EDD 8302: Becoming a Critical Consumer of Action Research
Rachel Gomes
Use this template to guide your preparation of the artifacts that demonstrate your proficiency in the eight required program outcomes. Save one instance of the template for each program outcome.
Program Outcome
Provide the name, number, and description of the program outcome.
| Program Outcome | Number | Assignment Name |
| 1. Synthesize educational issues related to information literacy resulting in the creation of new practices | U1A1 | Harlem Children’s Zone Basic Case Summary |
| U3D1 | Potential Research Areas for the HCZ | |
| 2. Evaluate educational theory and problem-solving approaches related to change and innovation | U5D1 | The EdD Dissertation as a Single Cycle of AR |
| U8D2 | AR Center: Best Practices in Action Research | |
| 3. Synthesize educational issues related to culture and diversity to engage successfully with diverse learners, their families, and professionals who differ | U1D1 | Role of Cultural Diversity |
| U6A1 | Analysis of the Harlem Children’s Zone Case Study | |
| 4. Synthesize communication and collaboration skills effectively with learners, their families, and other professionals | U4A1 | Developing Interview Questions that Reflect AI |
| U4A2 | Journal: Appreciative Inquiry in Research | |
| 5. Synthesize critical thinking and reflective practice related to problem-solving approaches in the creation of new practices | U4D2 | AR Center: Transforming a Problem into an Opportunity |
| U7D1 | Applying Critical Thinking for Alternative Approaches | |
| 6. Evaluate evidence-based decision-making to create new practices | U6D1 | The Data-Gathering Stage in Action Research |
| U7A1 | The Role of Background Data in the Improvement Project | |
| 7. Synthesize inquiry and research to evaluate theory and problem-solving approaches in the creation of new practices | U2A1 | The HCZ as an Organizational System |
| U5A1 | Steps 1, 2, and 3 of Action Research | |
| 8. Synthesize educational issues related to information technology | U2D2 | Action Research Center: Case Examples |
| U10A1 | ePortfolio Organization and Confirmation |
Name and Description of Each Artifact
Provide the name and full description of the artifacts that you are submitting for alignment with the program outcome (include the date completed and the course in which it was completed, or for non-course room activities, the location). Note: You must present a minimum of two course-related artifacts for each of the eight program outcomes.
| Program Outcome | Name (All Course EDD8302) | Date | Description |
| 1. | U1A1: Harlem Children’s Zone Basic Case Summary | 7/15/2018 | Write an initial summary of the HCZ case, following the first two sections of your case study analysis procedure (in the Pearson resource in this unit’s second study). |
| 1. | U3D1: Potential Research Areas for the HCZ | 7/26/2018 | This unit you learned about the nature of science on pages 41–44 of your Action Research text. You also learned in the Harlem Children’s Zone case study about choosing the research imperative. Given what you have learned, prepare an initial post expressing your thoughts about the scientific legitimacy of action research. Discuss the differences between traditional and action research. |
| 2. | U5D1: The EdD Dissertation as a Single Cycle of AR | 8/9/2018 | From your review of the ARPP multimedia piece and your Action Research text, prepare an initial post stating your reaction to the idea of an action research (AR) capstone project having only one cycle. Sure, it will be easier and more feasible, but will it really bring about the improvement you want? Engage your classmates in a discussion of the single-cycle idea. |
| 2. | U8D2: AR Center: Best Practices in Action Research | 8/30/2018 | Write an initial post listing at least five activities from this unit’s second study, which you found are considered to be best practices. Review the best practice lists of two of your classmates and revise your list for use in the next unit. |
| 3. | U1D1: Role of Cultural Diversity | 7/12/2018 | Using ideas drawn from your case summary completed in this unit’s first assignment, write an initial discussion post about the role of cultural diversity in the design and direction of the Harlem Children’s Zone project. Use at least three of the elements of diversity depicted in the What Is Diversity? multimedia piece in this unit’s first study. Point out how they manifested in the HCZ case study. |
| 3. | U6A1: Analysis of the Harlem Children’s Zone Case Study | 8/19/2018 | Write a background analysis of the Harlem Children’s Zone (HCZ). Focus on its organizational strengths and opportunities for improvement. In this unit’s studies, you learned about the kind of background information to look for in action research (Stringer, Chapter 4). You also learned about a succinct yet formal way of presenting the institution’s background (AQIP Systems Portfolio Guide) for purposes of an action study. Select and integrate ideas from both sources to critique the context information that appears in the HCZ project case study. |
