ELCI 7533 Arkansas State University Communication in the English Class Project: Social Science Answers 2021

ELCI 7533 Arkansas State University Communication in the English Class Project: Social Science Answers 2021

ELCI 7533 Arkansas State University Communication in the English Class Project: Social Science Answers 2021

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ELCI 7533 Arkansas State University Communication in the English Class Project

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ELCI 6533/7533 Theories of Instruction
Action Research Proposal Guidelines
NELP 1.2a, 1.2b, 1.2c, 1.2d, 1.2f, 4.1a, 4.1c, 4.1f, 4.2f
LEADS 3B, 3E
CAEP Proficiency 2
Directions
Writing up your action research proposal is your final project for this course. This project
involves you planning your own action research project in an educational setting in
which you are engaged in professional practice. This experience will afford you with an
opportunity to address a realistic academic problem and then provide help to implement
or improve instruction. We teach from what we learn. Fortunately, there are numerous
evidence-based research studies to support implementing models of teaching to benefit
students.
Ask yourself: What aspects of learning theories best fit the context and purpose
for effective teaching and learning available in the research literature?
Action Research refers to taking a systematic look at some educational practice and
recording what was done, why it was done, collecting data, analyzing the data and
reflecting on how the results might influence instructional practice. Action research is
primarily about critical examination of one’s own practice. This paper will attempt to see
how learning theory informs recent research/scholarship. You are required to identify a
problem in your professional area or a question of interest to you that can be tested in
your own classroom/educational setting using one of the models or a related topic
discussed in class. Your action research study will be informed by a clear Research
Proposal. It becomes a plan of action by which to follow.
An action research proposal is helpful in that it outlines your thinking about what you will
be investigating – the focus, the limits, the logical development of your investigation and
the methods you will be using to investigate the instructional problem. The research
proposal is a planning document that outlines your thinking about a research problem
and describes what is to be studied and how. Through the development of the proposal,
you come to a clearer understanding of the literature, the main considerations, the
potential pitfalls, the perspective from which to approach your research, the ways in
which you will gather information, and a framework for instructional improvement based
on powerful models of teaching.
The final paper can range from 8 -15 pages, and must be accompanied with a literature
review of the issue(s) of research using at least 10-15 references from scholarly
sources. Papers must adhere to APA style (7th ed.). Each section should be clearly
labeled with its section heading and/or sub-heading.
Begin with a Title Page that is descriptive of the proposal.
Use these seven sections to organize your Proposal:
1. Abstract – Give a brief summary of the contents of your proposal.
(on a separate page)
An abstract is a short summary of your proposed research. If done well, it makes the reader
want to learn more about your research study. The abstract is not the place for detailed
explanations of methodology or for details about the context of your research problem. Your
abstract should be brief, clear and informative, giving a clear indication of what is intended
and why. An abstract word limit of 150-300 words is common. Make sure the abstract is as
concise and informative as possible.
(The abstract is part of your week 5 Assessment.)
2. Introduction – Give a definition and/or description of the problem you plan to
address in your action research study.
A well-developed/powerful introduction engages the readers. It contains detailed
background information, develops a significant and compelling position, and a clear
explanation or definition of the problem. Finally, it creates interest and establishes
relevance. For this paragraph in particular, it is sufficient to grab the reader’s attention,
introduce the topic at hand, and provide a brief definition of the theory from which the study
is based. You should be able to answer: Why does this research study need to be
conducted?
3. Significance of the Problem – Make sure that there is a clear area of focus.
It is important to be able to defend whether you have chosen a topic worthy of
academic study and significance. You must be able to have a clear idea of what you
plan to research and how this instructional improvement will promote equitable
learning opportunities and student success.
Purpose of the Study: Clearly identify the goal of the study in one precise sentence.
Summarize with a purpose of the study. Complete the sentence “The purpose of my
action research is . . .” Explain why it is important to study this issue, be aware of this
concept, or solve this problem. In particular, address how the results of your action
research add to the understanding of the area covered in the research. Why is this an
important area of study?
Research Questions: The research questions must be clearly stated and open-ended.
