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ED 630 Action Practicum
Dennis, Kay S.


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 630 Action Practicum

Semester

F2P 2009 DL

Faculty

Dennis, Kay S.

Title

Assistant Professor of Education

Degrees/Certificates

Ed.D., North Carolina State Univ.
M.S.N., East Carolina Univ.
B.S.N., University of Kentucky

Office Location

Online

Office Hours

Tuesday - Saturday 7:00 a.m. - 6:00 p.m. CST

Daytime Phone

252.241.9463 (Eastern)

E-Mail

kay.dennis@park.edu

Semester Dates

Oct. 19 - Dec. 13, 2009

Class Days

Any - online

Class Time

Any - online

Prerequisites

ED629

Credit Hours

3


Textbook:
None

Additional Resources:
Course Overview and Goals

This course is designed to allow you to implement actions and strategies to improve the educational environment. You will identify a need or problem in your work place and develop a strategy to improve the situation. We call this action research. In accomplishing the goals for the course, produce a proposal that identifies the need, describes the action to address the need, and specifies the way in which the action plan will be evaluated. Additionally, in developing a course of action, investigate current information about the need, and relevant best practice. Finally, provide a written summary of your research results and findings, an explanation of the actions taken, and an assessment of the effectiveness of your study. 

This is a capstone course in the master's program. It is expected that you perform master's level, independent work applicable to your work setting. Your research project should be a creative, individual endeavor of substantial worth to you as an educator. It should demonstrate your effectiveness as a change agent as well as your ability to implement individual, life-long learning. While the course will emphasize individual work as dictated by your interests, it will focus as well on the sharing of ideas and findings with your classmates. My primary role will be to serve as a facilitator in the exchange of ideas and to provide guidance and suggestions for your project.

Because of the unique and individual nature of this course, the project selected will largely determine the specific standards addressed. It is expected, however, that the completed project will have demonstrated competency in most, if not all, of the relevant professional standards. After completing this course, you will be able to:

1.      Evaluate a current educational situation and identify an area (or areas) in need of improvement.
National Board for Professional Teaching Standards [1, 2, 3]
Commission of Professors of Adult Education Standard [1, 2, 4, 6]
National Association for the Education of Young Children Core Standard [1, 3],
   Essential Professional Tool [4, 5, 6]
Review ED629 course activities. 

2.      Research "best practices" solutions to the identified need/problem.
National Board for Professional Teaching Standards [1, 2, 3, 4]
Commission of Professors of Adult Education Standard [1, 4, 6]
National Association for the Education of Young Children Core Standard [3, 5]
   Essential Professional Tool [4, 5, 6]
Review ED629 course activities. 

3.      Synthesize best practice research related to the identified need/problem (Core Learning Outcome 2) and develop a practical solution to meet the need or solve the problem.
National Board for Professional Teaching Standards [1, 2, 3, 4]
Commission of Professors of Adult Education Standard [6]
National Association for the Education of Young Children Core Standard [1, 4, 5]
   Essential Professional Tool [2, 7, 8]
Review ED629 course activities. 

4.      Implement a "best practices" solution to the meet the identified need or solve the identified problem.
National Board for Professional Teaching Standards [1, 2, 3, 4]
Commission of Professors of Adult Education Standard [3, 5, 6]
National Association for the Education of Young Children Core Standard [1, 4, 5]
   Essential Professional Tool [2, 7, 8]

5.      Evaluate the success or failure of the solution and summarize findings, recommendations, and conclusions.
National Board for Professional Teaching Standards [1, 2, 3, 4, 5]
Commission of Professors of Adult Education Standard [6]
National Association for the Education of Young Children Core Standard [1, 4, 5]
   Essential Professional Tool [2, 3, 7, 9]

     6.   Dialogue/collaborate effectively with colleagues during the action research process.
              National Board for Professional Teaching Standards [5]
              Commission of Professors of Adult Education Standard [5]
              National Association for the Education of Young Children Core Standard [5]
                 Essential Professional Tool [3, 7, 9]

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
ED360 Action Practicum: One of two concluding courses in the Master of Education designed to complete the praxis model. This is the action/application of information learned in the program. Each student will develop and apply an educational plan utilizing new learning. The project must be related to the emphasis area. Prerequisites: 15 hours in the program including ED629.

a. General studies
b. School law
c. Multi-cultural
d. Teaching at-risk students
e. Early childhood
f.  Adult education

Educational Philosophy:
I believe that students achieve optimal success when they participate actively in a timely manner, consistently apply their best effort, and share the responsibility for their own learning. As an educator I will guide, facilitate and support your learning by: creating an organized, positive, and interactive learning climate; focusing your attention on important aspects; clarifying performance expectations; encouraging reflection; and assessing and acknowledging your achievements.

