Teacher Leader Masters in Education Masters Action Research Project Rubric: 300 Points 2015-2016 Name Date of MARP: SCHOOL/LOCATION of MARP Title of Masters Action Research Project: ORIGINALITY SCORE (<15%) FINAL SCORE: MECHANICS /80 pts; CONTENT /220 pts. Total Grade /300 pts. ED 665 Professor Term/Year ED 670 Professor Term/Year ED 675 Professor Term/Year ED 665 MARP Requirements IRB Approval Title Page 1. Introduction: 25 pts. 2. Background: 60 pts. 3. Methodology: 50 pts. 4. Mechanics: 40 pts. (Average of introduction, background, and methodology mechanics) 5. References: 20 pts. Total 195 pts. Minimum B 166 pts. ED 670 MARP Requirements Title Page 1. Abstract: 10 pts. 2. Introduction: 25 pts. 3. Background: 60 pts. 4. Methodology: 50 pts. 5. Mechanics: 40 pts. (Average of all mechanics) 6. Appendices: 20 pts. 7. References: 20 pts. Total: 225 pts. Minimum B: 191 pts. ED 675 MARP Requirements Title Page 1. Abstract: 10 pts. 2. Introduction: 25 pts. 3. Background: 60 pts. 4. Methodology: 50 pts. 5. Data Analysis: 50 pts. 6. Discussion: 25 pts. 7. Mechanics: 40 pts. (Average of all mechanics) 8. Appendices: 20 pts. 9. References: 20 pts. Total: 300 pts. Minimum B: 255 pts.
Introduction Writing Expectations Mechanics: 40 points Use of effective writing (10 pts.): Style: use of a scholarly style Organization: clear organization with headings Grammar/Spelling: correct grammar and spelling Tense: use of past tense when referring to the research since it has been completed. Person: use first person to report on what you did. Person First: person first terminology (students with disabilities, students who are gifted/talented, students who speak a second language, NOT LD students, etc.). APA style used correctly for citations throughout the paper and sources listed correctly in references (10 pts.) No overuse of quotes Summaries of scholarly sources and studies Direct quotes with added quotation marks and appropriate citations in the text. Required Formatting Guidelines (5 pts.) Font: Times New Roman, size 12 Margins: one inch margins Running Head with page numbers ORIGINALITY SCORE (15 pts.) The action research project is acceptable at 15% or less. ED 665 Comments ED 670 Comments ED 675 Comments
Introduction Content: 25 points Written in ED 665; revised in ED 670 and ED 675 Criteria for Introduction Include: Rationale for your study (10 pts.) What prompted you to pursue this topic/intervention? Description of study (10 pts.) Discuss intervention implemented Setting of study Participants Discuss data collection: quantitative, qualitative, or mixed Length: 1 page (5 pts.) ED 665 Comments ED 670 Comments ED 675 Comments
Background Writing Expectations Mechanics: 40 points Use of effective writing (10 pts.): Style: use of a scholarly style Organization: clear organization with headings Grammar/Spelling: correct grammar and spelling Tense: use of past tense when referring to the research since it has been completed. Person: use first person to report on what you did. Person First: person first terminology (students with disabilities, students who are gifted/talented, students who speak a second language, NOT LD students, etc.). APA style used correctly for citations throughout the paper and sources listed correctly in references (10 pts.) No overuse of quotes Summaries of scholarly sources and studies Direct quotes with added quotation marks and appropriate citations in the text. Required Formatting Guidelines (5 pts.) Font: Times New Roman, size 12 Margins: one inch margins Running Head with page numbers ORIGINALITY SCORE (15 pts.) The action research project is acceptable at 15% or less. ED 665 Comments ED 670 Comments ED 675 Comments
Background References Mechanics: 20 points References List Criteria Include: All sources in the reference list cited in the MARP (5 pts.) If you did not cite them in the paper, you cannot include them in the reference list. Total of 5-6 scholarly sources for the MARP (5 pts.) At least 3 scholarly sources are research studies related to current MARP Sources must be current, published within the last ten years. Correct APA listing of sources (10 pts.) Alphabetic listing by authors last names. No websites acceptable; only scholarly sources should be used throughout the MARP. ED 665 Comments ED 670 Comments ED 675 Comments
Background 60 points Background Criteria Include: Scholarly Background for study (50 pts.) Well written using a scholarly style with clear organization (20 pts.) Written in ED 665; revised in ED 670 and ED 675 Includes citations for at least 4-5 scholarly sources about your topic (30 pts.) o Include at least 3 research studies about your topic o Sources must be current, within the last ten years. o No websites will be accepted o Use paraphrases, unless quotes are critical. o Connect scholarly literature to your study o Include relevant theories (For example, does your study most closely mirror Constructivism, Behaviorism, Cognitivism?) Length of 3 pages (10 pts.)
