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• EDU 675 Week 1 Assignment Action Research Consent
  NEW
• EDU 675 Week 1 Assignment Data Collection
  Strategies Value and Appropriateness NEW
• EDU 675 Week 1 DQ 1 Building Capacity in the
  Collaborative Process - What's Your Focus (NEW)
• EDU 675 Week 2 Assignment Action Research Project
  NEW
• EDU 675 Week 2 DQ 1 Action Research - What it
  Means to You (NEW)

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• Obtaining Informed Consent
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• Mills (2014) states, The role of ethics in
  action research can be considered in terms of how
  each of us treats the individuals with whom we
  interact at our school setting (p. 38). As
  such, the participants must be informed of the
  nature of the research that is to involve them.
  Additional and important components of ethical
  considerations of action research are freedom
  from harm, anonymity, and confidentiality.
  Typically, the process of obtaining

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• Data Collection Strategies - Value and
  Appropriateness
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• During EDU671, you engaged in a discussion
  regarding the type of data collection tools that
  you would use for your action research and were
  asked to justify their use in your study. You
  learned from Mills (2014) that, the
  interpretation of qualitative data is the
  researchers attempt to find meaning, to answer
  the So what? in terms of the implications of
  the studys finding (p.133). In EDU671, you
  explored data collection techniques and the

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• Building Capacity in the Collaborative Process -
  What's Your Focus?
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• The sharing of ideas can be a beneficial process
  during collaboration (Atweh, Kemmis, Weeks,
  1998 Goleman, Boyatzis, McKee, 2002). Those
  researchers and professionals in the field who
  support collaborative learning strongly believe
  that sharing ideas with others increases
  interest among the participants but also promotes
  critical thinking (Gokhale, 1995, para 2).
  Further, collaboration lets you share
  responsibility and combine the knowledge,
  creativity, and experiences of others (Unknown
  (n.d.) Often, when we collaborate through the

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• How is My Research Relevant? A Work in Progress
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• Recall, action research focuses on enabling
  teachers, researchers and leaders to be
  continuous learners (Mills, 2014). By this,
  action research is considered a work in
  progress (Brydon-Miller, Greenwood, Maguire,
  2003, p. 10) and is considered a common
  formative assessment (Buczynski Hansen, 2014,
  p. 352). The process of deliberate and repeated
  fine-tuning to the design is critical to
  successful implementation of action research.
  Therefore, part of the purpose of this assignment
  is to ensure relevancy of your research and to
  deepen the research endeavor. Your final project
  in this course involves preparing a comprehensive
  presentation of your

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• Action Research - What it Means to You
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• You already learned that action research is a
  type of inquiry used to describe professionals
  studying their own practice for the purpose of
  inspiring the change process. According to the
  North Central Regional Educational Laboratory as
  cited by ("Action Research", n.d., para 1),
  "Action research is inquiry or research in the
  context of focused efforts to improve the quality
  of an organization and its performance. It
  typically is designed and

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• Ongoing Analysis and Reflection
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• Action research methodology can provide valuable
  assessment information regarding the outcome of
  your research. The major purpose of this
  assignment is to begin to identify significant
  themes that are becoming evident in the
  implementation of your action research project
  and your data collection. The key is to begin to
  discover trends in your data without making
  premature decisions however minor adjustments
  can be made next

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• Leadership Conference Poster Session
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• This discussion provides an opportunity to
  connect your personalized leadership strengths
  and motivation with your skills as a leader to
  further develop into an efficient change agent.
  Being an effective leader who successfully
  implements change in a school or other
  organization can be a challenge! Kouzes and
  Posner (2007) claimed

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• Formative Evaluation - Interpretation
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• In EDU671, you identified the type of data, the
  frequency of collection, tools and have also
  explored topics related to ethical consideration
  of this information. You are in the process of
  collecting data for your action research in the
  field at this time.
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• Observation Reconnaissance
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• Research supports the contention that formative
  assessment has a direct impact on student
  learning (Volante and Beckett, 2011) which is
  also a goal of action research. Formative
  assessment of data is a reevaluation process that
  is conducted by the researcher for the purpose of
  continual improvement (Buczynski Hansen, 2014).
  The function of this practice is to help
  researchers and leaders make adjustment that will
  best inform and change educational outcomes
  (Mills, 2014). This research, paired with the
  successful exercise of leadership practices

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• School Leaders - Engage!
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• Action research has long been the research method
  used in education and in many organizations for
  the purpose improving the art of teaching and
  leading. However, there are those that strongly
  criticize this research method. Proponents of
  traditional research methods argue that the data
  that is collected in action research is not
  reliable and does not yield valid results in
  part, because of possible research bias (Mckay
  Marshall, 2001).

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• Data Analysis and Early Feedback
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• School leaders have found many benefits from the
  implementation of action research methodology to
  initiate the change process (Buczynski Hansen,
  2014 Mills, 2014). It has been stated that
  action research has been and continues to be a
  process of practical and grounded inquiry that
  reflects in its origins the empowerment of
  teacher

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• Impact Reflection
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• As you have learned throughout your program,
  action research is primarily about encouraging
  teachers and other leaders to be continuous and
  reflective learners in their specific practice.
  Action research is considered a work in progress.
  It is iterative. Action research has strong
  implications for various types of organizations
  and can be an incentive in improving student
  learning, specifically. As part of becoming a
  reflective practitioner, you will

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• Action Research Formal Presentation of Findings
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• This Final Project is designed to report what you
  have learned and to apply the information
  obtained from your action research in its
  entirety including the proposal, observations,
  data collection, analysis, sharing, and feedback
  acquired through collaboration with your peers.
  As a scholarly practitioner, you have had the
  opportunity to continue your exploration of
  action research principles and implement your
  intervention/

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