Learning Outcomes:
  Core Learning Outcomes

  1. Evaluate a current educational situation and identify an area (or areas) that needs improvement. National Board for Professional Teaching Standards [1, 2, 3] Commission of Professors of Adult Education Standard [1, 2, 4, 6] National Association for the Education of Young Children Core Standard [1, 3], Essential Professional Tool [4, 5, 6] Reviews ED629 course activities.
  2. Research "best practices" solutions to the identified need/problem. National Board for Professional Teaching Standards [1, 2, 3, 4] Commission of Professors of Adult Education Standard [1, 4, 6] National Association for the Education of Young Children Core Standard [3, 5] Essential Professional Tool [4, 5, 6] ] Reviews ED629 course activities.
  3. Synthesize best practice research related to the identified need/problem (Core Learning Outcome 2) and develop a practical solution to meet the need or solve the problem. National Board for Professional Teaching Standards [1, 2, 3, 4] Commission of Professors of Adult Education Standard [6] National Association for the Education of Young Children Core Standard [1, 4, 5] Essential Professional Tool [2, 7, 8] Reviews ED629 course activities.
  4. Implement a "best practices" solution to the meet the identified need or solve the identified problem. National Board for Professional Teaching Standards [1, 2, 3, 4] Commission of Professors of Adult Education Standard [3, 5, 6] National Association for the Education of Young Children Core Standard [1, 4, 5] Essential Professional Tool [2, 7, 8]
  5. Evaluate the success or failure of the solution and summarize findings, recommendations, and conclusions. National Board for Professional Teaching Standards [1, 2, 3, 4, 5] Commission of Professors of Adult Education Standard [6] National Association for the Education of Young Children Core Standard [1, 4, 5] Essential Professional Tool [2, 3, 7, 9]
  6. Dialogue/collaborate effectively with colleagues during the action research process. National Board for Professional Teaching Standards [5] Commission of Professors of Adult Education Standard [5] National Association for the Education of Young Children Core Standard [5] Essential Professional Tool [3, 7, 9]


Core Assessment:

Final Project: Each student will complete the action/teacher research project they developed in ED 629. It should include: an introduction, review of literature, methodology, results and implications. 

The proposal is the plan by which you will explain your project and determine how it will be evaluated. The following format is provided for guidance as you develop the proposal for your project.

I.    Define the Problem

Ø      State a well-defined problem.

Ø      Identify possible solutions, again using current appropriate research.

Ø      Identify your solution and why you decided on your particular approach.

II. Review of Literature           

Ø      Include currently appropriate research in review. 

Ø      Literature review should include multi-disciplinary perspectives when appropriate

Ø      The project needs to be related to current best practice research.

III. Methodology

Ø       Action Research design should be sound and relevant

Ø      Data collection techniques should be workable and design should include a triangulation of data sources (e.g. including both quantitative and qualitative sources when possible)

Ø      Hypothesis should be testable when included

IV. Results     

Ø      Data collection tools were workable

Ø      Analytic techniques were relevant

Ø      Results are viable

V. Implications           

Ø      The relevance of results are clearly identified

Ø      Implications display creative reflections

Ø      APA format is employed throughout project


Link to Class Rubric

Class Assessment:

Participation           120 points  
Week 1 Summary      30 points     
Research Project     100 points   
Proctored Final         50 points
TOTAL                  300 points
 
 

Participation - Your class attendance through participation in weekly discussions is required as an essential aspect of achieving maximum learning. (Initial post: 10 points, x 8 weeks = 80 points)

RUBRIC

All of the following:

Presents reflective thoughts and ideas that expand on the discussion topic.

Formulates questions and/or solutions related to own project; responds to peers/instructor.

As appropriate, supports position(s) taken by citing authoritative sources.

10

At least two of the following:

Presents reflective thoughts and ideas that expand on the discussion topic.

Formulates questions and/on solutions related to own project; responds to peers/instructor.

As appropriate, supports position(s) taken by citing authoritative sources.

