Final Project Details and Rubric

The final project for this course is an evaluation of the application of research to educational practice. It will help you prepare to meet the ongoing challenges for educators to find, select, and implement evidence-based school-wide and classroom practices to solve problems and to narrow the achievement gap. To meet these challenges, teachers and administrators engage in ongoing research as they participate in professional development activities, seek to learn about best practices from a variety of valid research sources, and observe, record, discuss, and respond to the needs of students and faculty.

Throughout the final project, you will assume the role of an educator who is a member of designing a mentoring program for new teachers. READ the Scenario below.

Educational Scenario Three: Designing a Mentoring Program for New Teachers

You are an assistant principal in an urban middle school. It is early summer, and you have just hired a cohort of novice teachers to work in your school during the upcoming school year. This history of teacher turnover in your school leads you to believe that you must establish a better support framework for your new teachers. You have decided to request funding for a mentoring program for new teachers that you will lead. The teachers you have hired are going to teach in various departments: music, social studies, science, mathematics, language arts, and special education. Most of the teachers, but not all, are newly certified.

 

In this assignment, you will demonstrate your mastery of the following course outcomes:

 Apply the three major research methods in gathering relevant and valid information for supporting data-informed decisions which meet the needs of a diverse group of learners

 Synthesize evidence-based research in order to communicate targeted solutions for issues within educational environments

 Evaluate published research findings for the extent to which they are valid and relevant in implementing positive change for students and colleagues

 Recommend student-centered, evidence-based instructional strategies that address relevant performance standards

 Assess research related to learning communities for the extent to which it promotes ethical, reflective, and culturally competent change for students and educators

 

 

Specifically, the following critical elements must be addressed:

  1. Annotated Bibliography: You will select five peer-reviewed research studies that represent different perspectives to build an annotated bibliography. The annotated bibliography will help you summarize each study you want to use to compile your literature review (Part II). Do the following for each annotation of your bibliography:
  2. Discuss how the source relates to the research question. Provide examples to support your discussion.
  3. Summarize the central theme, scope, and methodology of the resource.
  4. Situate the source within the body of knowledge and compare it to another source listed in the annotated bibliography.
  5. Provide the key ideas from the study and explain why you would consider the study valid, reliable, or trustworthy.

 

  1. Literature Review: You will integrate the five peer-reviewed research studies from your annotated bibliography into a paper. The purpose of a literature review is to integrate and synthesize the key concepts in published research to orient your own inquiry process in regard to the issue in your selected scenario. Your literature review must include these elements:
  2. Significance Statement: Provide a description of the educational scenario you selected in which there is a problem you are trying to solve or improve. State the significance of the finding a solution to problem or making the improvement.
  3. Definition of Key Constructs: Provide a clear definition of the key constructs you are researching in the literature from your selected scenario.
  4. Evaluation of research studies: Evaluate possible solutions to the research question in the selected scenario by reviewing published research findings about your topic.
  5. Credibility: Analyze sources to determine the extent to which sources are credible including credentials of the researchers, evidence of peer-review process, and fidelity to qualitative, quantitative, or mixed-methods research design principles.
  6. Critical Thinking: Draw conclusions from the research and ties them to the chosen scenario and research question.
  7. Recommendations: Based on the literature you have evaluated, provide standards-based recommendations for a culturally competent solution or improvement that should be made to the educational scenario you have chosen.
  8. Reflection on Ethical Considerations: Reflect on the ethical considerations that might be necessary in the implementation based on the needs of a diverse population.
  9. Reflection on Cultural Competence: Reflect on how educator researchers have demonstrated cultural competence in the literature you have chosen, and provide examples.

 

III. Evaluation of the Application of Research to Educational Practice: After you have completed your literature review, consider how the research could be interpreted and applied in relation to the research question you defined in your selected scenario.

  1. Performance Standards: Identify relevant performance standards you would address with the diverse learners in the selected scenario.
  2. Student Performance: Provide suggestions to improve student performance based on research literature findings about the effectiveness of instructional strategies.
  3. Cultural Challenges: Identify the possible cultural challenges to the implementation of the selected instructional strategies.

 

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