You may use this format:
For the purpose of this study, the following questions were addressed:
(In the Week 1 Assessment, you submitted plans to identify an educational/instructional problem.)
4. Review of related literature – Summarize at least 10, but not more than 15, recent
references related to the topic (last ten years) –unless using a seminal research
study.
A literature review is a creative way of organizing what has been written about a topic by
other scholars and researchers. In writing the literature review, your purpose is to convey to
your reader what you have learned through a careful reading of a set of empirical articles
related to your research. This literature review should emphasize the findings of previous
research that informs your study most. In creating a literature review, you acquire and
demonstrate your evolving expertise in your topic selected for investigation. Your literature
review should not consist of an annotated list of summaries of research, but rather it should
be a synthesis of the literature and flow smoothly for the reader as a cohesive essay.
It is helpful to your readers to understand the context of your problem and the solutions that
have been attempted to date. Is this a recent problem? An on-going one? You need to
summarize what existing literature has to say about your problem and the existing solutions:
What has been tried, what has worked, what has not worked, why?
As you begin, you need to share your theoretical framework with the readers so they
understand how what you are presenting is influenced by the basis of learning theory. As
you read articles on your topic, look for what other authors have to say about a theoretical
framework for understanding the problem and pointing to a direction for solutions. It is
expected that your literature review will have a concluding paragraph that provides the
reader with a brief overview of the existing research and how your study contributes to what
others have written.
(These sources were most likely included in the annotated bibliography earlier in the course.)
{Section 5 should be written in future tense.}
5. Methodology – What is the plan, when will it take place, and how will it be
designed?
The “Methodology” section is the most important section in the entire proposal, as it explains
each step you, the researcher will take in order to conduct your study. Describe your sample
participants in terms of numbers, grade levels, gender, SES, setting, etc. in order to convey
the rich complexity of the research. Briefly outline the instruments that will be used in the
study and how each will be useful for the proposed study.
Data Collection: Explain the general plan for how the data will be collected. In detail,
identify and describe the data collection techniques you will use to systemically
investigate your research (qualitative and/or quantitative). Multiple data sources
should be evident in an attempt to triangulate the data and to match the research
questions.
Draft copies of the researcher-designed instruments may be attached to this proposal as
appendices. In the body of the paper, refer to where these items can be found in the
appendix.
Data Analysis: The data analysis section is intended to summarize the data. The
analysis is an ongoing, continuous process throughout the study to make sense of
(finding meaning in) the data as you collect the data. Describe the procedures you will
use to interpret, organize and display your data: charts, tables, graphs, etc… You will
need to describe how you plan to analyze the data for each research question. Make
sure you address why this method would be appropriate to use.
(The data used in the research study should have been in your outline.)
6. Preliminary Conclusions
Try to describe what you might or might not find following this participatory action
research process and investigation of the literature. You should not introduce new
ideas in your conclusion.
Reiterate the significance of how learning theory informs your study underlying
the action research process.
7. References – All of your references and sources (in-text citations)
Each source used in your literature review and within the body of your proposal must
be cited on the reference page using American Psychological Association (APA)
format.
Refer to the Publication Manual of the American Psychological Association (7th edition) and
the APA Style Guide to Electronic References.
8. Reflection – Reflect upon the process of planning your action research study, its
impact upon your instructional practice, and the specific steps you will take to
improve your teaching, and in turn, the learning of your students.
Formally writing up the reflection section should include in-depth reflective and evaluative
comments to further empower teachers as researchers to improve their practice. This is
separate and different than the Course Reflection.
Reflect on your involvement with the action research process by responding to the following
questions throughout the overall process. This section of your paper may address answers
to any of the following (address at least 4):
1. What have you learned about action research in general and about your educational
practice?
2. What impact can this action research study have on your students?
3. What changes will be made in your instructional practices, and how will these changes
impact student performance?
4. What impact could the action research study have on your teaching in the future?
5. What suggestions do you have for improving the way the action research study will be
structured, presented and implemented?