8

At least one of the following:

Presents reflective thoughts and ideas that expand on the discussion topic.

Formulates questions and/or solutions related to own project; responds to peers/instructor. 

As appropriate, supports position(s) taken by citing authoritative sources.

6

Provides a partial answer or response related to the discussion topic which shows limited reflective processes.

Does not fully expand the topic using original thoughts and ideas. 

Provides limited support for the position(s) taken.

4

Provides a response that contains limited information to the discussion topic.

Does not expand using original thoughts, ideas, or the reflective process.

Does not support the position(s) taken.

2

No post entered.

0

 

Please respond to at least one of your classmates' postings each week; include reflective comments, questions, and suggestions their projects. (Responses: 5 points, x 8 weeks = 40 points)

RUBRIC

Provides thoughtful response/feedback to peers. Response goes beyond simply stating agreement or disagreement. Adds to the discussion with reflective, original thoughts and ideas.

5

Provides thoughtful response/feedback to peers. Response goes beyond simply stating agreement or disagreement.

3

Provides a limited response to peers that does not go beyond simply stating agreement or disagreement.

1

No posts entered

0

Week 1 Summary. Develop a 1-2 page (double spaced) summary of your research project. At minimum, include the identified need or problem, the strategies you plan to use in addressing the need, and the method of evaluation you will use to ascertain the effectiveness of the strategies. (What evidence would you accept as proof of success?) Consider this an overview of chapters 1 and 3, which you completed in ED629. The challenge is to be concise yet complete. (30 points)

RUBRIC

ELEMENT

Points

Describes the need or problem

12

Describes the strategies to address the need or problem

12

Explains the method of evaluation to ascertain the effectiveness of the strategies

  6

Total points possible

30

Deduction for excessive errors (<15 pts.) or for late submission

         

Total points earned

      /30



Research Project / Action Practicum  (Core Assessment)

Research projects can assume many forms. Be sure that yours clearly addresses your stated objectives. Chapters 1-3, which you developed in ED629, will be refined; and chapters 4-5 will be developed and submitted. You will find a "tip sheet" for each chapter under DocSharing. (100 points)

PROJECT GUIDELINES (RUBRIC FOLLOWS)

I.   Problem Statement

A.  State a well-defined problem or need, explaining its significance.

B.  Situate the problem or need within its context or environment.

C.  Identify solution(s) and why you decided on your particular approach.

D.  Summarize.

II. Review of Literature           

A.  Include historical and current and research as appropriate. 

B.  Include multi-disciplinary perspectives if feasible.

C.  Relate your project to current best practice research.

D.  Summarize.

III. Methodology

A.  Include an action research design that is sound, practical and relevant.

B.  Apply data collection tools and techniques that are workable & multimodal (triangulated) when possible.

C.  If using an hypothesis make certain is it testable.

D.  Summarize.

IV. Findings and Results     

A.  State research findings explicitly; link them to project goal(s).

B.  Use analytic techniques that are relevant and well organized.

C.  Reflect on the limitations of your study as anticipated and as encountered.

D.  Encompass the expected and unexpected in the results. Compare with literature if feasible.

E.  Summarize.

V. Conclusions, Implications and Recommendations           

A.  Clearly identify the relevance of results.

B.  In implications, demonstrate creative reflections and familiarity with the literature on the topic.

C.  Propose future investigations to improve practice and/or add to the body of knowledge on the topic.

VI. References and Appendices        

PROJECT RUBRIC

ELEMENT

DESCRIPTION

POINTS

Cover Page

Includes project title, your name, course details, date.

 2

Table of Contents

Includes all elements incl. subheadings; corresponding page #.

 3

Chapter 1  Introduction, 1-3 p.

Establishes the significance; describes the context or environment. Chapter summary provides highlights.

10

Chapter 2           Review of the Literature

Presents the relevant research literature, analyzing for completeness, uniformity. Addresses best practice related to the topic. Includes citations. Chapter summary provides highlights.

  5

Chapter 3  Methodology

Explains research procedures and how they will be accomplished. Chapter summary provides highlights.

 5

Chapter 4          Findings and Results

Presents findings and results. Includes successful and unsuccessful efforts, expected and unexpected. Discusses study limitations and their effect on the research process and/or outcome. Chapter summary provides highlights.

35

Chapter 5  Conclusions and Recommendations

Summarizes the research in terms of what was learned, implications for practice. Offers suggestions or recommendations for future research.