Methodology Writing Expectations Mechanics: 40 points Use of effective writing (10 pts.): Style: use of a scholarly style Organization: clear organization with headings Grammar/Spelling: correct grammar and spelling Tense: use of past tense when referring to the research since it has been completed. Person: use first person to report on what you did. Person First: person first terminology (students with disabilities, students who are gifted/talented, students who speak a second language, NOT LD students, etc.). APA style used correctly for citations throughout the paper and sources listed correctly in references (10 pts.) No overuse of quotes Summaries of scholarly sources and studies Direct quotes with added quotation marks and appropriate citations in the text. Required Formatting Guidelines (5 pts.) Font: Times New Roman, size 12 Margins: one inch margins Running Head with page numbers ORIGINALITY SCORE (15 pts.) The action research project is acceptable at 15% or less. ED 665 Comments ED 670 Comments ED 675 Comments
Methodology Content: 50 points Written in ED 665; revised in ED 670 and ED 675 Methodology Criteria Include: Description of Research Study (10 pts.) Problem statement Significance of study Duration of Study: at least 5 weeks Context: Place and time of study Description of classroom experience Description of Research participants/subjects (10 pts.) Number Gender Age Ethnicity and/or Other gap group information Informed Consent by all participants/confidentiality How research participants were selected Data Collection (10 pts.) Description of all instruments used Triangulation of data; include table: How do the pieces of data work together to develop a clear picture of the research Procedures used: how often are data collected/when are data collected/who collects data Reliability/validity of instruments/methods Copies of instrument Included in Appendices Data Analysis (10 pts.) How is qualitative data analyzed? How is quantitative data analyzed? Length of 3 pages (10 pts.) ED 665 Comments ED 670 Comments ED 675 Comments
ED 665 MARP Requirements IRB Approval Title Page 1. Introduction: 25 pts. 2. Background: 60 pts. 3. Methodology: 50 pts. 4. Mechanics: 40 pts. (Average score for introduction, background, and methodology mechanics) 5. References: 20 pts. ED 665 Overall Comments Total 195 pts. Minimum B 166 pts. Abstract 10 points A one page summary of the MARP from beginning to end. ED 670 Comments ED 675 Comments Written in ED 670; revised in ED 675 (Placed behind title page) Appendices Appendices Criteria Include: Mechanics: 20 points Required: (20 pts.) Correct Heading (Appendices) Blank copies of access/permission/consent forms used Blank copies of instruments used for the project: surveys, questionnaires, etc. List of Codes used to Analyze Data Use of alphabetic letters to label each Appendix;
Written in ED 670; revised in ED 675 see example in the next column Optional: Other tables too lengthy for the body of the paper (over a page in length; shorter tables will go into the body of the MARP; do not put tables in both the body and appendices) Lists of Symbols, abbreviations, definitions Example: Appendices Appendix A: Consent Form Appendix B: Questionnaire Appendix C: Reading Survey Appendix D: Codes for Analysis of Data Appendix E: Results from Survey ED 670 MARP Requirements Title Page 1. Abstract: 10 pts. 2. Introduction: 25 pts. 3. Background: 60 pts. 4. Methodology: 50 pts. 5. Mechanics: 40 pts. (Average mechanics scores of all sections) 6. Appendices: 20 pts. 7. References: 20 pts. ED 670 Overall Comments Total: 225 pts. Minimum B: 191 pts.
