Login
Menu

The Impact of Technology on Learning bookstar

Home / Blog / The Impact of Technology on Learning bookstar

The Impact of Technology on Learning bookstar

 

The Impact of Technology on Learning bookstar

Article:  Weekend Science Project

Citation, in APA format:

Santos, K. (2012). Weekend science project. Science and Children, 49(6), 54-57. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/1140134773?accountid=6579

 

 

 

 

Item Response
Primary or secondary source and why?  Primary, Scholarly peer reviewed journal article.
Research question(s):  How can teachers and parents support hands on science?
Subjects:  Elementary Education
Setting: Outdoors
Intervention Methods:  Weekend science backpack
Assessment Methods used Participation and student data collection
Results: One takes from it what they put into it
Methods used to analyze data
Author’s/Authors’ Conclusions & Recommendations:  Students gain a better understanding of Earth Science by getting out and doing it.
Relevance to your proposed topic? Yes or No

 

Assignment dropbox

Top of Form

Bottom of Form

Content

plagiarism statement

Attached Files:


Due: Saturday, January 9

 

Date___________________

I acknowledge that I am aware of what constitutes plagiarism, and I understand the consequences

of plagiarism as noted in the syllabus and under announcements.  I will not plagiarize my assignments in this class.

Name_________________________________________


<!–[if !supportLineBreakNewLine]–>
<!–[endif]–>

Purpose Section (C/E)

 Purpose Section C/E 

15 points

Due: Friday, January 22 BY (11:00 PM)

Draft Purpose Section of Action Research Plan

(15 points)

Directions: Submit a draft of your Purpose section, based on your Instructor-approved topic. This

section includes information about the setting and target group, as well as the discrepancy statement

and data to support that statement.

  • Describe

o the community

o the school

o the class

o the target group

  • The conclusion of this section of the Action Research Plan includes the “Discrepancy

Statement”—“what is” vs. “what should be”—and the question(s) you are trying to answer by

reviewing the research literature.

Cite

any sources of information (e.g., government and/or school reports) and include a reference list (that

information will later move to the reference list for the Action Research Plan, assignment 6) when you

submit this paper.

Example of a Discrepancy Statement: The target students are in the fourth grade but reading on a

2.5 grade level.

Note: You may need to add more information to the Purpose section after you have completed

your Needs Assessment survey.

Needs Assessment Instrument ( E)

 Needs Assessment Instrument   E

Points combined with Needs Assessment Results.

Friday, January 22 by 11pm

 

 

Students will design a needs assessment instrument for their own project.

  1. Identify the discrepancybetween “what is” and “what should be” foryour setting.
  2. List potential sources of data (e.g., students, teachers, parents, administrators, school records, test scores) that would confirm the existence of the problem, to establish “what is.”
  3. Create a list of potential needs assessment items that could be used to collect the necessary data. Determine whether more than one needs assessment or other data collection device would be required to collect the necessary information. Keep in mind that no items may ask for information that could identify the respondent or intrude into their privacy. Each needs assessment instrument must be completely anonymous.

Create a needs assessment instrument(s) and submit it/them to the instructor

Literature Search (C/E)

Due January 22 by 11pm

 Literature Search (5 points)

 

Use online, library-based, and other resources to locate and review primary and secondary resources that may be relevant to your approved topic. You will need to locate at least12 primary sources(generally, articles in professional journals reporting on research studiesor reports from government or private agencies) and5 additional resources, which can be

 

any type of resource that might be of assistance to you in the development of your literature review, your implementation plan, and/or your evaluation plan. These supplemental sources could include: books; websites; reports; journal, newspaper, or magazine articles, interviews, etc. Use the format below to organize the information for each resource.

 

Article:

Citation, in APA format:

 

Item Response
Primary or secondary source and why?
Research question(s):
Subjects:
Setting:
Intervention Methods:
Assessment Methods used e.g., pre- and posttests; DIBELS; WRAT; etc.
Results:
Methods used to analyze data ANOVA; chi square; t-test;
Author’s/Authors’ Conclusions & Recommendations:
Relevance to your proposed topic?

 

Books, websites, other resources: Citation, in APA format:

 

Item Response
Primary or secondary source and why?
Type of information included: (e.g., overview of one or more research studies; strategies for teachers, administrators, etc.). [If it is a report of a research study, answer questions from article format above.]
Relevance to your proposed topic?

 

Use resources from the NSU’s Electronic Library to assist you:

 

Literature Search

 

Annotated Bibliography C/E

Annotated bibliography from Literature search.

Due  Friday, January 29 by 11:00 PM

5 points

Examples:

Primary source format:

Lucas, C.A., & Goerss, B. L. (2007). Using a post-graphic organizer in the mathematics classroom. Journal of Reading Education, 32(2), 26-31.