| 4. | U4A1: Developing Interview Questions that Reflect AI | 8/5/2018 | For this assignment, use what you have learned from this unit’s first study about the nature of appreciative inquiry (AI), about the difference between a problem focus and an improvement focus, and about assumptions related to organizational improvement. Carry out the following as part of this assignment and the first discussion in this unit.Prepare for a professional colleague a set of four open-ended interview questions about the assumptions that underlie organizational improvement at your institution. Two of the questions should focus on the problem, and two should focus on the solution.Submit the questions to your classmates in this unit’s first discussion. After receiving their feedback, rewrite the questions according to the principles of appreciative inquiry. Submit both the original and the revised sets of questions along with your explanation of how the approaches are different and how the person being interviewed is likely to respond.If no one responds to your questions, use the feedback others receive to revise and submit your questions for this assignment. Note: You are not going to conduct the interviews; you are only developing and reflecting on the questions you might pose.Submit your assignment by Sunday of Unit 4. Follow APA formatting for your paper. |
| 4. | U4A2: Journal: Appreciative Inquiry in Research | 8/5/2018 | Write a reflective journal entry about appreciative inquiry in research, reflecting on your experience in developing the interview questions and on the 4D model of organizational improvement. |
| 5. | U4D2: AR Center: Transforming a Problem into an Opportunity | 8/2/2018 | In this unit’s second study, you found two action research studies and examined the sections which identified the problems. Write an initial post that includes a quote of the problem statement from one of the studies. Then, using what you have learned about appreciative inquiry, reframe the problem statement and rewrite it as an opportunity for improvement. |
| 5. | U7D1: Applying Critical Thinking for Alternative Approaches | 8/23/2018 | Discuss how better decision making and more well-designed studies can result from applying critical-thinking principles to alternative approaches available for organizational improvement. |
| 6. | U6D1: The Data-Gathering Stage in Action Research | 8/16/2018 | Using Stringer’s ideas, write an initial post discussing the way the HCZ project uses background data to describe its organizational context. How well does the background data establish the context of the study and the improvement it seeks? |
| 6. | U7A1: The Role of Background Data in the Improvement Project | 8/26/2018 | Write a paper explaining the ways an action researcher uses qualitative and quantitative background information to arrive at a decision regarding a project to improve an organizational process. |
| 7. | U2A1: The HCZ as an Organizational System | 7/22/2018 | In Unit 1 you were first introduced to the Harlem Children’s Zone (HCZ) case study. For this assignment, write a paper describing the Harlem Children’s Zone (HCZ) as an organizational system. |
| 7. | U5A1: Steps 1, 2, 3, of Action Research | 8/12/2018 | Based on your study of the ARPP multimedia piece and Chapter 3 in your Action Research text, write an essay describing the commonalities between the way the ARPP describes the first three stages of an action research project and the way your Action Research text describes them. |
| 8. | U2D2: Action Research Center: Case Examples | 7/19/2018 | Write an initial post about the search experience you had in this unit’s second study. Share with your classmates your greatest challenge in constructing and using the search query. |
| 8. | U10A1: ePortfolio Organization and Confirmation | 9/14/2018 | Use the EDD8302 Portfolio Organization Spreadsheet in the resources to sort your discussions and assignments from this course into the appropriate program outcomes. You will do this during the last unit of each course so you can begin reflecting on how your work in the course fits into the bigger picture of the EdD program outcomes.By the end of your program, you will post two artifacts for each outcome and write about them using the Artifact Descriptions Template found in the PERT. There are several ways you can go about this process throughout the program—the choice is yours. You may choose to:Write descriptions of your assignments and discussions as you complete them, which will allow you to capture the information about the artifact while it is still clear in your mind. |
Purpose of the Artifacts
What purpose does each artifact serve? Describe in 1–2 paragraphs the activity or activities you undertook to complete the artifact.
