Week 3
Assignment (100 Points)
Overview
The purpose of this week’s assignment is to become familiar with the APA and IRB guidelines while beginning to write a draft Action Research Project Report.
Overview
The purpose of this week’s assignment is to become familiar with the APA and IRB guidelines while beginning to write a draft Action Research Project Report.
During this week’s activities, you
will:
1.
Participate
in the optional web conference.
2.
Review
and reflect on learning from APA, Lamar IRB guidelines, and your district’s IRB
policies. In the course ware Discussion Board, share your reflections on APA
and IRB guidelines: a) What did you learn about APA? b) What is the most confusing or least clear aspect of APA for you?
c) Compare and contrast the IRB guidelines for Lamar University and for your
local school district.
3.
Review
with school principal and report progress of Action Research Project in your
Discussion Board.
4.
Create
draft of first 8 parts of your Action Research Project template after reviewing
with your principal.
5.
Create
and draft the Dissemination Plan for Action Research Project.
Learning
Outcomes
Candidates will:
·
Be
familiar with strategies for the dissemination of their research findings and
know appropriate audiences
·
Know
accepted format(s) for publishing research findings
Performance
Outcomes
Candidates will be able to:
·
Review
with school principal and draft progress on Action Research Project.
·
Create
and draft the Dissemination Plan for Action Research Project.
Assignment
Due Date: All weekly
assignment components are due by 11:59 p.m. on the seventh day of Week 3 unless
the activity directions specify different instructions.
Rubric
EDLD 5397
Week 3
Tasks
|
Accomplished/
Exceeds Standards |
Proficient/
Meets Standards |
Needs Improvement/
Approaches Standards |
Unacceptable/
Does Not Meet Standards |
Part 1
Web Conference
|
The candidate participated in a Web conference or
watched the recording of the conference (or read the chat notes) and
documented experience in the student e-Portfolio wiki/blog/Google site, and
submitted the link to the instructional associate.
(1
Point)
|
The candidate did not participate in a web
conference, did not document experience in the student wiki or blog, and did
not submit the link to the instructional associate.
(0
Points)
|
||
Part 2A
Discussion Board
Prompt A |
The candidate clearly addresses each discussion
prompt with a minimum of one paragraph for both parts.
(9
points)
|
The candidate addresses each discussion prompt
with one or two sentences for both parts.
(7 points)
|
The candidate addresses only one discussion
prompt with one or two sentences for only one part.
(5
points)
|
The candidate does not address either discussion
prompt.
(0 points)
|
Part 2B
Discussion Board
Prompt B |
The candidate clearly addresses each discussion prompt
with a minimum of one paragraph for both parts.
(10
points)
|
The candidate addresses each discussion prompt
with one or two sentences for both parts.
(8
points)
|
The candidate addresses only one discussion
prompt with one or two sentences for only one part. (5 points)
|
The candidate does not address either discussion
prompt .
(0
points)
|
EDLD 5397
Week 3
Tasks
|
Accomplished/
Exceeds Standards |
Proficient/
Meets Standards |
Needs
Improvement/
Approaches Standards |
Unacceptable/
Does Not Meet Standards |
Part 3
Draft Action Research Project Progress Report
|
The candidate provides all 8 elements in the
appropriate sections of the Action Research Project template provided.
(50 points)
|
The candidate provides at least 6 elements in the
appropriate sections of the Action Research Project template provided or
provides all 8 elements but does not use the Action Research Template
provided.
(40 points)
|
The candidate provides at least 4 elements in the
appropriate sections of the Action Research Project template provided or
provides at least 6 elements but does not use the Action Research Template
provided.
(35 points)
|
The candidate does not provide the elements in
the appropriate sections of the Action Research Project template provided or
provides 3 or fewer elements but does not use the Action Research Project
template provided.
(0 Points)
|
Part 4
Draft Dissemination Plan for Action Research
Project Using Dana text
p. 135-169. |
The candidate provides (1) the identification of
the target audience, specific persons or groups, and explains why research
will be shared with them; (2) how you plan to share your research, how you can
use technological tools to disseminate, and what impact those distribution
tools will make; (3) explain why each of the four critical tasks should be
covered in your sharing.
(30 points)
|
The candidate provides 2 of the 3 sections
covered in the Accomplished column.
(20 points)
|
The candidate provides 1 of the 3 sections
covered in the Accomplished column.
(10 points)
|
The candidate does not provide information in the
Accomplished column.
