cur535 | Graduate

Research For Improved Practice

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Learners examine the process of conducting their own classroom-based or school-based research. The course provides practical experience with action research components in the educational setting for everyday instruction. Learners will use research and data to select instructional practices that lead to gains in student achievement that promote lifelong learning.

This graduate-level course is 8 weeks This course is available to take individually or To enroll, speak with an Enrollment Representative.

Course details:

Credits: 4
Continuing education units: XX
Professional development units: XX
Duration: 8 weeks

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    Qualitative and Quantitative Data Analysis

    • Compare the advantages and disadvantages of analyzing standardized test data.
    • List the qualitative data analysis techniques used by the educator-researcher.
    • Assess where qualitative and quantitative data reports are used in Action Research
    • Explain the use of quantitative data analysis techniques used by the educator-researcher.
    • Analyze data using a qualitative method and a quantitative method at Kelsey Elementary School.

    Reflecting and Implementing an Action Plan for an Action Research Proposal

    • Develop an action plan for an action research proposal.Identify the sources of data that are researcher developed, school, district or state data generated.
    • Infer the effects of the action research process, systematic inquiry and the aspects of school improvement when conducting an action research project.
    • Complete a data collection plan for a proposed action research project.

    Data Collection

    • Develop a plan for collecting Data at Kelsey Elementary School.
    • Describe quantitative data collection techniques.
    • Discriminate the characteristics of qualitative data from other forms of data.
    • Explain the types of surveys, questionnaires, and rating scales and their uses in action research.

    Introduction and Overview of Action Research

    • Apply APA requirements for scholarly writing by reviewing resources and tools that aid toward proficiency.
    • Identify the similarities between the scientific method and educational Action Research.
    • Describe the purpose of Action Research and the way it supports educational research at schools, school districts or at organizations with professional development.
    • Compare and Contrast the action research models found in current literature.
    • Explain how action research can be utilized to affect organizational improvement and change with a focus on all stakeholders.

    Ethical Considerations, Reflecting and Sharing the Results of Action Research

    • Create a plan on how to share results from an action research project.
    • Develop a process for following ethical guidelines during the action research study.
    • Describe how an action research community is similar to a professional learning community.
    • Compare and Contrast the aspects of sharing research results online, including electronic mailing lists, and access to electronic journals.

    Academic Writing and the Action Research Proposal

    • Identify the differences between an action research proposal and a final action research report in regards to verb tense and reference to timelines.
    • Construct and display tables and figures in an action research proposal.
    • Create a draft presentation of a action research proposal
    • Reflect on the practical aspects of writing.

    Creating a Proposal for an Action Research Study

    • Produce a proposal for an action research study.
    • Present an overview of an action research proposal.

    Planning and Developing an Action Research Plan

    • Differentiate between qualitative research designs and quantitative research designs .
    • Identify the characteristics of research questions used in qualitative and quantitative approaches to research.
    • Analyze the methodologies used with the various research designs including graphical representations.
    • Develop an action oriented, outcome based research question.
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    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.