04 Jun EDU 675 Week 1 Assignment Data Collection Strategies Value and Appropriateness NEW
Data Collection Strategies – Value and Appropriateness
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 researcher’s attempt to find meaning, to answer the ‘So what?’ in terms of the implications of the study’s finding” (p.133). In EDU671, you explored data collection techniques and the process of triangulation of this information to the overall study. In this assignment, you further consider the method of data collection to narrow to the most logical and relevant approach to arrive at an answer to your respective research question(s). Make sure the type of data you plan to collect continues to be appropriate for your study.
The finalization of the type of data collection adds value to your research. This assignment provides a useful framework for the development of the final project in this course in Week Six. You begin the implementation phase of your research in Week Two. During Weeks Two to Four you collect data. Here, in Week One, you consider the type of data you will obtain by referring to and updating as necessary the Data Collection Tool that you used in EDU671; below is an example:
| Research Questions | Data Collection Tool | Why this tool? Justify its use in your study. How does it match with what you are attempting to find and to measure? |
| Will the incorporation of project-based learning improve students’ state assessment scores as it relates to the Common Core State Standards in comprehending non-fiction text? | District Common Assessments (post-test) | This research question requires quantitative data collection. The answer of this question is either yes, the incorporation improves test scores or no, it does not. District common assessments, which assess Common Core State Standards as well, can also be used for post-test data. |
| Will the inclusion of project-based learning improve student application of comprehending non-fiction text at a high depth of knowledge level? | Pretests and post-tests | Pre- and post-tests can give quantitative data to support findings in the examination of the artifacts and with the observations. |
| How does project-based learning integrate clear expectations and essential criteria and remain successful?*
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Questionnaires
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This question seems to only be able to warrant qualitative data collection because it needs first-hand accounts of what expectations and criteria were used that indicated success. Questionnaires can give the researcher an opportunity to view how the teachers instill the expectations in the students.
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* For those that are participating in this research that are involved in a non-educational organization, this project-based learning could be implemented many ways. The emphasis in action research, no matter what the organization or setting that is accessed, is learning with others rather than about others for the purpose of developing a reflective practitioner. It is important to consider, however, that the subjects of your study will with adults. Any research taking part outside of a school setting cannot involve minor children. Here are some examples:
- Community: Implement a plan for Home Owners Associations meetings, implement new/different services at community center based on member feedback.
- Work setting: Implementation of an organizational or time management strategy with fellow employees.
- Church setting: Implement a strategy on an adult study team or bible study team.
- Own (minor) children: Implement a strategy for study skills and/or habits, organization or time management strategies, use of manners with others, implementing an earlier bed time.
Construct your assignment to meet the content and written communication expectations below.
Content Expectations
- Study Title (.5 Points): Create a brief yet descriptive and creative title for the study.
- Purpose (.5 Points): Explain the purpose of your study.
- Research Questions (1 Points): State your research questions in a list format.
- Forms of Data (1.5 Points): In two-to-three paragraphs, describe the multiple forms of data that you will collect (observations, interviews, artifacts, etc.) and how this information will inform your research.
- Value of Data (2.5 Points): In two-to-three paragraphs, explain the value of the selected forms of data and how this information will inform the focus and research questions.
- Data Collection Tool (1 Points): Complete the Data Collection Tool and include it as an appendix in the assignment document. You may also need to make updates, revisions, or other adjustments, depending on any changes you have made to your study.
Written Communication Expectations
- Page Requirement (.5 points): Three-to-four pages, not including title, references, and appendix 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): Use no less than two scholarly sources in addition to the Buczynski and Hansen (2014) and Mills (2009) textbooks, providing compelling evidence to support ideas, and if applicable, reference to original project if enhancement of existing project occurred. All sources on the reference page need to be used and cited correctly within the body of the assignment.
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