| Program Outcome | Name (All Course EDD8302) | Description |
| 1. | U1A1: Harlem Children’s Zone Basic Case Summary | To complete this assignment, I spent quite a bit of time familiarizing myself with the HCZ case study. While I was aware of HCZ’s existence, I had not previously read case studies discussing its improvement plan. Because action research was relatively new to me, I first read the case study simply for understanding. I then combed back through the study applying the bit of information I learned in the studies of this unit. I arranged my paper according to the aspects of action research I had learned thus far. |
| 1. | U3D1: Potential Research Areas for the HCZ | With a better understanding of action research, I took another look at the HCZ case. This discussion focused on the differences between traditional research and action research. Because of the immediate need for improvement in the organization, action research was clearly the more beneficial option for HCZ. Action research may not always follow the scientific method, but it provides solutions and improvements much more quickly than traditional research projects. |
| 2. | U5D1: The EdD Dissertation as a Single Cycle of AR | To complete this assignment, I familiarized myself with Capella’s resources for searching dissertations. After reading a few, I came to understand that most dissertations are only a single cycle of action research. This is because most students have a specific timeline in which to complete their dissertations limiting the scope of the project. Also, many students may not have the influence in their organization needed to continue through the later stages of action research. For example, as a classroom teacher, I do not have the ability to truly alter the curriculum. We do have quite a bit of say in how we teach the curriculum in our own classes and I know that my opinions on curriculum changes are valued. |
| 2. | U8D2: AR Center: Best Practices in Action Research | To complete this assignment, I read through a number of sources about action research. I looked for common threads throughout each resource. Typically, when several sources discuss the same practices, those practices can be considered “best practices”. I also used what I learned from reading several examples of action research dissertations to see how these practices are applied in an actual action research project. |
| 3. | U1D1: Role of Cultural Diversity | Aspects of cultural diversity are incredibly important to the HCZ case. For this discussion, I read through particular sections of the case study to see how researchers addressed the diversity of needs within the zone. It became clear that if proper attention was not paid to the specific needs of each aspect of diversity, then overall improvement would not be possible. Several of the appendices and figures gave concrete statistics on several areas of diversity with the zone. These gave me a better understanding of the multiple factors impacting the outcomes of this case study. |
| 3. | U6A1: Analysis of the Harlem Children’s Zone Case Study | This assignment was the culmination of much of the practice completed earlier in the course. I looked back at previous assignments and discussions to begin synthesizing my findings concerning the HCZ case study. I looked for both strengths and weakness as pointed out by my previous assignments as well as new insights gleaned from my classmates in the discussion. I worked through the case study again, making note of new topics to be discussed. I attempted to arrange the paper in a straightforward manner, creating a section for each area of discussion. |
| 4. | U4A1: Developing Interview Questions that Reflect AI | This assignment had several preparatory steps. First, I read through the resources discussing appreciative inquiry. I then created a list of questions. Before submitting the questions for discussion and feedback, I revised them to meet the standards of appreciative inquiry. I liked this approach because you are still able to address weaknesses but without causing anyone to feel targeted. The questions also open up discussion on existing strengths and how to replicate those strategies. After receiving feedback, I broke down the process of creating the questions including analysis of appreciative inquiry along the way. |
| 4. | U4A2: Journal: Appreciative Inquiry in Research | This journal allowed me to reflect on the importance of appreciative inquiry. In the education field, I believe that appreciative inquiry is particularly important. As a public school teacher, I worked incredibly hard to ensure that my students receive the best education I can provide. That being said, I am sometimes limited by resources. I work in a beautiful facility that has many state-of-the-art technology for students to use. There are sometimes lessons or activities that I cannot do for a variety of reasons. Taking this into consideration, when looking to point out areas of improvement within schools, appreciative inquiry allows us to acknowledge the hard work put in by educators in light of any number of challenges. |