 

The authors stated that thepurposeof their study was to determine a connection between using a graphic organizer and math vocabulary acquisition (p. 27).  Theparticipantswere 18 preservice teachers at a midsize Midwestern state university, most in beginning teacher education courses (p. 27) and 16 ninth-grade students in a geometry class in a public high schoolwith 51% free and reduced lunch (p. 28). The Preservice teachers were studying a unit on the four basic operations.  Ninth-grade geometry students were studying trigonometric vocabulary. Subjects were randomly assigned to groups of three or four.  They were given a list of vocabulary words that they had been using in their course work and instructed to organize the words into categories using a graphic organizer (p. 28).Assessmentsincluded 1) Observation of preservice teachers was direct by Lucas who was teaching them. A videotape of ninth-grade students was used.  Both authors evaluated the video. 2) Both sets of subjects were interviewed (p. 28). They used “elements identified as important by the National Reading Panel (2000): active involvement of participants, multiple exposures, restructuring, and discussion.” (p. 29).

 

 

Theyfound that the post-graphic organizer was a worthwhile activity, promoted 100% student participation, and improved student performance (p. 29).

[Remember to double space the annotation in your paper.]

 

Relevance: The authors provide an excellent research-based strategy that can be used in the intervention.

 

Website format:

Haynes, K. (n.d.). Top 12 ways to increase student participation. Retrieved from http://www.teachhub.com/top-12-ways-increase-student-participation

 

This website provides lessons and shared resources that have been developed or discovered by teachers to engage students in the learning process. This particular page describes fourproblems that are common in classrooms and provides strategies that the teacher can use to address those problems.

 

Relevance to topic: To improve learning, students must be engaged in the process. This website provides ways to accomplish this goal. The suggested strategies are easily adapted to any classroom environment and could be used during intervention.

 

 

Needs Assessment Results (E)

NEEDS ASSESSMENT RESULTS (E)

5 POINTS

DUE January 29 BY 11:00 PM

Assignment 3: Needs Assessment Results (5 points)

Copy your needs assessment instrument. Recruit at least five people (the larger the number of participants, the better) who have knowledge of the “need” or “problem” (“key stakeholders”) to complete your needs assessment instrument (without putting their names on their copy). Analyze and summarize the results of this Assessment. Write a report: Describe the participants, without giving their full names. Describe the results.

Explain how these results support (or do not support) your proposed project.

 

 

Literature Review (C/E)

Due Friday, February 5 by 11pm

Literature Review(15 points)

The literature review must contain a minimum of 12(8 C) primary resources plus 5(4 C) other resources. These may be some or all of the items that you found for your literature

 

search (assignment 5). The research studies and information form other sources must be synthesized and presented from more general information to information that is more specific to your proposal topic. You may include resources that disagree with thecurrently accepted “best practices” or that disagree with the findings from other studies. By the end of the review, the reader should be able to understand the rationale for your selection of strategies for the specified target group. [Hint: Model your literature review after those presented in research articles.]Include a References listwith all citations in APA format. [Remember: only references cited in the paper are included in the reference list.]  (See Appendix C for Action Research Plan Checklistfor further guidance).

 

GOALS AND OBJECTIVES (C)

Draft of Goal(s), Objectives, and Synopsis (10 points) (C)

DUE Friday, February 12 BY 11:00PM

 

This assignment will include an introductory paragraph to link the Purpose and LiteratureReview to the goal(s) and objectives. Write at least one goal, based on the need identified in the Purpose section and at least two measureable objectives for each goal.

The goal must identify the dependent variable from the data presented in Purpose section. The objectives must say whowill dowhat, when theybe able to do it, andhow

“success” will be measured (how will you know that they demonstrate the skill?).

 

When: at the end of the lesson/unit/two weeks, …

Who: the students (the target group)

What: will improve (What is the skill noted in the Purpose section that needs to improve?)

How: to 80% mastery/a gain of five correct words per minute (CWPM), as measuredby… (What method—e.g., teacher made test, oral fluency reading test, checklist, etc.— will you use to determine achievement of this objective?)

 

After presenting the goal(s) and objectives, write a synopsis that describes at least two strategies that you would use if you were going to implement your plan for six weeks, in order to meet your goal(s) and objectives.

 

IMPLEMENTATION PLAN, MATIRIX AND EVALUATION (E)

IMPLEMENTAITON PLAN (MATRIX AND EVALUATION)

10 POINTS

DUE February 12 by 11:00 PM

 

 

Directions:Submit the Implementation Planto your instructor for feedback. This chapter needs to include

–at least one goal for each target group, with at least two measurableobjectives for each goal,

–  an implementation matrix (see Appendix D for sample), with at least two activities for each objective, plus

–  a narrative portion that provides more details about the strategies, materials, activities, and evaluation strategies chosen.

The strategies and activities must relate to both the problem identified in the Purpose section and the information provided in the literature review. (See Action Research Plan Checklist, “Implementation Plan and Matrix” section, in Appendix C, for further guidance.)

 

Directions: Submit a draft of your evaluation plan. This plan needs to include: the goals and objectives from the Implementation Plan, descriptions of the proposed methods for evaluating the accomplishment of each objective (include samples of teacher-made tests in an appendix or appendices), methods for data collection and analysis, and a plan for using the data that is collected. Describe both the assessment instrument and how it will be scored and results reported. (See Appendix C for Action Research Plan Checklist, “Evaluation Plan”, for further guidance)

TYPES OF RESEARCH MATRIX (C)

TYPES OF RESEARCH MATRIX (C)

5 POINTS

DUE Friday, February 19 BY 11:00 PM

Appendix D

Week 5 & 6 Class Activity: Types of Research Matrix

 

 

Group 1

Go to the section that starts on the page number noted for the Mertler and Charles (2011) text and use short phrases to complete the following information for Ethnographic Research (p. 206), Narrative research (p. 216), Survey Research (p.229), and Action Research (p. 339).