6. Comment on whether you think your findings will be useful, valid and reliable or credible.
7. What you would do differently if you had the chance to redesign your action research
project? Why?
8. How do you plan to foster the ideals of action research in your school and/or educational
setting?
(The reflective section of the research study should be the final part of the proposal;
not included in page limit.)
Although there is no universally agreed-upon organizational structure for writing up the final
research paper, most action research reports contain all of these sections. All of your papers
must contain these essential components; however, you may customize the format to fit your
own needs. Your final written report should be clear and easy to comprehend.
Rubric
Use this rubric to guide your work on the Final Action Research Project.
Criteria
Exemplary
Acceptable
Unacceptable
Title Page
2 to 2 points
Title page formatted
correctly. The title is a true
reflection of the contents of
the proposal; descriptive and
the proper length
1 to 1 points
Title page is Suitable for
the topic to be studied.
0 to 0 points
Title page not formatted
correctly. Title is not reflective
of the contents of the proposal;
fails to describe topic and too
long.
Abstract
NELP 1.2a,
1.2b
3 to 3 points
150-300 word concise and
information was provided to
make connections to broader
issues or context for the
research study. A
comprehensive summary of
research. Makes you want to
read the paper.
2 to 2 points
Provides an adequate
summary of research; may
not provide enough
information to connect to
the context of the study.
Used more or less than
required word limit.
0 to 1 points
Did not summarize research.
Abstract is not the proper length.
Not very informative or
understandable.
Introduction
NELP 4.1f,
4.2f, ELCC
1.2
5 to 5 points
Clearly and completely
defined the action research
topic and developed a strong
thesis concisely
3 to 4 points
Defined the action
research topic and
attempts to support the
thesis
0 to 2 points
Did not define the background
for undertaking action research.
Problem
NELP 4.1c,
ELCC 6.2
5 to 5 points
Offers a clear area of focus
with a specific purpose of the
study. Clearly stated why the
problem needed investigating
& how it promotes equitable
learning opportunities.
3 to 4 points
Gives a general purpose of
the study. Stated why the
problem needed
investigating & how it
promotes equitable
learning opportunities.
0 to 2 points
Missing the area of focus with a
purpose of the study. Did not
state why the problem needed
investigating and/or promotes
equitable learning opportunities.
Literature
Review NELP
4.1a, ELCC
2.2
14 to 15 points
Demonstrated a thorough
overview of 10-15 researchbased sources, based on
instructional theory. Flows
smoothly as a narrative to
cover topic utilizing
appropriate intext citations.
10 to 13 points
Demonstrated an overview
of at least 8 researchbased sources, based on
instructional theory. Flows
smoothly as a narrative to
cover topic utilizing
appropriate intext
citations.
0 to 9 points
Demonstrated a superficial
overview of research and/or
used less than 6 sources. Lacks
full development of research and
does not flow as a narrative.
Methods
NELP 1.2c,
1.2f
5 to 5 points
Clearly described subjects,
clearly explained how data
was collected, and results
analyzed.
3 to 4 points
Described subjects,
explained how data was
collected, and results
analyzed.
0 to 2 points
Did not describe subjects,
explain how data was collected,
and results analyzed.
Criteria
Exemplary
Acceptable
Unacceptable
Preliminary
Conclusions
NELP 1.2d
4 to 5 points
Reiterates how learning
theory informs the study;
adequately describes what the
researcher might or might not
find as a result of the research
and literature review
2 to 3 points
Reiterates how learning
theory informs the study
or adequately describes
what the researcher might
or might not find as a
result of the research and
literature review
0 to 1 points
Does not reiterate how learning
theory informs the study and
does not adequately describe
what the researcher might or
might not find as a result of the
research and literature review
References
5 to 5 points
Ten to 15 credible and
relevant references listed
correctly and cited in APA
format. Citations indicate that
the paper uses information or
quotations from the correct
number of valid sources.
3 to 4 points
Used at least 10 references
and/or mostly cited in
APA format. Citations
indicate that the paper
uses information or
quotations from adequate
sources.
0 to 2 points
Used less than 10 references
and/or APA format not applied.
