ED504 Research Project Outline
There are three parts to Stage 1 of the Signature Project, which is the final product generated in the ED504 course. The purpose of the outline is to help candidates solidify a topic and approach to a research project for addressing an existing problem in their P-12 environment. The problem must be identified and supported by existing data and should be applicable to the candidate’s field of study (i.e., library media, counseling, teaching).
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Part 1 Data Gathering/Analysis
Gather data previously collected at the classroom, school, or district level to justify identification of a topic for study.
OBJECTIVE: Identifying and analyzing an educational problem or weakness currently found in candidate’s classroom or school for the purpose of completing UWA’s Signature Project Stage 1 assignment. Remember, candidates will prepare only the Signature Project Stage 1 in ED504. The Signature Project Stage 1 is a research proposal for an experimental research proposal.
RESPOND TO THE FOLLOWING PROMPTS:
Identify the problem that you wish to research and write a problem statement. (i.e., The problem this study will address is poor student academic achievement.) (Chapter 1)
Identify your hypothesis. (Chapter 1)
Elaborate on how you determined this was a problem and write a purpose statement based on your problem statement. (i.e., The purpose of this study is to evaluate the impact of socioeconomic status on student academic achievement.)
Construct a graphical representation that allows for easy analysis of your compiled data that highlights your problem. Identify the source of the data and discuss its credibility. Examples of existing data might include school district test scores, state level test scores, district special education referrals, district absenteeism reports, school retention reports, etc.
Discuss the data in your graphical representation to confirm that a problem or weakness can be addressed that is appropriate to the scope of the required program.
Connect the problem or weakness to trends or patterns represented in your data.
Part 2 Literature Review
You will conduct a literature review, following APA format (most recent published edition), and become familiar with the scholarly debate surrounding your topic, and what scholars and practitioners say about the best way to address the particular need or problem identified through the data analysis.
OBJECTIVE: Reviewing and writing a Review of Literature on your chosen topic for the purpose of completing UWA’s Signature Project Stage 1 assignment.
RESPOND TO THE FOLLOWING PROMPTS:
Provide a developed statement of the research problem that demonstrates a sound and focused understanding of the identified problem.
Identify best practice(s) that will be used to address the problem or weakness. This should be a theorist or theory that is known and documented in the research literature.
Describe and justify a trend/theory that will be used to validate the use of the identified best practice(s) and clearly highlight the connection with the identified trend/theory to address the problem.
Provide reference listings (in APA format) for a minimum of 10 sources (largely representative of the most recent five years) you will use describe/justify the best practice and/or theory identified. Be sure to include only sources that show clear connections with the best practice(s) and/or theory/trend identified as viable responses to the problem/weakness presented.
Provide a summary of the literature and how it justifies the need for study. You are synthesizing your collection of sources into a brief 1-2 paragraph summary. Do NOT describe the specific studies included in your sources.
Part 3 Methodology/Action Plan
You will write a measurable and executable action plan on your chosen topic for the purpose of completing UWA’s Signature Project Stage 1 assignment. The action plan must be APA formatted (most recently published edition). Collaborative resources must be included and each category in the grading rubric must be addressed. Evidence of collaboration with appropriate stakeholders is required.
OBJECTIVE: Writing a measurable and executable action plan on an identified topic for the purpose of completing UWA’s Signature Project assignment.
RESPOND TO THE FOLLOWING PROMPTS:
Identify the population and provide a description of the participant sample and the sampling technique.
Justify the sampling technique and the sample chosen.
Describe the role of all participants and the plan to prevent harm to them, including the plan for protecting student confidentiality and data.
Provide a description of steps and sequence of steps required to complete a successful study.
Justify the plan of action with respect to the identified problem and purpose. Be sure to justify the connection between the plan and the expected impact on student achievement.
Define constitutive and operational definitions of key terms.
Identify the variables in the study and define how each will be measured.
Describe the data that is needed for the study and how it will be collected. Include a description of the timeline for the data collection.
Identify any instrument that will be used in the study and its validity and reliability measures.