| 5. | U4D2: AR Center: Transforming a Problem into an Opportunity | To complete this assignment, I used a variety of resources to continue learning about action research. The Capella resources provided a number of action research projects to read that helped me learn how to go from pointing out a weakness to creating a research project working toward growth. While acknowledging weaknesses is obviously a key first step, we should keep this process positive. Rather than simply pointing out a weakness, we can frame the discussion to concentrate on ways to strengthen those areas. This discussion allowed me to also learn from my peers how action research fits into a number of systems within the education field. |
| 5. | U7D1: Applying Critical Thinking for Alternative Approaches | This discussion was a synthesis of several strategies learned throughout my program thus far. I used the critical thinking skills we studied in previous courses and applied them to the action research process. I considered how critical thinking strategies can improve an action research improvement plan. As discussed in several other assignments, careful planning in the early stages of action research can make or break the project’s success. Using these critical thinking strategies allows us to consider all angles to better develop possible alternative improvement plans during the planning stages. |
| 6. | U6D1: The Data-Gathering Stage in Action Research | As we were about halfway through the course, several aspects of action research come together for this discussion. I used the information gathered about each stage of an action research project to discuss the importance of data. Because action research projects are so specific to their contexts, this background data collection is essential. The improvement plan is designed specifically for the given organization and therefore outside data not be helpful or even applicable. Several classmates discussed the numerous contexts in which data collection is essential to making true improvements. |
| 6. | U7A1: The Role of Background Data in the Improvement Project | To complete this assignment, I reviewed the HCZ case and paid particular attention to the early stages of the project. I noted what kinds of data was collected in those early stages. It was also important for me to discuss the nature of the research team. Bridgespan, an outside consulting firm, carried out much of this early background data collection. Because Bridgespan is a third-party, they needed to collect as much data as possible to make informed suggestions and action plans. I also discussed the tensions that arose between Bridgespan and HCZ employees during the data collection process early in the project. |
| 7. | U2A1: The HCZ as an Organizational System | The first step to completing this assignment for me was to review sources from earlier courses to refresh my memory on systems theory. Upon reviewing this information, I could relate my review directly to the HCZ case. This research project involved many systems with varying degrees of communication among them. I broke down each relationship and examined how systems theory applied to that particular relationship. In doing so, I was able to analyze which relationships were key to the success of this research project and which relationships struggled either initially or throughout the duration of the project. |
| 7. | U5A1: Steps 1, 2, 3, of Action Research | Before starting this assignment, I compiled information from our course resources about the multiple steps and stages of action research. While each source had slightly different information about these steps and stages, the main ideas were essentially the same. As I explained the process and importance of each step, I tried to use examples to clarify my meaning. Most examples centered on the classroom as that is the environment in which I work and am most familiar. This assignment helped me synthesize the information from multiple sources in tangible way. |
| 8. | U2D2: Action Research Center: Case Examples | This discussion gave me the opportunity to discover some action research projects that were different from the HCZ case. I became familiar with the database which I believe will be helpful as I begin to work toward my own research project. This study allowed me to get a feel for how action research projects can work in the classroom rather than at the scale of an entire organization. I spent quite a bit of time reading through abstracts to find a project that was relatable to my career and position. I also read several new sources that outline action research in new ways. |
| 8. | U10A1: ePortfolio Organization and Confirmation | To complete this assignment, I first used the portfolio organization spreadsheet to align each assignment with its corresponding program outcome. I spent time reviewing my assignments to ensure that I accurately matched each one. Next, I organized those assignments by outcome and recorded the dates they were originally submitted. In this stage, I reviewed the assignments again to remind myself of the actions I took to complete each assignment. |
The Artifact as Evidence
Explain in 2–4 paragraphs how each artifact serves as evidence of having met the program outcome. Note: This should answer the “so-what” question. Why are you including this particular artifact over others? Be very specific.