(0 points)
|
Week 3
Assignment, Part 1: Web Conference
Due Week 3
Due Week 3
During this class, you have the opportunity
to participate in weekly web conferences. At the beginning of your course, the
professor(s) will provide a list of scheduled web conferences and the URL to
access the sessions.
You do not need to download or purchase
additional software to participate in the conferences. However, a headset with
microphone and web camera is preferred equipment. For further details, see the
information sent to you by the professor(s) and/or Instructional Associate via
email, discussion board, Virtual Office Hours, and/or announcements.
Directions: After reflecting on
the attended web conference or listening to the recording of the conference,
post insights gained from the discussion.
Workspace
|
Week 3 Assignment, Part 2A and 2B: Discussion Board
Due Week 3
Directions: In the Discussion Board, address each discussion prompt
by writing one paragraph in response to part A, and one paragraph in response
to part B.
Initial
response is due 4th day by 11:59 p.m. Respond
to at least one colleague by 7th day @ 11:59 p.m.
Part
2A)
1. Access the website for the American Psychological Association (APA) style guidelines at
1. Access the website for the American Psychological Association (APA) style guidelines at
2.
View the APA Style tutorial located at the link: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx called, The Basics of APA Style. This tutorial is designed for those who have no previous
knowledge of APA Style. It shows users how to structure and format their work,
recommends ways to reduce bias in language, identifies how to avoid charges of
plagiarism, shows how to cite references in text, and provides selected
reference examples (American Psychological Association, 2011). The
basics of APA style. Retrieved June 20, 2011, from http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
3.
Investigate the Institutional Review
Board (IRB) Policies
Review the Lamar University Policy and Procedures
on Use of Human Subjects in Research (http://www.lamar.edu/_files/documents/research/IRB%20Policy%20and%20Procedures.pdf)
and Human Subjects Review Board Form (http://www.lamar.edu/_files/documents/research/New%20IRB-2.pdf). The Lamar
University policy statement will help you learn about the Institutional Review
Board and requirements for research which may include human subjects.
4.
Investigate your local district’s IRB policies.
5.
In the Discussion Board, respond to the following prompts:
Part
2A)
APA and IRB
APA and IRB
1.
What
did you learn about APA?
2.
Share
your understanding of APA style, why it is used, and share any
information about what is the most confusing or least clear aspect of APA.
3.
Share
your understanding of the IRB policy.
4.
Does
your district have an IRB policy? If so, in what ways is it similar to the
Lamar University policy? What ways is it different?”
Part
2B)
1.
Post
a paragraph describing your progress so far in leading your action research
project. Include at least one lesson
learned.
Week 3 Assignment, Part
3: Draft Action Research Project
Progress Report
Due Week 3
Due Week 3
Directions:
·
Using the following eight
outline elements, write your paper at the end of this assignment document in
the space entitled Draft Action Research Project Report.
a.
Title – Provide a clear,
brief title that describes your Action Research Project. This title should
describe what you are trying to find out, not what you think you will find. (5 points)
b.
Needs Assessment – Indicate how the need
for an improvement was determined. Note the data collected to support the need.
Present the data in a disaggregated manner in terms of ethnicity, and gender.
(5 points)
c.
Objectives and Vision
of the action research project. (ELCC 1.1) – After completing the needs assessment,
develop a vision relating to the improvement needed and develop an action
research project that includes measureable objectives in terms of expected
results. (5 points)
d.
Review of the
Literature and Action Research Strategy – Apply Best Practice to Student Learning
(LCC 2.3) – Review recent literature related to the topic of your research
project. The research should support why your action research plan would be
described as a best practice or possible solution to improving achievement or
culture. The review of the literature should be written in APA style with a
reference page listing the sources. Explain the decision making process for
implementing the action research project. Who was involved? What was
considered? What decisions were made? (5 points)
e.
Articulate the Vision
(ELCC 1.2) – Describe
how you communicated the vision of the action research project to staff,
parents, students, and community members. (5 points)
f.
Manage the organization
(ELCC 3.1) – Describe
the strategy used for organizing the implementation of the project noting
responsibilities given to self and others and how you managed any monies, time,
materials, and people. Give examples of how you put a priority on student
learning and safety. (5 points)
g.
Manage Operations
(ELCC 3.2) – Describe
the strategy used to lead the operations of the project and set priorities.
Include a brief description of how you used the needs assessment, data, group
process skills, built consensus, communicated, and resolved conflict. (5
points)
h.
