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ASH EDU 675 Week 1 Assignment Data Collection Strategies Value and Appropriateness NEW


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Data Collection Strategies - Value and Appropriateness

During EDU671, you engaged in a discussion regarding the type of data collection tools that you would use for your action research and were asked to justify their use in your study. You learned from Mills (2014) that, “the interpretation of qualitative data is the researcher’s attempt to find meaning, to answer the ‘So what?’ in terms of the implications of the study’s finding” (p.133). In EDU671, you explored data collection techniques and the process of triangulation of this information to the overall study. In this assignment, you further consider the method of data collection to narrow to the most logical and relevant approach to arrive at an answer to your respective research question(s). Make sure the type of data you plan to collect continues to be appropriate for your study.

The finalization of the type of data collection adds value to your research. This assignment provides a useful framework for the development of the final project in this course in Week Six. You begin the implementation phase of your research in Week Two. During Weeks Two to Four you collect data. Here, in Week One, you consider the type of data you will obtain by referring to and updating as necessary the Data Collection Tool that you used in EDU671; below is an example:

Research Questions Data Collection Tool Why this tool? Justify its use in your study. How does it match with what you are attempting to find and to measure?
Will the incorporation of project-based learning improve students’ state assessment scores as it relates to the Common Core State Standards in comprehending non-fiction text? District Common Assessments (post-test) This research question requires quantitative data collection. The answer of this question is either yes, the incorporation improves test scores or no, it does not. District common assessments, which assess Common Core State Standards as well, can also be used for post-test data.
Will the inclusion of project-based learning improve student application of comprehending non-fiction text at a high depth of knowledge level? Pretests and post-tests Pre- and post-tests can give quantitative data to support findings in the examination of the artifacts and with the observations.
How does project-based learning integrate clear expectations and essential criteria and remain successful?*
Questionnaires
This question seems to only be able to warrant qualitative data collection because it needs first-hand accounts of what expectations and criteria were used that indicated success. Questionnaires can give the researcher an opportunity to view how the teachers instill the expectations in the students.




























• e no less than two scholarly sources in addition to the Buczynski and Hansen (2014) and Mills (2009) textbooks, providing compelling evidence to support ideas, and if applicable, reference to original project if enhancement of existing project occurred. All sources on the reference page need to be used and cited correctly within the body of the assignment.

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