| Program Outcome | Name (All Course EDD8300) | Description |
| 1. | U1A1: Harlem Children’s Zone Basic Case Summary | Information literacy is crucial in this program. As an online program, we as students must use our information literacy to access and apply skills to our studies. As a first time Capella Student, I am slowly gaining knowledge and ease of use of the many resources provided by Capella. This assignment relates to the first program outcome because learning these skills will allow me to create new practices. This particular assignment asked us to provide a basic summary of the Harlem Children’s Zone action research project. This assignment required me to bring together the information I had learned thus far about action research and apply that knowledge to an action research study. This assignment allowed me to gain a complete understanding of the details of this case which was integral to nearly all future assignments throughout the course. |
| 1. | U3D1: Potential Research Areas for the HCZ | This discussion allowed me to read a number of research projects so that I could gain information concerning appropriate topics and strategies for action research projects. I was able to see the stages and steps I had been learning about in action and how they can be applied in different types of organizations and at different levels of a system. Assignments like this one are quite adapt at improving information literacy. In an online program, we rely heavily on other resources to gain information pertinent to our coursework and research. Finding multiple sources that elaborate on a particular topic improves and widens our understanding of these concepts, many of which, like action research, are new to us. Ensuring deep understanding of each concept is important before advancing through the course and through the program. |
| 2. | U5D1: The EdD Dissertation as a Single Cycle of AR | Truly understanding new educational theories is necessary for those theories to be put into practice. As mentioned, the idea of action research was essentially new to me. Assignments like this one gave me to opportunity to hone in on one aspect of action research to ensure that I could apply my new skills adequately. This assignment brought together new information about action research and its application to a dissertation. Because our dissertations are bound by a specific time frame, it is unlikely that we would be able to complete multiple cycles of action research. Another consideration is the influence we may have within our organizations. It may not be possible for use to begin enacting changes across the organization. For example, as a classroom teacher, I know that my input and opinions are valued, but I do not have the freedom to completely alter our curriculum on my own. Analyzing the first cycle of action research gave me a better understanding of what the scope of my own project will be like as well as some ideas for strategies and research questions. |
| 2. | U8D2: AR Center: Best Practices in Action Research | This assignment allowed me to consolidate and apply all of the information gleaned throughout the is program. The purpose of action research is to use educational theory to create an improvement plan in order to help as many people as quickly as possible. When an organization is struggling to serve its members, change and innovation are crucial. Organizations must be willing to take an object look at their operations and create plans for change and improvement.This assignment allowed me to compare and contrast theories from multiple sources. While each source had its own hierarchy for essential components of an action research project, these components were incredibly similar at their core. This assignment also helped me understand that different organizations will have different focuses, enabling the need to reorganize some of these best practices to help that organization meet its specific goal. The flexibility allowed by action research ensures that each individual project can create an improvement plan that is directly impactful to the organization in question. |
| 3. | U1D1: Role of Cultural Diversity | As educators, engaging with and acknowledging cultural diversity is essential. There are numerous facets of diversity that impact our students on a daily basis. Gender association, socioeconomic status, race, ability, and any number of other aspects of diversity ensure that one strategy will not necessary help every single student uniformly. We must adapt our strategies to meet each student’s needs in order for the organization to grow as a whole.Looking specifically at the Harlem Children’s Zone case study, we were able to analyze how cultural diversity impacted that particular action research project. Many of the participants shared several aspects of cultural diversity and therefore had similar (though not identical) needs. The HCZ administration was well aware of these needs and was able to develop interventions and make changes suited to addressing those needs. |
| 3. | U6A1: Analysis of the Harlem Children’s Zone Case Study | This assignment allowed us to synthesize our practice with analysis with our understanding of the complexity of diversity. Diversity is incredibly complicated and different aspects of diversity are impacted in different ways by outside factors. In the case of the HCZ organization, many of the children and families being served shared aspects of their culture with one another. Also, many of the challenges they face are correlated with certain aspects of their culture. That being said, it was crucial for the research team to address and honor these aspects of diversity.This assignment asked us to complete a thorough analysis of the HCZ case study as a whole. At this point in the course, we learned about the specific goals of action research projects. Using these theories and new information, we were able to see where the HCZ case study truly excelled and identify areas that could have been improved. This research project needed to be particularly culturally sensitive, and it was. Therefore, the research project was a success. The case also discussed plans for future improvements. The foundation for these improvements was laid during this initial project. |