Data Analysis Writing Expectations Mechanics: 40 points Use of effective writing (10 pts.): Style: use of a scholarly style Organization: clear organization with headings Grammar/Spelling: correct grammar and spelling Tense: use of past tense when referring to the research since it has been completed. Person: use first person to report on what you did. Person First: person first terminology (students with disabilities, students who are gifted/talented, students who speak a second language, NOT LD students, etc.). APA style used correctly for citations throughout the paper and sources listed correctly in references (10 pts.) No overuse of quotes Summaries of scholarly sources and studies Direct quotes with added quotation marks and appropriate citations in the text. Required Formatting Guidelines (5 pts.) Font: Times New Roman, size 12 Margins: one inch margins Running Head with page numbers ORIGINALITY SCORE (15 pts.) The action research project is acceptable at 15% or less. ED 675 Comments
Data Analysis Content: 50 points Written and revised in ED 675. Data Analysis Criteria Include: Narrative about the data results (10 pts.) Clear organization by research question or methodology Step by step report on the analysis of data (20 pts.) Description of baseline data (if applicable) Data summaries for all instruments used to collect data for the study; use triangulation Generalization statements followed by support from tables/ figures Quantitative Data o Tables for complex data formatted o per APA style Figures (line graphs, pie charts, etc.) to display Qualitative Data o Summaries/categories of data Presentation/discussion of data (10 pts.) Overall data results Data analysis by contextual factors or gap groups: gender, age, ethnicity, exceptionality, socioeconomic levels, language Length: 3 pages (10 pts.) ED 675 Comments
Discussion Writing Expectations Mechanics: 40 points Use of effective writing (10 pts.): Style: use of a scholarly style Organization: clear organization with headings Grammar/Spelling: correct grammar and spelling Tense: use of past tense when referring to the research since it has been completed. Person: use first person to report on what you did. Person First: person first terminology (students with disabilities, students who are gifted/talented, students who speak a second language, NOT LD students, etc.). APA style used correctly for citations throughout the paper and sources listed correctly in references (10 pts.) No overuse of quotes Summaries of scholarly sources and studies Direct quotes with added quotation marks and appropriate citations in the text. Required Formatting Guidelines (5 pts.) Font: Times New Roman, size 12 Margins: one inch margins Running Head with page numbers ORIGINALITY SCORE (15 pts.) The action research project is acceptable at 15% or less. ED 675 Comments
Discussion References Mechanics: 20 points Discussion Content: 25 points Written and revised in ED 675. References List Criteria Include: All sources in the reference list cited in the MARP (5 pts.) If you did not cite them in the paper, you cannot include them in the reference list. Total of 5-6 scholarly sources for the MARP (5 pts.) At least 3 scholarly sources are research studies related to current MARP Sources must be current, published within the last ten years. Correct APA listing of sources (10 pts.) Alphabetic listing by authors last names. No websites acceptable; only scholarly sources should be used throughout the MARP. Discussion Criteria Include: Overview/synthesis of results (5 pts.) Conclusions/interpretations drawn from results Discussion of how and whether the research question was supported by the data (5 pts.) Impact of Study (5 pts.) Limitations/Generalizability of the study Suggestions for future studies on this intervention/ replication Concluding statements about how the results (5 pts.) Were or could be shared with others Contribute to the educational community Length: 2 pages (5 pts.) ED 675 Comments ED 675 Comments
ED 675 MARP Requirements ED 675 Overall Comments Title Page 1. Abstract: 10 pts. 2. Introduction: 25 pts. 3. Background: 60 pts. 4. Methodology: 50 pts. 5. Data Analysis: 50 pts. 6. Discussion: 25 pts. 7. Mechanics: 40 pts. (Average of all sections) 8. Appendices: 20 pts. 9. References: 20 pts. Total: 300 pts. Minimum B: 255 pts. Evaluation of Kentucky Teacher Standards (Advanced Standards) or IECE Teacher Standards and National Association for the Education of Young Children Standards (3, 2, or 1) Introduction KTS 1.2: Effectively connects content to students life experiences including when appropriate, prior learning in the content area or other content areas. KTS 1.3: Uses instructional strategies that are appropriate for content and contribute to the learning of all students. IECE 3a: Implement developmentally appropriate, comprehensive curriculum and instruction aligned with program, school, district, state, and/or federal goals. IECE 3b: Implement instructional strategies that meet the individual needs of each child. NAEYC 1a: Knowing and understanding young children s characteristics and needs. NAEYC 1b: Knowing and understanding the multiple influences on development and learning. NAEYC 2a: Knowing about and understanding family and community characteristics. NAEYC 4c: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.
Background KTS 1.1 Accurately and effectively communicates an indepth understanding of concepts, processes and /or knowledge in ways that contribute to learning of all students. IECE 1f: Include knowledge and strategies of multiple disciplines. IECE 1g: Plan experiences and instruction based on family strengths, resources, priorities, and concerns. NAEYC 4a. Knowing, understanding, and using positive relationships and supportive interactions. NAEYC 4d: Using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes. Methodology KTS 2.2: Plans & designs instruction based on significant contextual and pre-assessment data. KTS 2.3: Develops well designed assessments aligned with objectives to guide instruction and measure learning results. KTS 2.4: Plans a learning sequence using strategies to build on students prior knowledge and address learning objectives. KTS 3.1: Sets significant and challenging behavioral & learning expectations for all students & expresses confidence in their achieving those expectations. KTS 3.3: Uses appropriate and responsive instructional strategies that address the needs of all students. KTS 4.1: Provides a well-planned sequence of instructional strategies that engage students toward meeting learning objectives. KTS 4.2: Implements instruction based on contextual information and assessment data. KTS 4.3: Makes thoughtful choices about the organization of both instructional and non-instructional tasks to maximize time for student learning. KTS 6.1: Uses appropriate technology to design and plan instruction to support and extend student learning. KTS 6.2: Designs and implements research based, technology infused instructional strategies to support learning of all students. KTS 8.1: Describes an on-going process for identifying IECE 1a: Design for all children developmentally appropriate, comprehensive curriculum, instruction, and learning outcomes aligned with program, school, district, state, and/or federal goals. IECE 1b: Include assessments that target learning outcomes. IECE 1c: Individualize curriculum, instruction plans, and assessment strategies for ALL children. IECE 1d: Plan developmentally appropriate and activity-based instruction. IECE 1e: Plan for the effective involvement of team members, including assistants, staff, and volunteers, across learning environments. IECE 2d: Create and maintain individually appropriate, activity-based learning environments. IECE 2e: Adapt environments to support children with special needs and disabilities. IECE 2f: Create and maintain culturally responsive environments to support all children and families. IECE 2g: Create, evaluate, and select technology, materials, and media to enhance the learning environment. IECE 3a: Implement developmentally appropriate, comprehensive curriculum and instruction aligned with program, school, district, state, and/or federal goals. IECE 3b: Implement instructional strategies that meet the individual needs of each child. IECE 3c: Engage children in a variety of child-initiated and teacherfacilitated developmentally appropriate activities. IECE 3e: Implement culturally responsive learning experiences to support children and their families.
