1). Based on the video that inspire you as a leader and change agent in education. Discuss how the presenter leads or inspires change in the field of education.

Dave Eggers: My Wish: Once Upon a School (use this video for question 1)

2).  Based on your passions and interests in education, share your initial ideas for how you want to make a positive difference in the field of early childhood education.

3).  Share any of the videos or articles you have read in the program so far that inspires you to make similar changes in your organization or school.

Using Technology to Reimagine Education  (use this video) for question 3

Required Resources

 

Text

Mills, G. E. (2014).  Action research: A guide for the teacher researcher  (5th ed.). Boston, MA: Pearson Education, Inc. Retrieved from https://content.ashford.edu

· Chapter 1: Understanding Action Research

· Chapter 3: Deciding on an Area of Focus

Sagor, R. (2000). Guiding school improvement with action research. Retrieved from http://www.ebrary.com/corp

· This ebook is available in the Ashford Library ebrary. This book discusses how action research can be applied in classrooms and schools to transform learning and outcomes for children.

· Chapter 5: Choosing the Right Research Questions and Assessment Criteria

Article

Davis, K. (2015). Determining the impact of individual goal setting aligned with standards on kindergarten students’ math proficiency (Links to an external site.) [PDF file]. Journal of Teacher Action Research. Retrieved from http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/davis_47-62.pdf

· This published study serves as an example of designing and implementing action research in an early childhood education setting.

Rust, F., & Clark, C. (n.d.). How to do action research in your classroom: Lessons from the teachers network leadership institute (Links to an external site.) [PDF file]. Retrieved from http://teachersnetwork.org/tnli/Action_Research_Booklet.pdf

· This guide to action research provides clear steps for educators and professionals to get started with action research through a practical approach.

Stremmel, A. J. (2007). The value of teacher research: Nurturing professional and personal growth through inquiry. Voices of PractitionersLinks to an external site. [PDF file]. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/Value%20of%20Teacher%20Research.pdf

· This article discusses how action research can support educators and leaders in early childhood education to grow and develop both personally and professionally, while making a positive difference in the education of young children.

Multimedia

Carr-Chellman, A. (2010, October).  Ali Carr-Chellman: Gaming to re-engage boys in learning (Links to an external site.)  [Video file]. Retrieved from http://www.ted.com/talks/ali_carr_chellman_gaming_to_re_engage_boys_in_learning#t-74954

· In this Ted Talk, the Carr-Chellman (2010) discusses how to engage boys in learning through games. This video is one of the choices offered in the Introduction Forum. Closed captioning and transcripts can be accessed here (Links to an external site.). Privacy Policy (Links to an external site.)

Cliatt-Wayman, L. (2015, May).  Linda Cliatt-Wayman: How to fix a broken school? Lead fearlessly, love hard (Links to an external site.)  [Video file]. Retrieved from http://www.ted.com/talks/linda_cliatt_wayman_how_to_fix_a_broken_school_lead_fearlessly_love_hard?language=en

· In this video, the Cliatt-Wayman (2015) speaks from the perspective of a school leader in facilitating and leading change. This video is one of the choices offered in the Introduction Forum. Closed captioning and transcripts can be accessed here (Links to an external site.). Privacy Policy (Links to an external site.)

Conscious Educating. (2009, November 7).  Action research in the classroom part 1 (Links to an external site.)  [Video file]. Retrieved from http://www.youtube.com/watch?v=MDVH0u4tUWo

· This first part of two videos is an excellent snapshot that highlights the big picture of theory, benefits, and methodology of Action Research in the classroom. This source provides foundational information on action research to support the discussions and assignments in the course. Privacy Policy (Links to an external site.)

Eggers, D. (2008, February). Dave Eggers: My wish: Once upon a school (Links to an external site.) [Video file]. Retrieved from http://www.ted.com/talks/dave_eggers_makes_his_ted_prize_wish_once_upon_a_school?language=en

· In this TED Talk, Eggers (2008) discusses a framework for actively and creatively engaging with public schools. This video is one of the choices offered in the Introduction Forum. Closed captioning and transcripts can be accessed here (Links to an external site.). Privacy Policy (Links to an external site.)

Khan, S. (2011, March). Salman Khan: Let’s use video to reinvent education [Video file]. Retrieved from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education?language=en

· In this Ted Talk, Khan (2011) discusses how he has used video and asynchronous multimedia to transform education and support student learning. This video is one of the choices offered in the Introduction Forum. Closed captioning and transcripts can be accessed here (Links to an external site.). Privacy Policy (Links to an external site.)