| 4. | U4A1: Developing Interview Questions that Reflect AI | Creating a culture of communication and collaboration with colleagues is essential for being an effective educator. Teaching should not be an individualistic career even though we are often the only teacher in the room. Each teacher has his/her own experiences and wisdom that helps make decisions with students’ best interests in mind. By sharing this knowledge with colleagues, we can all help our students achieve at their highest potential. Asking questions in a critical yet constructive way can help us learn how to change and improve our own practices. This assignment asked us to create a series of questions to ask colleagues. The questions were to be critical in nature but through an appreciative inquiry lens. Appreciative inquiry allows us to question and criticize others from a caring place and by acknowledging existing strengths. Teachers often feel immense pressure to “get things right” all of the time because of the high stakes involved in education. Using appreciative inquiry allows us to learn from our peers in a positive way without simply pointing out weaknesses that need improvement. |
| 4. | U4A2: Journal: Appreciative Inquiry in Research | Appreciative inquiry allows professionals to ask questions and learn from colleagues in a positive manner. As an educator, it is clear that each teacher has a different set of skills and strategies to be an effective teacher. Certain strategies work better for some teachers than others. We must engage in active discussion with one another not only to improve our own pedagogy but to ensure that our students receive the best education that we can provide.This journal allowed us to reflect on our new understanding of appreciative inquiry. By using Capella’s resources, we were able to find a number of examples of studies based in appreciative inquiry. In most of these studies, it was clear that teachers and schools were doing their best but often had difficult obstacles to overcome. By asking questions in a supportive manner, the schools in these studies were able to make improvements throughout a positive process. |
| 5. | U4D2: AR Center: Transforming a Problem into an Opportunity | Critical thinking and reflection are essential for growth in any career. As educators, it is important that we reflect on our own practices and the practices of our colleagues. This allows us to not only find areas of weakness but to identify opportunities for growth. Action research does just that. After an opportunity for growth is identified, research teams begin planning for ways to create positive change. This positive approach to problem solving allows teachers and schools to grow without feeling as if they are up against an opponent of some kind.This discussion allowed us to share the benefits of action research. Action research differs from traditional research in that it allows for changes during the course of the research project. This enables participants to see improvement more quickly than with a traditional research project. Schools, especially public schools, are always striving to do their best but this can sometimes be prevented by lack of resources or policies outside of the school’s control. Action research allows for careful reflection in order to create an improvement plan. |
| 5. | U7D1: Applying Critical Thinking for Alternative Approaches | When looking to create organizational change, critical thinking skills are essential. While a teacher making changes in their own classroom may not impact the entire school, changes by administration can have widespread effects. That being said, the organization must utilize critical thinking to foresee how these changes will impact any number of systems within the organization.This discussion allowed us to synthesize our understanding of systems theory and critical thinking theories from previous courses with their impact on the creation of alternative approaches through action research. Because classmates come from differing career fields, this discussion was interesting to participate in because of the opportunity to see how these theories impact different areas of the education field. Critical thinking is essential when creating alternative approaches because those changes may impact different systems within that organization in different ways. For example, a data collection mandate of some kind may not impact administrators but might overload classroom teachers with additional work. Our ability to use those critical thinking skills before implementing change helps ensure that any changes made are beneficial and successful. |
| 6. | U6D1: The Data-Gathering Stage in Action Research | Using concrete evidence to make decisions is crucial for successful change. If organizations were to make changes without first gathering data, it would be impossible to predict the impact of those changes. The early stages of an action research project involve extensive data collection and analysis. This task can be done by the organization or is often done by a third-party organization. While using a third-party organization allows for objectivity, that outside organization must pay careful attention to the data gathered in order to learn as much as possible about the specific organization.This discussion allows us to share insights concerning the early stages of action research. This was particularly interesting because each classmate has a different role in a number of different organizations. Some classmates would be the ones responsible for collecting the data while others might be responsible for the analysis. Each classmate’s post and their responses increased my understanding of the role of data collection and how careful analysis enables us to pinpoint variables when looking for solutions to organizational issues. |