         35

References/ App.

Contains complete list of all citations; appendices well designed.

 5

Subtotal points

Deductions

Excessive (>15) writing errors

TOTAL POINTS

100

Please note: Your 5-chapter research project (practicum) serves as the core assessment activity for this course. Core assessment activities are used for program evaluation and to ensure consistency of delivery across all instructional modalities. 

Final Examination

You must write a proctored final examination in order to earn a passing grade for the course. The exam (50 points) will be completed during Week 8 at one of the Park University sitesaround the country (or at an alternative location approved by your instructor where Park University sites are not available). For proctored examinations, photo identification is required when you appear to write the exam. It is your responsibility to arrange for a proctor who will be approved by the instructor. Information about procuring a proctor can be found once you have logged in to eCollege. The deadline for making arrangements is Friday of Week 5.

Grading:
 

Points

270 - 300

240 - 269

210 - 239

180 – 209

0 - 179

Grade

A

B

C

D

F

Late Submission of Course Materials:
This is a labor-intensive course that requires considerable independence on your part. Your success depends on staying current with the assignments and following established time lines. If something catastrophic comes up that makes a late submission unavoidable, notify me. If not, you will receive a 20% deduction for each day that an assignment is submitted late, except for assignments due during week eight. Because I must submit grades no later than midnight Tuesday following the end of the course, no assignment will be accepted following midnight Sunday of week eight.

Classroom Rules of Conduct:
 Policy #1:  Submission of Work

  • A class week is defined as the period of time between Monday 12:01 am MST and Sunday at 11:59 PM MST. The first week begins the first day of the term/semester. Assignments scheduled for completion during a class week should be completed and successfully submitted by the posted due date.
  • Create a back up file of every piece of work you submit for grading. This will ensure that a computer glitch or a glitch in cyberspace won't erase your efforts.
  • When files are sent attached to an email, the files should be in Microsoft Word, RTF, or PDF file formats.

Policy #2: Ground Rules for Online Communication & Participation

  • General email: Students should use email for private messages to the instructor and other students. When sending email other than assignments, you must identify yourself fully by name and class in all email sent to your instructor and/or other members of our class.
  • Online threaded discussions: are public messages and all writings in this area will be viewable by the entire class or assigned group members.
  • Online Instructor Response Policy:  Online Instructors check email frequently and will respond to course-related questions within 24-48 hours.
  • Observation of "Netiquette": All your online communications need to be composed with fairness, honesty and tact. Spelling and grammar are very important in an online course. What you put into an online course reflects on your level of professionalism. Here are a couple of online references that discuss writing online http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html.
  • Please check the Announcements area before you ask general course "housekeeping" questions (i.e. how do I submit assignment 3?).  If you don't see your question there, then please contact your instructor. 

Policy #3: If you experience technical problems or have questions about the online classroom.  

  • First, have a back-up plan! Locate an alternate source where you can access the Internet.
  • If you experience computer difficulties (need help downloading a browser or plug-in, you need help logging into the course, or if you experience any errors or problems while in your online course, click on the HELP button in your online Classroom, then click on the helpdesk menu item, and then fill out the form or call the helpdesk for assistance. 
  • If the issue is preventing you from submitting or completing any coursework, contact your instructor immediately.

Course Topic/Dates/Assignments:

 
 

WEEK

                                        SCHEDULE DUE

1

Please upload your Chapters 1-3 as developed in ED629. As time permits, benefit from reading your classmates’ work.

Discussion. Post a 1-2 page, double spaced summary, of your project. Include the identified need or problem, the strategies to address it, and the method of evaluation you will use to determine the effectiveness of the strategies.

Discussion. Read your classmates’ project summaries. Read for logic, organization, structure, clarity, completeness, realism, feasibility, and accuracy. Analyze and learn from each other’s thinking and writing styles. Respond to at least one summary, offering suggestions and questions.

On your ch. 1-3, use feedback from others, and the additional “incubation time”, to “tighten” your summary and submit. 

Wednesday DocSharing

Friday



Saturday
   
 
 
 
    Sunday     Dropbox

2

Discussion.Post 1-2 paragraphs on your week's accomplishments, noting any obstacles you may have encountered  

Discussion.Respond to at least one of your classmates with questions and suggestions.  