Most references not
relevant/appropriate to study.
Sources are inconsistently used.
Mechanics
5 to 5 points
All aspects of the assignment
are addressed. Content is
coherent, organized, wellwritten and is free of APA,
grammatical, and spelling
errors.
3 to 4 points
All aspects of the
assignment are addressed.
Content is coherent,
organized, well-written,
and contains a small
number (less than 6) of
APA, grammatical, or
spelling errors.
0 to 2 points
Some aspects of the assignment
are not addressed. Content is not
balanced and organized or
contains numerous (6 or more)
APA, grammatical, and/or
spelling errors.
Reflection
5 to 5 points
Thoroughly described how
research affects personal
teaching and described next
steps for improved
instructional practice.
3 to 4 points
Described how research
affected personal teaching
and described next steps
for improved instructional
practice.
0 to 2 points
Did not describe how research
affected personal teaching and
did not describe next steps for
improved instructional practice.
Running Head: BIBLOGRAPHY
Smith 1
Week 3 Assessment: Research Plan- Annotated Bibliography
Wilburn Smith
Arkansas State University
Theories of Instruction ELCI-7533
Dr. Nicole Covey
June 20, 2021
BIBLOGRAPHY
Smith 2
Annotated Bibliography
Costigan, R. D., & Brink, K. E. (2019). Developing listening and oral expression skills: Pillars of
influential oral communication. Journal of Management Education, 1-36.
https://doi.org/10.5465/ambpp.2019.10980abstract
The study looks into ways that can be used in improving oral communication skills. The
authors point out that using leaderless group discussion will enhance oral communication skills.
Also, oral presentation with a question and answer time will aid in the improvement efforts.
Notably, this article argues that the methods mentioned above will help develop oral and
listening skills, which will, in turn, result in better interpersonal relationships among students.
This source is reliable since it peer-reviewed. It will support the research by offering ways to
improve oral communication in an English classroom.
Le, H., Janssen, J., & Wubbels, T. (2017). Collaborative learning practices: Teacher and student
perceived obstacles to effective student collaboration. Cambridge Journal of Education,
48(1), 103-122. https://doi.org/10.1080/0305764x.2016.1259389
This source delves into the aspects likely to impede effective student collaboration. The
authors want to ascertain that students can collaborate efficiently in the classroom environment.
They argue that factors such as lack of collaborative skills, friendship, competence status, and
free-riding negatively affect student interaction. The article is accurate given it is a qualitative
study that uses grounded theory to analyze data. This source will contribute to the action research
by outlining issues that need to be addressed to improve student interaction.
BIBLOGRAPHY
Smith 3
Moore, B., Boardman, A. G., Smith, C., & Ferrell, A. (2019). Enhancing collaborative group
processes to promote academic literacy and content learning for diverse learners through
video reflection. SAGE Open, 9(3), 1-15. https://doi.org/10.1177/2158244019861480
The general idea behind this article is to enhance collaboration and interaction among
diverse learners. The point behind this source is to assess which strategies work for students and
those that are ineffective. It argues that the use of reflection sessions helped in improving
interaction among diverse students. This source is authoritative given that it makes use of
original research to support its arguments. It will contribute to the research by offering ways of
improving interactions among minority students.
Namaziandost, E., Neisi, L., Kheryadi, & Nasri, M. (2019). Enhancing oral proficiency through
cooperative learning among intermediate EFL learners: English learning motivation in
focus. Cogent Education, 6(1), 1-15. https://doi.org/10.1080/2331186x.2019.1683933
The idea behind this source is to look at ways of improving oral proficiency among
Iranian students learning English. The point of the source is to determine if there is any method
that can be used to enhance oral skills among the mentioned group of learners. It argues that the
implementation of cooperative learning is associated with increased oral proficiency among the
students. This source will support the action research by offering ways that can be used to help
minority students to achieve oral proficiency.
Premo, J., Cavagnetto, A., Davis, W. B., & Brickman, P. (2018). Promoting collaborative
classrooms: The impacts of interdependent cooperative learning on undergraduate
interactions and achievement. …

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