Assignment: Capella University Diagnosing of the Problem-1 OF 4

Assignment: Capella University Diagnosing of the Problem-1 OF 4

Question Description
This is a continuation Assignment/Project; If accepted must be able to accept all 4 assignments

GRADING RUBRIC MUST BE FOLLOWED

Assignment 1

Instructions

As you are thinking of ways that action research can be used in your own setting, investigate and diagnose the problem you plan to study for your action research plan. Action research has four stages—planning, acting, developing, and reflecting. For this assessment, write a 3–5 page scholarly paper in which you focus solely on the first step of the planning stage: identifying the problem. Refer to the interactive Digital Action Research Plan, in which you have been collecting information, and use it as the basis of your paper.

The requirements for your assessment are as follows. Be sure to include a cover page and references page (not included in final page count) and adhere to APA formatting guidelines:

Provide a brief introduction to the study.
Describe the study setting and explain why the setting was chosen for this study.
Describe the problem, including the impact of diversity on the problem.
Describe the purpose of the proposed study.
Identify and describe who might benefit from the findings of the study and why.
Describe the baseline data and information you have gathered to inform the development of the study.
Review at least 3 or 4 peer-reviewed scholarly articles related to your proposed topic. These articles must have a publication date within the last 5 years. Please be sure to identify at least one theoretical and/or conceptual framework to support your study. Additionally, identify the gaps in the literature. Use current APA formatting guidelines to cite your resources.
Resources: Introduction to the Action Research Process
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The following resources provide a solid overview of the action research process you will be planning throughout the assessments in this course. As you examine these resources, consider how the material you learn about might impact your own action research.
Leedy, P. D., & Ormrod, J. E. (2019). Practical research: Planning and design (12th ed.). New York, NY: Pearson. Available from the bookstore.
Chapter 1, The Nature and Tools of Research,” pages 1–29. This chapter lays out the nature of true research and describes the general tools that make it possible.
Chapter 2, “The Problem: The Heart of the Research Process,” pages 30–57. This chapter describes how to identify a researchable problem and discusses why the problem is an integral component to guiding your inquiry.
Mertler, C. A. (2018). Action research: Improving schools and empowering educators (5th ed.). Thousand Oaks, CA: Sage. Available from the bookstore.
Chapter 1, “Introduction to Action Research,” pages 2–32. This chapter describes what action research is, compares it to traditional forms of educational research, discusses why it is important for educators to become involved in action research, and provides examples of its application. This chapter also covers different theories related to action research. As you consider these different theories, what similarities do they share, and how do they differ? Which might be most appropriate for your own planned research study?
Chapter 2, “Overview of the Action Research Process,” pages 34–50. This chapter describes the nine steps of the action research cycle and explains how this type of research methodology can be conducted.
Resources: Planning and Developing Your Action Research Plan
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Mertler, C. A. (2018). Action research: Improving schools and empowering educators (5th ed.). Thousand Oaks, CA: Sage. Available from the bookstore.
Chapter 3, “Planning for Action Research,” pages 52–83. This chapter describes the process of identifying and narrowing the focus of a research topic, as well as the importance of gathering preliminary information related to the topic and conducting a literature review.
Chapter 4, “Developing a Research Plan,” pages 86–121. This chapter describes research questions and hypotheses, basic qualitative and quantitative research design, and ethical considerations when conducting action research.
Resources: Applications and Challenges of Action Research
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ED-FPX5306 Action Research Library Guide.
Jefferson, R. N. (2014). Action research: Theory and applications. New Review of Academic Librarianship, 20(2), 91–116.
Mulford, B. (2006). Leading change for student achievement. Journal of Educational Change, 7(1/2), 47–58.
This article provides an interesting perspective on the relationship between teacher leadership and student achievement:
Tomal, D. R. (1999). Solving problems through action research. School Administrator, 56(1), 41.
According to Tomal, some problems can be addressed through simple common sense solutions, whereas other problems require a greater depth of analysis and a more systematic approach. In such cases where the problems are more complex and simple solutions are not an option, the author recommends using action research. Within the article, Tomal discusses some of the challenges in working with human subjects and provides a summary of methods one might use to gather information from human subjects.
Resources for Further Exploration
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Farrell, J. B., & Weitman, C. J. (2007). Action research fosters empowerment and learning communities. Delta Kappa Gamma Bulletin, 73(3), 36–45.
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1. Explains who might benefit from the findings of the study and why, providing meaningful
examples.
2. Analyzes the purpose of the action research study, including potential impacts.
3. Investigates peer-reviewed scholarly articles related to the proposed topic and the uses
them without errors and following APA writing style guidelines.
4. Discusses the context and rationale for the study and provides examples
5. Describes baseline data and information that inform the development of the study and
provides a rationale for the type of baseline data and information.
6. Describes the instructional problem to be studied, pointing out key details relevant to
later analysis and including the impact of diversity on the problem.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.