Saturday

3

Discussion. Post 1-2 paragraphs on your week's accomplishments, noting any obstacles you may have encountered.  
 
Discussion. Respond to at least one of your classmates' postings with questions and suggestions.

Friday

Saturday

4

Discussion. Post 1-2 paragraphs on your week's accomplishments, noting any obstacles you may have encountered.
 
Discussion. Respond to at least one of your classmates' postings with questions and suggestions. 

Friday

Saturday

5

Discussion. Post several paragraphs on your week's activities, what you have accomplished, any obstacles you may have encountered, any modifications made, and any assessment data obtained. 
 
Discussion. Respond to at least one of your classmates' postings with questions and suggestions. 

Friday



Saturday

6

Discussion. Post several paragraphs on your week's activities, what you have accomplished, any obstacles you may have encountered, any modifications made, and any assessment data obtained. 

Discussion. Respond to at least one of your classmates' postings with questions and suggestions. 

Friday



Saturday

7

Discussion. Post an attachment of your chapter 4 along with reflective comments on the data you have obtained. 

Discussion. Respond to at least one of your classmates' chapter 4 with questions and suggestions. 

Dropbox. Upload chapter 4 of your project. 

Friday


Saturday

Sunday

     8

Discussion. Post an attachment of your chapter along with reflective comments.

Discussion. Respond to at least one of your classmates' chapter 5 postings with questions and suggestions. 

Dropbox. Upload your completed paper (cover page, abstract, table of contents, chapters 1-5, references, appendices).  

Final exam. Complete the proctored final exam no later than Sunday.

Congratulate yourselves and one another. Prepare your heart and body for your graduation! Know that I will be with you in spirit.

Thursday


Saturday


Sunday

Sunday

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2009-2010 Graduate Catalog Page 31-32


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Demonstrates the ability to examine data obtained from the procedures and sources identified in the project methodology by using more than 3 data sources from at least 2 perspectives in the analysis process. Uses 2-3 data sources from at least 2 perspectives. Uses less than 2 data sources or uses data sources from only 1 perspective. Does not use any data sources. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Uses more than 3 data sources from at least two perspectives from the procedures identified in the project methodology to reach conclusions. Uses 2-3 data sources from at least 2 perspectives. Uses less than 2 data sources or uses data sources from only 1 perspective. Does not use any data sources. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Appraises both the specific problem/issue and the larger educational context using all data sources obtained in relation to the problem/issue that was identified (hypothesis) and in relation to the larger educational context. Addresses the specific problem/issue but not the larger educational context while using some, but not all, of the data sources. Addresses the specific problem/issue but fails to appropriately use relevant data sources. Fails to address the specific problem or issue or the larger educational context. 
Application                                                                                                                                                                                                                                                
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Effectively implements “all” methodology components and makes modifications as appropriate. Effectively implements “all” methodology components but fails to recognize the need for modifications. Fails to implement all methodology components. Does not implement any significant methodology components. 
Professional writing skills                                                                                                                                                                                                                                
Outcomes
6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Adheres to APA style guide.  Five or fewer grammatical or style errors. Adheres to APA style guide.  Six to fifteen grammatical or style errors. Adheres to APA style guide.  Sixteen to twenty-five grammatical or style errors. Fails to adhere to the APA style guide. More than 25 grammatical or style errors. 
Research skills                                                                                                                                                                                                                                            
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Adheres to the five chapter format/structure for reporting action research activities and is of sufficient length. Written paper includes an appropriate title page, abstract, table of contents, chapters 1-5, references cited page, and appendices (as appropriate) - 25 or more pages Written paper includes a title page, abstract, table of contents, chapters 1-5, references cited page, and appendices (as appropriate) – 20-24 pages. Written paper includes a title page, abstract, table of contents, chapters 1-5, references cited page, and appendices (as appropriate) but is of insufficient length (15-19 pages). Written paper does not include all of the following: title page, abstract, table of contents, chapters 1-5, references cited page, and appendices (as appropriate) or is of insufficient length (less than 15 pages). 
Professional Disposition                                                                                                                                                                                                                                   
Outcomes
6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Demonstrates the ability to dialogue and collaborate effectively. More than 10 appropriate and professional communication exchanges Eight or nine appropriate and professional communication exchanges. Six or seven appropriate and professional communication exchanges. Less than six appropriate and professional communication exchanges. 

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Last Updated:9/28/2009 1:56:23 PM