Module - Case Assignment: ACTION RESEARCH AND EVALUATION RESEARCH
Action research and evaluation research are applied research models that are useful to the scholar-practitioner. In 3 - 5 pages, respond to the following:
• Describe the components of the action research process.
• Describe the components of evaluation research process.
o Include a discussion of formative and summative evaluation.
• Discuss how both action research and evaluation research is useful to scholar-practitioners and educational leaders.
Assignment Expectations
Your paper will be assessed on the following criteria:
Assignment-driven Criteria: Demonstrates mastery covering all key elements of the assignment in a substantive way.
Critical Thinking/Application to Professional Practice: Demonstrates mastery conceptualizing the problem, and careful consideration of experts or research in the field of educational leadership. Module content and concepts are thoroughly and thoughtfully analyzed, synthesized, and evaluated. Conclusions are logically presented and applied to professional practice in an exceptional manner.
Scholarly Writing: Demonstrates mastery and proficiency in scholarly written communication at the doctoral level.
Quality of References and Assignment Organization: Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content from the module readings or other sources to support ideas, convey understanding of the topic and shape the whole work.
Citing Sources: Demonstrates mastery applying APA formatting standards to both in-text citations and the reference list.
Professionalism and Timeliness: Demonstrates excellence in taking responsibility for learning; adhering to course requirement policies and expectations.
Privacy Policy | Contact
Module- SLP: ACTION RESEARCH AND EVALUATION RESEARCH
Many scholars utilize mini-research proposals to summarize their initial thoughts on how to carry out a study. It is a good starting point for scholar-practitioners as well, as it requires addresses all the steps of the research process.
You have had the opportunity to think about a problem of practice in the prior SLP assignments. Now you will practice writing a mini-proposal. Decide if you will utilize a quantitative or qualitative approach and briefly address the following components:
• Title: provide a title for your proposal.
• Rationale: include your research problem and the context for why this is needed (refer to the literature).
• Research Question(s): list research questions (make sure they are appropriate to your research method).
• Methodology: discuss the overall approach (quantitative or qualitative) and design (e.g. qualitative case study, quantitative survey), sources of data, participants, data collection.
• Significance: discuss how your research will contribute to the field of education/educational leadership.
SLP Assignment Expectations
Your paper will be assessed on the following criteria:
Assignment-driven Criteria: Demonstrates mastery covering all key elements of the assignment in a substantive way.
Critical Thinking/Application to Professional Practice: Demonstrates mastery conceptualizing the problem, and careful consideration of experts or research in the field of educational leadership. Module content and concepts are thoroughly and thoughtfully analyzed, synthesized, and evaluated. Conclusions are logically presented and applied to professional practice in an exceptional manner.
Scholarly Writing: Demonstrates mastery and proficiency in scholarly written communication at the doctoral level.
Quality of References and Assignment Organization: Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content from the module readings or other sources to support ideas, convey understanding of the topic and shape the whole work.
Citing Sources: Demonstrates mastery applying APA formatting standards to both in-text citations and the reference list.
Professionalism and Timeliness: Demonstrates excellence in taking responsibility for learning; adhering to course requirement policies and expectations.