Mitra, S. (2013, February). Sugata Mitra: Build a school in the cloud [Video file]. Retrieved from https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud?language=en

· In this Ted Talk, Mitra (2013) discusses the future of learning where children can explore and learn from each other. This video is one of the choices offered in the Introduction Forum. Closed captioning and transcripts can be accessed here (Links to an external site.). Privacy Policy (Links to an external site.)

Robinson, K. (2006, February). Ken Robinson: How schools kill creativity [Video file]. Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en

· In this TED Talk, Robinson (2006) makes a case for nurturing creativity in education. This video is one of the choices offered in the Introduction Forum. Closed captioning and transcripts can be accessed here (Links to an external site.). Privacy Policy (Links to an external site.)

Sethi, K. (2009, November). Kiran Sethi: Kids, take charge [Video file]. Retrieved from https://www.ted.com/talks/kiran_bir_sethi_teaches_kids_to_take_charge?language=en

· In this video, Sethi (2009) encourages educators to foster the empowerment of children in taking charge of their own education through real world context. This video is one of the choices offered in the Introduction Forum. Closed captioning and transcripts can be accessed here (Links to an external site.). Privacy Policy (Links to an external site.)

Tezuka, T. (2014, September). Takaharu Tezuka: The best kindergarten you’ve ever seen [Video File]. Retrieved from http://www.ted.com/talks/takaharu_tezuka_the_best_kindergarten_you_ve_ever_seen?language=en#t-21002

· In this video, Tezuka (2014) discusses a kindergarten experience designed differently than the typical kindergarten classroom. This video is one of the choices offered in the Introduction Forum. Closed captioning and transcripts can be accessed here (Links to an external site.). Privacy Policy (Links to an external site.)

Wagner, T. (2014, January) Tony Wagner: Reinventing education for the 21st century [Video file]. Retrieved from https://www.youtube.com/watch?v=54gzmxlPbsA

· In this video, Wagner (2014) discusses the need for change and innovation in education to reinvent education in the 21st Century. This video is one of the choices offered in the Introduction Forum. Privacy Policy (Links to an external site.)

Web Pages

Journal of Teacher Action Research (Links to an external site.). (http://www.practicalteacherresearch.com/)

· The Journal of Teacher Action (Links to an external site.) Research is a peer-reviewed journal available online that focuses on practical research implemented in Pre-K-12 classrooms. This journal is a good source for action research articles to guide and inform the development of the action research proposal.

TED (Links to an external site.). (https://www.ted.com/talks)

· TED is an organization committed to spreading good ideas among the global community. This website houses a collection of thousands of videos from the world’s most inspired thinkers and innovators. This website can be used to locate alternative videos for the Introduction forum of the course. Privacy Policy (Links to an external site.)

Recommended Resources

 

Article

Biddix, J. P. (n.d.). Writing research questions (Links to an external site.). Research Rundowns. Retrieved from http://researchrundowns.wordpress.com/intro/writing-research-questions/

· This site reviews a collection of views and advice on composing research questions from a problem statement. It mostly reads as a list of tips and suggestions. This source can support the development of research questions.

Dilucchio, C., Leaman, H., Eglinton, Y., & Watson, L. C. (2014). Emerging questions: K-3 teachers’ reflections on action research questions (Links to an external site.) [PDF file]. Voices of Practitioners, 9(1). Retrieved from https://www.naeyc.org/files/naeyc/images/voices/14_DiLucchio%20v9_1.pdf

· This NAEYC article discusses the power of meaningful, contextually driven research questions for driving inquiry-based practice. This article can inform the development of the action research study.

Purdue Online Writing Lab. (2013). Choosing a topic (Links to an external site.). Retrieved from http://owl.english.purdue.edu/owl/resource/658/03/

· An excellent, credible, APA source for virtually every topic covering solid writing practices.

Websites

Jing (Links to an external site.) (http://www.techsmith.com/jing.html)

· Website for the web-based screen recording software that allows for up to five minutes of narration for on screen content, including a presentation, with a free account. Web-based publishing of recordings is possible as well through the associated screencast service with a free account. This source can be used in specific discussions or assignments where there is an option for creating an audio-visual presentation. Accessibility Statement  (Links to an external site.) Privacy Policy (Links to an external site.)

