Criteria:
1. Describe the rationale that led to your research question.
Quality Indicators:
- A description of context and culture related to learning environment such as school, number of students, population, level, etc.
Before I discuss my action research question, I would like to give you an idea of where I am coming from, both figuratively and literally. The literal first, I am currently teaching high school math at Waconia High School in Waconia, Minnesota. Waconia is a small, but growing town of about 11,000 residents. Our district pulls in students from the neighboring towns of New Germany and St. Bonifacius, but many students open enroll from other nearby communities such as Victoria, Chaska, and Cologne. The demographic mostly middle to upper-middle class with a very low population of students receiving such services as free or reduced lunch. I have been teaching in this building and district since 2007 when I started as a part-time teacher.
- A rationale for inquiry that states the strategy, concept, problem, and/or need for improvement.
- Connection is made to teaching practice as influenced by the needs of children, curricula, content knowledge, strategies/techniques, beliefs, identity, social justice, etc.
2. Communicates a question and goals/outcomes for the inquiry.
- The question is broad enough to allow a range of research perspectives but narrow enough to be manageable.
- The question is contextual, relating to your specific circumstances.
- The question includes how or in what ways, impact, and teaching assignment.
- The question is conceptual and related to theory.
- Out comes of the action research process are connected to improving students learning.
- Outcomes are measurable.
3. Connects the inquiry to the researcher's beliefs and understanding of IDEAL.
- The inquiry is connected to the learner's beliefs about instruction, discipline, environment, assessment, and leadership.
- The action research process is completed collaboratively.
- The inquiry connects to national, state, and local standards.
4. Describes and creates three data collection tools. Uses the data collection tools to assess the impact the implementation plan is having on student learning. Makes changes in the implementation plan based upon needs of students.
- Explains data collection instruments and reasons for their use in relation to IDEAL.
- Includes a timeline for data collection.
- Data collections tools fit with the question.
5. Describes the researcher's sequenced plan to integrate the action research into his/her practice.
- Implementation plan is organized, detailed, and logically sequenced.
- The plan is replicable.
- Reflects an understanding of implementation issues or possible road blocks.
6. Describes the methods used to analyze data.
- Provides a clear description of techniques for analyzing data.
- Selects appropriate process for analyzing data.
7. Reports analysis of data for key patterns, conclusions, and implications.
- Possible bias is addressed.
- Summarizes and illustrated key findings, themes, and patterns.
- Charts and visuals help to clarify data.
- Data is clearly connected to the question of the inquiry.
- Reporting of data is clear and balanced.
- Addresses the validity and reliability of the data.
- Draws conclusions based upon patterns, relating them to the question being asked, and outcomes expected.
8. Explains findings in relation to IDEAL, beliefs, and future inquiry.
- Next steps/action research have been identified.
- States how beliefs have been affirmed and amended as a result of action research.
- States limitations experienced in trying to apply strategies and draw conclusions from data that was collected.
- States goals for future practice across IDEAL.
