EDD 8302 Developing Interview Questions that Reflect AI

Developing Interview Questions that Reflect AI

Capella University

Developing Interview Questions that Reflect AI

In reference to Melisa (2005), while traditional research can have research questions or hypothesis, Action research is usually accompanied by action research questions. The action research question is a statement that is meant to identify the phenomena to be improved. The issue of focus is teacher best practice. “Best practices,” are defined as the already existing practices that possess a high level of widely-agreed teacher effectiveness. Also notable is that best practices improve learner leaning as well as teacher effectiveness.

Teachers are always looking to improve and innovate. It is thus essential that they try new things or best practices to add to their pedagogical bag of effectiveness. But it’s also important to focus on intentionality and purpose — and not just on quantity. Thus, what usually matters more than “often trying something new or best practice” is perhaps the reason why the teachers do what they do for their effectiveness. Different researches have shown that best practices aid teachers in better understanding and seeing learning through the students’ eyes (McClintock, 2004).

Melisa (2005) asserts that best practices are outcome centered. They improve learner understanding and teacher effectiveness. Research findings have linked the student outcomes to numerous highly effective and pedagogical classroom practices. The following are my open ended questions for action research. The first two questions focus on the problem, and the two last two questions focus on the solution.

The first set of questions were not clear on the area of focus. The interviewee would not know whether to base his response on improvement of student engagement in science or teacher best practice. The new set of questions are clear and focus on teacher best practices. In reference to McClintock (2004), even though the questions are open ended, the interviewee has been guided on the area of focus – teacher best practice.

• Can best-practice teaching improve student outcomes?
• What best-practices strategies can I use to become an effective classroom manager?
• How effective is inquiry-based instruction as a best-practice strategy in improving student’s outcomes?
• Can student-engagement as a best practice improve learner outcomes?

In the first set of questions, the interviewee ha the room of responding with a short answer and an explanation on the reason. For instance, if the interviewee agrees that best-practice teaching can improve student outcomes then he must explain how. The how can be that best practice teaching makes the teacher se learning through the eyes of the student. In the second question, the interviewee is allowed to give examples of best practice teaching, maybe those which he has used like inquiry based learning, student engagement, or formative assessments among others (Melisa, 2005).

The second set of questions gives the interview much insight. They have the solution and are seeking to know their effectiveness in learner outcomes. In reference to McClintock (2004), approaching these questions can be challenging because the interviewee must have used or see or knows how to use these best practices. But all in all, there is no real difference between teaching and best-practice teaching. While teaching is learner centered best practice teaching is outcome centered. Thus, when combined the teachers’ effectiveness improve to encompass both learner and outcome or content centeredness. A teacher pursuing best-practice teaching will improve students’ outcome (McClintock, 2004).

References

McClintock, C. (2004). Scholar practitioner model. In A. Distefano, K. E. Rudestam, & R. J. Silverman (Eds.), Encyclopedia of Distributed Learning. 393–397. Thousand Oaks, CA: SAGE Publications.

Melisa, M. W. (2005). The use of action research for designing and implementing a train -the -trainer program at a pharmaceutical company. ProQuest Dissertations Publishing ISBN 9780542179792, 0542179792