Respond to Community
Interest and Needs (ELCC 4.2) – Describe how the action research project will serve
the needs of students with special and exceptional needs and students with
diverse backgrounds (cultural, ethnic, economic, or special interest groups)
Elaborate on methods used to address any specific needs of the school or
community. (5 points)
Workspace
Provide the e-Portfolio wiki/blog/Google site link for your Action
Research Project. Include a Word document format of your Draft Action Research
Project Report on your e-Portfolio wiki/blog/Google site (provided you have a
site) in addition to including the content at the end of this assignment
document.
|
Week 3 Assignment, Part 4: Draft Dissemination
Plan for Action Research Project
Due Week 3
Directions:
Sharing Your Action Research Plan,
Progress, Findings, and Recommendations
Read chapter 5 from the Dana
text, The Travelogue: Sharing your work with others, pp. 135 –
169, and write a description of how you will share the progress and
process of your action research project, as well as discussing ways to
disseminate your action research project findings and recommendations. Be sure
to include information on the four critical tasks you must include in
effectively sharing your action research project, see the Dana text, pp. 163 –
169:
1) Provide background information.
2) Share the design of the inquiry (procedures, data collection, and data analysis).
1) Provide background information.
2) Share the design of the inquiry (procedures, data collection, and data analysis).
3) State the learning and supporting
statements with data.
4) Provide concluding thoughts.
4) Provide concluding thoughts.
As you describe your dissemination
plan, identify who might be your target audience. Identify any specific persons
or groups, and explain why you want to share your research with them.
Use this workspace to tell about the
target audience to share your Action Research Project Results.
Workspace
|
Based on your reading from
Chapter 5 of the Dana text, describe how you plan to share your research.
Be as creative as possible and remember to think out of the box - be sure to
include technology and how that can impact your dissemination plans.
Use this workspace for writing about how you plan to share your Action Research Project Results.
Workspace
|
After reviewing the four critical tasks
you must include in effectively sharing your action research project, briefly
explain why each of these tasks must be covered in your sharing. You will
review this in more detail in Week 4 as you draft your action research report
format.
Use this workspace to explain the
importance of these four critical tasks.
Workspace
Provide background information – For
others to be able to benefit from your research they must know the history
and background of your project. What did you study, where, how long, what was
involved, etc.
Share the design of the inquiry (procedures,
data collection, and data analysis)- It is crucial for others to understand
just went into your project. From this they can have an idea of the spectrum
of which you investigated. A certain procedure or data collection technique
may spark an area of concern or curiosity among colleagues.
State the learning and supporting
statements with data.- Unless you learned something through your research,
how can others benefit? One must have a clear and concise outcome to their
research before others can fully understand the mechanics of it.
Provide concluding thoughts- This goes back into the previous task measure, one must have truly learned or understood the conclusion of their research for it to be meaningful in the world. After this one can put it all together in one place for learning and for others to view. From there colleagues and various others can review this information and gage an understanding as well as go deeper or research your topic in another element. The conclusions will spark much more research and further developments in your area of interest. |
Week 3 Assignment, Part 3
Draft Action Research Project Progress Report
Physical Education: will it remain on the field or be
sidelined?
Needs assessment- Physical education has been taken out of
the core classes in order for a student of San Jacinto College effective fall
2013. Physical education will count as an elective credit; students will no
longer need two credit hours of physical education to receive an Associate’s
Degree from San Jacinto College. We had no say in this decision as it was a
state mandate and the college was following that lead. After this decision was
made we quickly started to compile ideas to promote physical education to
students and let them know we are still here for them. The topic may have
shifted from why it is being eliminated to what we can do now that physical
education is not required to keep our classrooms full of students.
Objectives and visions- My vision with this action research
project has shifted to what we can do to retain students. After the needs
assessment was calculated it my initial action research question as to why
physical education was being eliminated as a degree requirement was answered I
have another problem to solve. Know that
we know physical education is not required how do we keep students signing up
for physical education classes? What will motivate them to sign up for a
physical education class? We have our devoted students that take physical
education classes religiously, but what about the rest of the student body at
San Jacinto College? The objectives of
this plan will include working collaboratively with our peers in the physical
education department as well as our faculty on campus. We must inform students
that although physical education is not required to graduate there are numerous
benefits from taking an activity class.
Work must also start with our academic advisors to inform students that
while physical education is not included in their degree requirements, they can
still take physical education classes and those credits will go toward their
elective hours. Surveys among current
and past students have been administered as to if physical education were not
required would they still register for a class, more than half of the students
polled answered that they would take a physical education class if not
required.
Review of literature- “Colleges' physical education
requirements fade away” USA Today by Kim Painter. January 9, 2013.