 

1)      What is the purpose of this type of research?

2)      How are the data collected?

3)      How are the data analyzed?

4)      What are the strengths of this type of research?

5)      What are the concerns with this type of research?

 

Group 2:

Go to the section that starts on the page number noted for the Mertler and Charles (2011) text and use short phrases to complete the following information for Experimental (p. 289), Quasi- Experimental (p. 289), and Single Subject (p. 294).

 

1)      What is the purpose of this type of research?

2)      How are the data collected?

3)      How are the data analyzed?

4)      What are the strengths of this type of research?

5)      What are the concerns with this type of research?

 

Group 3:

Go to the section that starts on the page number noted for the Mertler and Charles (2011) text and use short phrases to complete the following information for Non-Experimental Research, Correlation Research (p. 256) Causal-Comparative Research (p. 273), Evaluation Research (p. 357), and Mixed Methods (p. 319).

 

1)      What is the purpose of this type of research?

2)      How are the data collected?

3)      How are the data analyzed?

4)      What are the strengths of this type of research?

5)      What are the concerns with this type of research?

 

 

Descriptions of Educational Research Models Group 1

Ethnographic
 Purpose
 Data Collection
 Data Analysis
  

Strengths
  

Concerns

 

Narrative
 Purpose
 Data Collection
 Data Analysis
  

Strengths
  

Concerns

 

 

Descriptions of Educational Research Models Group 1

Survey (Descriptive)
 Purpose
 Data Collection
 Data Analysis
  

Strengths
  

Concerns

 

 

Action
 Purpose
 Data Collection
 Data Analysis
  

Strengths
  

Concerns

 

 

Descriptions of Educational Research Models Group 2

Experimental
 Purpose
 Data Collection
 Data Analysis
  

Strengths
  

Concerns

 

 

Quasi-Experimental
 Purpose
 Data Collection
 Data Analysis
  

Strengths
  

Concerns

 

 

Description of Educational Research Models Group 2

Single-Subject
 Purpose
 Data Collection
 Data Analysis
  

Strengths
  

Concerns

 

 

Descriptions of Educational Research Models Group 3

Correlation
 Purpose
 Data Collection
 Data Analysis
  

Strengths
  

Concerns

 

 

Grounded Theory
 Purpose
 Data Collection
 Data Analysis
  

Strengths
  

Concerns

 

 

Descriptions of Educational Research Models Group 3

Narrative
 Purpose
 Data Collection
 Data Analysis
  

Strengths
  

Concerns

 

 

Mixed Methods
 Purpose
 Data Collection
 Data Analysis
  

Strengths
  

Concerns

 

 

POWER POINT PRESENTATIONS (C/E)

POWER POINT PRESENTATIONS OF ACTION RESEARCH PLAN SUBMITTED (C/E)

0 POINTS COMBINED WITH PRESENTATON (THESE PPTS WILL BE GRADES AFTER THE CLASS PRESENTATION)

DUE Friday,  February 26 BY 11:00 PM

 

Once you have completed the drafts of the Purpose, Literature Review, Goal(s), Objectives, andSynopsis/Conclusion for your Action Research Plan,you need to create a PowerPoint summaryof that information to present to your classmates. Site-based students will do this in class during Weeks 7 and/or 8. Online students will post their presentation in their online class, as directed by their instructor, in Week 7, and/or present them during the class meeting.

 

See Appendix E for an outline of what is required in the presentation and a partial sample.

 

ACTION RESEARCH PLAN (C/E)

ACTION RESEARCH PLAN (C/E)

DUE: Friday, February 26 BY 11:00 PM

The Action Research Plan (20 points)

 

If you have completed all of the assignments, your action research plan can be put together now. Use the following guidelines to compile your Action Research Plan.

 

  1. Create a title page. (See http://www.fischlerschool.nova.edu/Resources/uploads/app/28/files/PDF/fse_standard_format.pdffor format.)
  2. The title should be 15 words or less and address your previously approved topic
  3. Do not put a page number on this page
  4. Assemble the sections: Purpose, Literature Review, Goal(s), Objectives, and Synopsis.
  5. Write a brief conclusion
  6. Add a page called References that includes only citations for the documents that you cited in your paper.
  7. Include any appendices that you referenced in the body of the paper.
  8. All pages following the title page are numbered in the upper right hand corner.

 

 

  1. Review your paper, using the Action Research Plan Checklist in Appendix D, to ensure that you have included all of the required information and complied with all of the requirements for each section.

 

The Action Research Plan is to be submitted in week 7. It should be double spaced, with the exception of the contents of any tables that you include and the citations in the reference list. Remember that the reference list comes before the appendices (if you have any).

Is this the question you were looking for? If so, place your order here to get started!