National Association for the Education of Young Children (Links to an external site.). (http://www.naeyc.org/)

· NAEYC is a professional organization that promotes high quality learning for all children, birth through age eight, by connecting practice, policy, and research. NAEYC provides many professional resources related to best practice, policy, and research in the field of early childhood education. The resources available from this organization can support any of the course discussions and/or assignments. Privacy Policy (Links to an external site.)

Prezi (Links to an external site.). (https://prezi.com/)

· Website for designing cloud-based, interactive, professional presentations. This source can be used in specific discussions or assignments where there is an option for creating a visual presentation. Privacy Policy (Links to an external site.)

VoiceThread (Links to an external site.). (http://voicethread.com)

· Voice thread is a digital tool used for communicating, collaborating, and connecting through a cloud-based platform that integrates both visual and auditory input. This source can be used in specific discussions or assignments where there is an option for creating an audio-visual presentation. Privacy Policy (Links to an external site.)

YouTube (Links to an external site.). (http://www.youtube.com)

· Website for the web-based video creation and distribution service, which allows for webcam recordings, video uploads, video editing, narration, and captioning options, and much more for public, unlisted, and private videos. If you would like a video to be viewable only by those who have a direct link, select “unlisted” as the option for distributing your video. This source can be used in specific discussions or assignments where there is an option for creating a video. Using a Screen Reader (Links to an external site.) Privacy Policy

 

 

 

 

 

 

 

 

ECE660- Action Research and Inquiry in Education Week 1: Instructor Guidance Learning Outcomes

This week students will:

1. Analyze the goals, origins, rationale, and value of action research. (CLO 1)

2. Differentiate between traditional educational research and action research. (CLO 1)

3. Generate a preliminary action research plan and area of focus. (CLO 5)

“Research is creating new knowledge.” – Neil Armstrong

Overview 

 

As educators you are constantly conducting research in your classroom or programs.  There are times when you are fully aware that you are collecting data.  You may not even realize that any time you are collecting information, that information can be analyzed and used to inform your decisions.  Any information you collect can be considered research if it is being used to inform your teaching or your behaviors.  This week you will be first gaining an understanding of action research and the many ways we see it happening in schools and programs.  As you work through the discussions and prepare for the assignment this week, you are encouraged to reflect on your own setting and the different ways that you may have collected data that informed your instruction.  This week you will also begin thinking about an area that you would like to research within your own setting.  Many ideas may come to mind and it might be helpful to first start out by brainstorming and writing down everything that comes to mind.  Throughout the discussions you may gain some greater insight to help you narrow your focus.

Weekly Vocabulary Qualitative research (Links to an external site.) – collection data through open-ended, objective methods Quantitative research (Links to an external site.) – systematic process in which numerical data are collected and analyzed

Essential Learning

Discussion 2 Elaboration – Understanding Action Research

When we hear the word research we tend to think of scientists in a lab with microscopes.  Research can be found in any industry and it does not necessarily mean that those conducting research are dressed in white lab coats looking at things through a magnifying lens.  However, in research, we DO look at things more closely.   There is a difference between traditional research and what we do in education that is known as action research.  Within education we seek to find alternative ways to address situations, challenges, or problems that may arise in teaching and learning.  We become intrigued with how learning happens and why.   Anytime you look more closely for answers behind what is taking place, you are, in some ways, taking on the role of teacher researcher.  “The goal of teachers to be professional problem solvers committed to improving both their own practice and student outcomes provides a powerful reason to practice action research.” (Mills, 2014, p.22)

 

Diving into research may make you feel overwhelmed at first.  In the world of education, most everything you teach is based on theory and/or research.  You can trace everything that you do back to research.  As you begin to formulate your response for this discussion, reflect on yourself as a learner and as a teacher.  What do you think the quality of your learning experience would be if the teaching was not based on any research?  What if the instructor only taught you concepts based on experiences?  Now think about your role as an educator.  If you monitor student progress you may be conducting research monthly, weekly, or even daily.  What are the results you are looking at?   How do you use this information to improve outcomes for your students, for your program, or for a school?  What type of research model do you use when you are completing progress reports, report cards, or feedback to families?  Research in education drives most of what we do.  It determines the methods we use for teaching, the material we teach, and how respond to learners.  Knowing all of this, how can it be used to further contribute to the educational setting?