Describe any threats to internal validity of the study and measures for control.
Describe the limitations or outside interferences that might interfere with improved student achievement.
Writing Components
CATEGORY
Unacceptable
(0 points)
Revisions Required
(2.5 points)
Target
(5 points)
Are the focus and purpose clear?
Missing thesis; confusion about or misunderstanding of topic; no sense of purpose
Simplistic and unfocused ideas; limited sense of purpose
Developed thesis; represents sound understanding of the assigned topic; focused
Is the writing structured and well organized?
No paragraph structure; or single, rambling paragraph; or series of isolated paragraphs
Organization structure is present, but is confusing or disjointed; weak paragraph structure; transitions are missing or inappropriate
Clear organizational structure; easily followed; includes transitions; structured format
Is correct sentence structure and proper mechanics utilized?
Contains multiple and serious errors of sentence structure: i.e. fragments, run-ons; unable to write simple sentences; numerous errors in spelling and capitalization; intrusive
and/or inaccurate punctuation; communication is hindered
Formulaic sentence patterns or overuse of simple sentences; errors in sentence structure; contains several punctuation, spelling, and/or capitalization errors (up to 6); errors may or may not interfere with meaning
Effective and varied sentences; errors (if present) due to lack of careful proofreading; virtually free of punctuation, spelling, capitalization errors (no more than 3); errors do not interfere with meaning
Are vocabulary and word usage varied and appropriate?
Vocabulary is unsophisticated; or subject specific vocabulary or sophisticated vocabulary used incorrectly
Proper, but simple vocabulary used;
subject specific vocabulary used infrequently
Vocabulary is varied, specific and appropriate; uses subject specific vocabulary correctly
Is the source requirement met?
Source requirements for the appropriate level were not met;
Meets minimum requirements for degree level: Masters – A minimum of 10 sources were utilized;
Five (5) sources beyond minimum requires were utilized
Is APA format followed?
There are significant format errors present; multiple (more than 6) APA formatting errors in the reference list and/or in-text citations
Fewer than 6 APA format errors are present in the reference list, in-text; citations; header; headings; page numbers; etc.
There are virtually no APA format errors present in either reference list, in-text; citations, header; headings; page numbers; etc.
Content Components
CATEGORY
Unacceptable
(1 points)
Revisions Required
(2.5 points)
Target
(5 points)
Source of data is credible, and data is representative of the scope requirements for the advanced degree being sought
(InTASC 6, 9; CAEP A1.1)
The source of the data is ambiguous or lacks credibility; data does not allow for problem/weakness identification appropriate for required project scope
The source of the data is clear and credible; data does not allow for problem/weakness identification appropriate for required project scope
The source of the data is clear and credible; data allows for identification of an of a classroom, multi-classroom, school or district level problem/weakness appropriate to the required project
scope
Graphical representation of compiled data allows for easy analysis
(CAEP A1.1)
Graphical format does not present the data in a clear manner; data is only partially presented
Graphical format(s) is appropriate and clearly presents all the collected data
Graphical format(s) is appropriate; clearly presents all the collected data; highlights visible patterns or trends
Identified problem/weakness is supported by trends or patterns seen in the data
(InTASC 6, 9, 10; CAEP A1.1)
Problem/weakness is not clearly identified or does not align with the trends and patterns identified in the data
Problem/weakness is clearly identified; aligns with the type of data collected, but connections between the trends/patterns in the data are not clearly
described in the narrative
Problem/weakness is clearly identified; aligns with the type of data collected; clear connections between the trends/patterns are drawn in the
Narrative
Best practices are identified
and supported by the literature
as viable responses to
weaknesses and problems
represented by the data
(InTASC 8, 9, 10; CAEP A1.1)
Best practice(s) are not clearly identified; literature reviewed does not support the identified best practice(s) as a viable option to improve achievement
Best practice(s) are clearly identified; literature reviewed does not support the identified best practice(s) as a viable option to improve achievement
Best practice(s) are clearly identified; literature reviewed supports the identified best practices as viable responses to the problem/weakness identified
Theories and/or trends are
identified and connected with best
practices in literature
(InTASC 8, 9, 10; CAEP A1.1)