| 6. | U7A1: The Role of Background Data in the Improvement Project | As mentioned, action research projects need to be very specifically tailored to each subject. In the case of the HCZ case study, there were many areas of data that were specific to the students and families being served. Collecting appropriate data in a timely manner is essential if an action research project is to begin making improvements within an organization.This assignment asked for a careful analysis of the role of background data in HCZ’s improvement plan. The case study discussed the methods of data collection and analysis as well as some early tension between the two organizations. There was substantial data missing and much of the data was collected in inconsistent ways making analysis across programs difficult. Throughout the early stages of the action research project, researchers and HCZ administrators made a number of changes that were essential for the project’s eventual success. |
| 7. | U2A1: The HCZ as an Organizational System | Systems theory is essential for truly understanding most action research projects as these projects typically look to create organizational change. Using information from previous courses about systems theory, we were asked to apply this information to the HCZ case. In doing so, it became apparent that there were many systems involved. These systems included HCZ administrators, outside companies (like Bridgespan), program managers, participants, and their families. By analyzing the relationship among all of these systems, it became clear that true organizational improvement would require careful planning and consideration to each group. Sweeping change would have impacts of varying degree for each systems and each system had a differing level of influence in regards to those changes. Analyzing the impact of tensions between Bridgespan and other systems for several reasons. First, the tension showed that change is not always easy or natural. Secondly, the case study explained how the tension was resolved in a positive manner which allowed for the organization to grow. |
| 7. | U5A1: Steps 1, 2, 3, of Action Research | Using theory to create an effective problem-solving approach within an action research project makes the process much more effective. While there are a number of different approaches to action research, most of them have common veins. Different sources use different language to explain stages, steps, and cycles, but each theory follows essentially the same path.This assignment allowed us to compare and contrast the definitions of each stage of action research among several sources. In doing so, it became clear that although each source used slightly different language, the approaches were essentially the same. Each source also explained the necessity for personalization for any given action research project. Each project has specific needs, strengths, and weaknesses, and therefore different stages require more or less attention according to those needs. |
| 8. | U2D2: Action Research Center: Case Examples | Throughout the program thus far, Capella has offered a number of electronic resources for gathering information. Many of these resources are databases that allow us to search for any number of dissertations and studies. The study leading to this discussion allowed us to become familiar with yet another database. Learning to use these specific electronic resources is important as we continue to gather information leading toward our own projects.The discussion aspect of this assignment was helpful for several reasons. First, it was interesting to see what areas of study each classmate focused on based on our personal career backgrounds and experiences. Second, I discovered several case examples from my classmate’s posts that were both relevant and helpful to me as a teacher and a student in this program. Continual exposure to and practice with these resources will make navigating them throughout the program easier. |
| 8. | U10A1: ePortfolio Organization and Confirmation | Capella’s electronic resources allow for us to create an organized and effective portfolio. This technology literacy allows us to save assignments for future review and for the purposes on reflecting on our growth. Pathbrite, while intuitive, still takes some learning and getting used to. Developing literacy in Pathbrite is crucial at this early stage so that we have the resources we need throughout the program.By properly organizing this portfolio, we will be able to return to it to find specific information. I have already used it to refer back to previously used sources and to see how my ideas have changed. We cannot create change and innovation if we do not remember where we started. This is true both at the individual and organizational level. As a student, I feel the need to return to previous assignments to see how I could improve a current one, or to find a resource I know will help me. As an organization, we need to track growth and study areas for improvement. This portfolio technology allows me to review previous work and is therefore integral in creating new practices. |
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