Discussion 2 Elaboration – Preliminary Area of Focus

 

One of the exciting parts of research is exploring a topic of interest to you.  When you choose your topic you will want to really reflect on what the topic means for you.  You really want to be sure that you select a topic that you are highly interested in and even passionate about.  Spend some considerable time reflecting on your work.  Are there any burning questions you have?  Is there a practice that you have always felt could improve within your setting or in the field of education?  Understand that you will be absorbed into the reading and writing of your topic.  This is why it is crucial that you have a high level of interest in what you choose.   When you select your topic, determine if it presents a problem or if it is a current situation that needs to be improved.  It the problem or situation large enough that changes being made would improve or impact the field?  Review the following helpful criteria outlined in your Mills (2014) text to help you narrow down your area of focus:

· The area of focus should involve teaching and learning and should focus on your own practice.

· The area of focus is something within your locus of control.

· The area of focus is something you feel passionate about.

· The area of focus is something you would like to change or improve.

Assignment – Action Research Area of Focus

“Research is formalized curiosity. It is poking and prying with a purpose.”  – Zora Neale Hurston

This section includes additional specific assistance for excelling in the discussions for Week One beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week One, contact your instructor using the “Ask Your Instructor” discussion before the due date.

You will be taking your information shared in Discussion Two and elaborating more for your assignment.  As you prepare for this assignment you will want to reflect on your topic.  Mills (2014) offers guidance on gaining insight into the situation you want to change or improve by focusing on who, what, when, where, and how (p.45).  What is the problem or situation that you want to address?  What is the outcome you hope to achieve through your research? Why is it meaningful to you? Why is it important to investigate this topic?  Who will potentially benefit from the results?  These questions will help you dive deeper in formulating your research question.  The research question should align with your focus and must be answerable.  Research questions should be designed to discover facts or establish relationships. What is it that you are hoping to discover through your research?

Additional Resources

Articles Biddix, J. P. (n.d.). Writing research questions (Links to an external site.). Research Rundowns. Retrieved from http://researchrundowns.wordpress.com/intro/writing-research-questions/ Dilucchio, C., Leaman, H., Eglinton, Y., & Watson, L. C. (2014). Emerging questions: K-3 teachers’ reflections on action research questions (Links to an external site.) [PDF file]. Voices of Practitioners, 9(1). Retrieved from https://www.naeyc.org/files/naeyc/images/voices/14_DiLucchio%20v9_1.pdf Purdue Online Writing Lab. (2013). Choosing a topic (Links to an external site.). Retrieved from http://owl.english.purdue.edu/owl/resource/658/03/

Websites Jing (http://www.techsmith.com/jing.html) National Association for the Education of Young Children (Links to an external site.). (http://www.naeyc.org/) Prezi (Links to an external site.). (https://prezi.com/) VoiceThread (Links to an external site.). (http://voicethread.com) YouTube. (http://www.youtube.com)

References

Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson Education, Inc. Sagor, R. (2000). Guiding school improvement with action research. Retrieved from http://www.ebrary.com/cor

This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st Century learning (Links to an external site.) as a resource, you will redesign or modify a prior activity from one of your courses in the master’s program. There are several approaches you could take with this assignment. For example, you may redesign an instructional plan with assessment plans embedded throughout or a full assessment plan including a summative assessment you may have constructed. These are just two ideas out of numerous possibilities. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list (MAED, or MASE).

NOTE* Before you select the PLO’s you will highlight in this assignment, be sure to read the final assignment for this course to ensure that you will cover each of your programs PLOs adequately.

Create your assignment to meet the content and written communication expectations below.

Content Expectations

The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

• Redesign – Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery.
• Redesign – Learning and Innovation Skills (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills (Links to an external site.) from either/each of; creativity and innovation (Links to an external site.), critical thinking and problem solving (Links to an external site.), and/or communication and collaboration (Links to an external site.).
• Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points.
• Summary – Modification (1 Point): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of at least two PLO’s from your master’s program.
• Summary – Evaluation (1 Point): In one paragraph, evaluate how your assessment promotes Learning
• & Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making.
• Summary – Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.

Written Communication Expectations

• Page Requirement (.5 points): Two to four pages, not including title and references pages.
• APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
• Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
• Source Requirement (.5 points): References three scholarly sources in addition to the course textbook.
• All sources on the references page need to be used and cited correctly within the body of the assignment.