Theory or trend is not identified; theory/trend identified are not connected with the best practice(s) via literature
Theory or trend is clearly identified; literature reviewed does not connect the identified theory/trend with the identified best practice
Theory or trend is clearly identified; literature reviewed connects the identified theory/trend with all identified best practices
Proper level of synthesis is achieved
in the literature review summary
(InTASC 9, 10; CAEP A1.1)
Summaries are provided; are not clear or fail to make clear connections with best practice(s) and/or theory/trend(s) identified as viable responses to problem/weakness
Summaries are provided; clear connections with best practice and/or theory/trend identified as viable response to problem/weakness may or may not be present
Synthesis rather than summaries of content presented in the collection of sources is present, clear connections with best practice and/or theory/trend identified as viable response to problem/weakness present
Description of plan is clear and easy
to follow
(InTASC 7, 9, 10; CAEP A1.1)
Action plan is not described; description is not clear; steps in plan are not in a logical order
Action plan description is provided, but additional detail may be warranted; steps in plan are outlined, but additional steps may be needed, or the order could be altered for better efficiency
Action plan description is provided, and sufficient detail is included; steps in plan are outlined; exhaustive list of steps and sequence of steps allows for optimal efficiency and outcome.
Project timeline accounts for all
elements in the plan and allocates
appropriate amounts of time for
each element
(InTASC 7, 10; CAEP A1.1)
Project timeline is missing or incomplete; time allocation is inadequate or too extensive for one or more elements included in the plan
Project timeline is provided; all elements identified in the plan are included, but additional elements might be needed for an improved outcome; timing and/or time allocation could be improved
Project timeline is provided; all necessary elements are included for optimal outcome
Variables are identified and defined
(CAEP A1.1)
Variables are misidentified
Variables are identified correctly, but with no clear definitions or explanations as to how they will be measured
Variables are identified correctly, with clear definitions and explanations as to how they will be measured
Required data needs are identified
and plans for retrieving and
protecting that data are clear (i.e.,
methods)
(InTASC 6, 9; CAEP A1.1)
Data needs are not identified or do not align with the problem; data retrieval plans are missing or inappropriate
Data needs are identified; data retrieval plans are included, but plans for protecting the data and/or student confidentiality are not provided or are inadequate
Data needs are identified; data retrieval plans are included; adequate plans for protecting student confidentiality and/or data are provided
Description of the sample and
sampling techniques are provided
(CAEP A1.1)
Detailed descriptions of the participants are not given and/or sampling technique is not provided
Brief overview of the sample is given, and sampling technique may or may not be included
Full descriptions of the participant sample, sampling technique and justifications for both the sample chosen and the sampling technique are given
Needed resources are identified,
justified, and a leverage plan for
acquiring resources is clear and
supported
(InTASC 5, 9, 10; CAEP A1.1)
Resources are not identified or are inadequate; no justification for the resources is provided; unclear how identified resources might be acquired; plan for acquiring resources is inadequate or ill conceived
Resources are identified, but additional resources may be needed; justification for the resources is provided, but leverage plan for acquiring resources is not clear
Exhaustive list of resources is identified; justification for the resources is provided; leverage plan for acquiring resources is outlined
Justification for how the action plan
will address the identified problem
is clear
(InTASC 9, 10; CAEP A1.1)
No connection between the action plan and the identified problem is provided
Connection between the action plan and the identified problem is provided
Connection between the action plan and the identified problem is provided; justification of that connection is included
Connection between action plan
and impact on student achievement
is clear
(InTASC 9, 10; CAEP A1.1)
No connection between action plan outcome and student achievement is provided
Connection between action plan outcome and student achievement is provided; justification of that connection may or may not be included
Connection between action plan outcome and student achievement is provided; justification of that connection is included; limitations or outside interferences to improved student achievement are identified
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