1

Week7 Dec, 10 – Dec, 16
Ethical Issues Related to Educational Research

Conceptual Framework Themes Addressed this Week: Integrating Technology, Practicing Professional Ethics
7.1 Outline guidelines for conducting research using human subjects.
7.2 Analyze the impact of technology on the ethical issue of confidentiality in educational research.
7.3 Discuss the ethical use of data in educational decision-making.
7.4 Assess ethical considerations when publishing reports of a research study.
7.5 Develop a process for following ethical guidelines throughout an action research study.

Objectives/Competencies

Required Learning Activities
• Week Seven Electronic Reserve Readings

Assignments
See the student website for additional recommended learning activities that may help you learn this week’s concepts.
Title Type Due Points

Week Seven Participation

Participation requires 8 posts within 4 days. Your DQ’s count as two of
the required 8 posts. Responsive posts are to be a minimum of 50
words.

Individual Dec 16, 2013 11:59 PM 2

Action Research Proposal, Section Four

Finalize and submit Section Four of the Action Research Proposal.
Click the Assignment Files tab to submit your assignment.

Individual Dec 16, 2013 11:59 PM 5

Ethical Issue Case Study Narrative

Brainstorm possible ethical issues in educational research (for example,
human subjects, technology, confidentiality, data management, or
publishing).
Select one ethical issue and develop a case study that illustrates the
issue in a context.
Write a 700- to 1,050-word collaborative narrative of your case study.
Develop three to five discussion questions related to your case study.

Learning
team

Dec 16, 2013 11:59 PM 9

Discussion Questions Individual Dec 14, 2013 11:59 PM 1

Learning Team Evaluation
Please submit a learning team evalutaion to the gradebook. This is an
indiviudual assignment.

Individual Dec 16, 2013 11:59 PM 1

Week8 Dec, 17 – Dec, 23
Creating a Proposal for an Action Research Study

Tasks

8.1 Produce a proposal for an action research study.
8.2 Prepare an overview of the proposal for presentation.

Objectives/Competencies

Required Learning Activities
• Week Eight Electronic Reserve Readings

Assignments
See the student website for additional recommended learning activities that may help you learn this week’s concepts.
Title Type Due Points

Week Eight Participation
Participation requires 8 posts within 4 days. Your DQ’s count as two of
the required 8 posts. Responsive posts are to be a minimum of 5
words.

Individual Dec 23, 2013 11:59 PM 2

Action Research Proposal and Presentation

Finalize and submit Sections One through Four of the Action Research
Proposal.
Present your Action Research Proposal in class.
Click the Assignment Files tab to submit your assignment.

Individual Dec 23, 2013 11:59 PM 11

Discussion Questions Individual Dec 23, 2013 11:59 PM 1

• Action Research Proposal and Presentation Preparation

All trademarks are property of their respective owners.
University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
Microsoft®, Windows®, and PowerPoint® are registered trademarks of Microsoft Corporation in the United States and/or
other countries. All other company and product names are trademarks or registered trademarks of their respective
companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.

Trademark