EDD-FPX8040-Assessment 4-Victoria Lockhart
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East Carolina University *
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Feb 20, 2024
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Action Research Study Report
Victoria Lockhart
School of Public Service and Education, Capella University
EDD-FPX8040: Research Design for Practitioners
Dr. Terrence Brown
11/21/23
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Introduction The purpose of this study was to investigate the potential usefulness of lesson study in order to better prepare teachers. One of the authors conducted an action research on his classroom practice. He wanted to determine if teachers were using lesson study with secondary mathematics, would they be able to better prepare students to be teachers. “The participants were
preservice teachers who were enrolled in a mathematics methods course in an undergraduate teacher preparation program at a private university. The researcher served as a participant observer who implemented an innovation, Lesson Study, in his classroom and observed the effect on students. Lesson Study engaged the preservice teachers in collaboratively creating, field
testing, revising, and re-teaching lessons in their field placement classroom. Data were weekly reflections and summative interviews of the preservice teachers. The researcher found that Lesson Study was an effective strategy for enhancing the efficacy of preservice teachers. Action research showed the importance of collaborative lesson preparation, practice teaching, and observations of other teachers. The preservice teachers successfully transitioned from teaching in
the methods classroom to their field-experience classroom, which enhanced their confidence as they entered student-teaching.” (Mostofo & Zambo, 2016)
Research Theory Framework
1. The authors chose Vygotsky Space as the theoretical framework. Additionally, later in the article, the authors asserted that,” Jim’s goal was to create an innovation that allowed preservice teachers the opportunity to teach more in the methods classroom before teaching in the field-
experience classroom and to systematically investigate the effect of this” (p. 499). Based on the chosen theoretical framework, reflect on the degree to which you think this framework was
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appropriate for and aligned to the intended purpose of this action research project? (Mostofo and Zambo, 2015)
2. They also collaborated with a variety of colleagues to develop this action research intervention. In light of this process, reflect on what potential roles stakeholder collaboration might have on the conceptualization and development of your AIP? (Mostofo and Zambo, 2015)
Methodology
[Briefly describe the study sample (number of participants, where they were studied, and their demographics). Describe the intervention and the cyclical nature of the study. Describe how data were collected and analyzed. Describe how threats to validity were countered or neutralized (to ensure credibility, dependability, and transferability) and any legal or ethical issues/considerations were addressed. Typically, researchers as authors will not state assertions in their journal articles reporting studies such as: Here is how I countered threats to validity or Here is what I did to address ethical considerations. Instead, they describe how they countered threat of validity and ethical considerations as a part of their methodology descriptions. Therefore, you need to be able to recognize how threats to validity were countered and ethical considerations addressed. Refer to the Creswell and Creswell (2018) text (see pp. 199-202) and/or your CITI training. If the threats to validity and ethical issues and considerations were not
discussed, that omission is a weakness and limitation in the study and indicate that these were missing.] [In addition, answer the following questions: Please leave the prompts (questions) below in your paper and respond below each.]
3. What are your reflections on collecting and analyzing qualitative data to demonstrate the impact of a potential AIP?
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Results
[Include a comprehensive summary of the major findings of the study. Remember – at the doctoral level you should use direct quotes sparingly because the bulk of your writing should consist of summarizing and paraphrasing.] [In addition, answer the following question:
Please leave the prompt (question) below in your paper and respond below each.]
4. Was the data analysis sufficient to verify the impact of the intervention? Why or why not?
Discussion/Conclusion
[Describe how Mostofo and Zambo’s findings fit into the systems literature (the term systems literature
refers to the related relevant literature presented in the study’s literature review). In other words, what theoretical concepts, assumptions
and or expectations from the literature review were confirmed by the findings and what does that confirmation mean? Describe the strengths and limitations of the findings. How might the study have been improved? Include your ideas for improving the study. Describe Mostofo and Zambo’s recommendations for future research and implications for practice.] [Conclude by describing how Mostofo and Zambo’s findings could be applied to practice. In other words, what did your learn from Mostofo and Zambo’s study that could be applied by practitioners (organizational leaders)?]
[In addition, answer the following question: Please leave the prompt (question) below in your paper and respond below each.]
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5. What ideas, concepts, or processes from this study did you find interesting or useful and how might those ideas, concepts, or processes be incorporated into an applied research project or applied to online learning in general? What intervention might be implemented for preservice teachers related to your area of interest or discipline?
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References
[Include a properly formatted list of references cited in this assignment. References go on
a separate page
. Include all references cited. Ensure references are in the hanging indent format and are properly APA formatted; refer to APA Publication Manual 7
th
edition (2020) Chapters 9 and 10 for guidance and examples. Do not include references contained with Mostofo and Zambo’s article unless you have read these sources.]
Mostofo, J., & Zambo, R. (2015). Improving instruction in mathematics methods classroom through action research. Education Action Research
, 23
(4), 497-513. http://dx.doi.org/10.1080/09650792.2015.1019903
Stringer, E. T. (2014). Action research: A handbook for practitioners
(4
th
ed.). Thousand Oaks, CA: Sage.
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