This article
describes what universities what require as well as do not require physical
education as a degree requirement. It gives reasons such as cost effective-ness
and higher graduate rates as methods as to why some institutions do not require
physical education credits. It also states what students are missing out by not
taking physical education classes. With our countries obesity rate escalating,
college students need to learn how to eat healthy as well as exercise. Recreation
centers or local gyms can be alternatives for those not taking physical education
classes, but few students take advantage of them or know of their availability.
“Mandatory
Physical Education In Colleges And Universities Is At All-Time Low, Report
Shows” Huffington Post. January 7, 2013.
This article reviewed
a study detailing that only thiry-nine percent of four year univiersites had
physical education classes as an degree requirement. This article had no
reasons as to why other than cutting budgets and more graduates.
Articulate the vision- This vision of keeping physical
education classes full at San Jacinto College is felt mutually by our entire
physical education department. This is our job and we want to remain employed.
Each department member is now an avid patriot for physical education on and off
campus. We attend all new student orientation sessions and inform students that
physical education is still here and offers a variety of options to get fit,
learn about nutrition, or just have fun by playing sports. We take students on
tours of our gym facility to show them the options they have in physical
education. Each instructor advocates physical education classes to their
current classes by asking them to sign up next semester as well as tell a
friend about what we offer. Physical education department members attend
various school meetings to inform other faculty and staff members of the latest
information regarding physical education and class offerings. By doing this our
vision is spread throughout campus allowing others to know our situation and
what to tell students. We have heard rumors that some instructors are telling
students that physical education is gone for good; these rumors are detrimental
and have to stop.
Manage the organization- Since my topic has changed
somewhat, some of organization duties have changed as well as the addition of
new responsibilities. Once it was official that physical education was taken
out of the core requirements, our entire department started thinking of ways to
combat this new obstacle. I have been involved in more new student orientation
work to be an advocate for physical education. I teach a Team Sports class to
our automotive students; after this decision to eliminate physical education
was finalized the automotive department chair informed us that they will no
longer require their students to take physical education. While that is major
blow to our department we are working with our other technical programs like
nursing trying to create custom programs for that particular trade. I have
taken the lead with our Facebook page trying to add students and post the
latest news and “damage control” for them. We have a weight room that is free
to our students; I am spreading the word about this weight room in order to
increase student population of our gym. If we have more students in our building
the more likely we can promote physical education classes to them. New flyers and physical education
publications are being created by our department to invite students to take
classes. Physical education classes are a great way to stay active and give
your GPA a boost! Our department is in
the process of ordering t-shirts with the message that physical education is
still here, we will wear these shirts all over campus as well as new student
orientations. My approach and target is
the first time in college students, to inform them that physical education has
an array of choice of activities at a minimal cost. The fall semester of 2012 and all this summer
and spring semesters will be devoted to the promotion of physical education to
all students.
Manage operations- This new strategy to retain student
enrollment in physical education has many parts and many people involved. It
all starts with every member of the physical education department and their
approach to “inviting” students into our classes. We are have monthly
(sometimes more than monthly) department meetings to share ideas as well as
what actions need to be taken. We listen and ask our students questions and use
those to build on, to create a more student friendly atmosphere. I have created
online surveys that I send out to all my classes, I am working on a way to have
these online surveys available to all physical education students.
The conflict that has arisen with this issue is with our
administration, it seems there is something more to this decision. We have been
informed that a few of our administrators think negatively towards physical
education but this decision is not affected by this. Our physical education
department is united with each other, we understand the facts surrounding our
fate but wish administration would have informed us of this decision much
earlier.
Community interest and needs- Given the obesity rates in our
nation physical education is necessary. Students need to be active, not just in
school, but learn how to incorporate a fitness/nutrition plan into their and
their families’ daily lives. We are working on creating three hour lecture and
activity classes that will teach students nutrition and fitness components that
we hope they will continue to practice out of college. We as physical educators
need to spread the word about health and how to live healthy. Our goals are not
just to preach nutrition and fitness, but to show students that an active
lifestyle can be fun and beneficial to not their life, but their families’
life.
We serve students of diverse cultures and needs. Many
students choose one particular sport, such as soccer or yoga, because it is
rich within their cultures roots and practices. Students enjoy the
sportsmanship with other students as well as learning things about each other.
Some students might “be finding” themselves through sport or dance, physical
education allows one to seek change and that change could be the threshold
which changes that student’s life for the good. Physical education satisfies
the body, mind, and spirit- it should remain a staple in education, not just at
the college level, but in elementary and high schools.