situations in which student learning can be enhanced by collaboration. KTS 8.2: Designs a plan that involves parents, colleagues and others in a collaborative effort to enhance student learning. KTS 8.3: Explains how the collaboration to enhance student learning has been implemented. IECE 3f: Implement and support family-centered activities that reflect each family s resources, priorities, and concerns IECE 6a: Participate as an effective team member and demonstrate appropriate interpersonal skills to support collaboration in early childhood settings. IECE 6b: Demonstrate effective methods of communication that value the role, skill, input, and expertise of families, colleagues, and others. IECE 6d: Collaborate with team members to promote child developing and transition through sharing information, joint decision making, and program planning. IECE 6f: Articulate individual outcomes and unique needs for each child to staff and volunteers. IECE 9a: Use multiple technology applications to support child learning. IECE 9b: Select appropriate technology to enhance instruction. IECE 9c: Engage children in their use of technology to meet their learning needs and interests. IECE 9d: Use technology to meet special needs of children. IECE 9e: Demonstrate ethical and legal use of technology disciplines. NAEYC 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments. NAEYC 2b: Supporting and empowering families and communities through respectful, reciprocal relationships. NAEYC 2c: Involving families and communities in their children s development and learning. NAEYC 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches. NAEYC 4a: Knowing, understanding, and using positive relationships and supportive interactions. NAEYC 4b: Knowing, understanding, and using effective approaches, strategies, and tools for early education.
Data Analysis KTS 1.1 Accurately and effectively communicates an in-depth understanding of concepts, processes and/or knowledge in ways that contribute to learning for all students. KTS 5.1: Uses student baseline data from appropriate pre-assessments to promote the learning of all students. KTS 5.2: Uses appropriate formative assessments to determine student progress, guide instruction and provide feedback to students. KTS 5.3: Uses appropriate summative assessments aligned with learning objectives to measure student achievement. KTS 5.4: Describes, analyzes and evaluates student performance data to determine student progress, identify differences among student groups and inform instructional practice. KTS 5.6: Provides on-going opportunities for students to assess and reflect on their own performance in order to identify strengths and areas for future learning. KTS 6.4: Uses technology to assess student learning, manage assessment data and communicate results to appropriate stakeholders. KTS 8.4: Uses appropriate student performance data to describe, analyze, and evaluate the impact of the collaborative activities on student learning and to identify next steps. IECE 4a: Use a systematic process to assess and record children s ongoing developmental progress. IECE 4b: Base assessment strategies on developmentally appropriate learning outcomes and aligns strategies with the program curriculum and appropriate standards. IECE 4c: Plan and implement assessment strategies that are sensitive to the teaching and learning context, including families cultures, and that address children s unique and/or special learning needs. IECE 4d: Plan and implement assessment strategies that invite active involvement of appropriate partners, including team members and children s families. IECE 4e: Accurately interpret the data and validity of assessment results and communicate results to appropriate partners, including families, in terms they easily understand. IECE 4f: Use assessment results to design appropriate learning outcomes and to plan for future services and instruction. IECE 5a: Use data to reflect on and evaluate children s learning. IECE 5b:Use data to reflect on and evaluate instructional practice. IECE 5c: Use data to identify areas for professional growth. IECE 5d: Analyze the involvement and effectiveness of team members in instruction. NAEYC 3b: Understanding and practicing responsible assessment. NAEYC 3d: Knowing about assessment partnerships with families and Professionals. NAEYC 4c: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines. NAEYC 5b: Knowing about and upholding ethical standards and other professional guidelines.
Discussion KTS 7.1 Uses formative and summative performance data to determine the learning needs of all students. KTS 7.2 Uses performance data to conduct an in-depth analysis and evaluation of instructional practices to inform future teaching. KTS 8.4 Uses appropriate student performance data to describe, analyze and evaluate the impact of the collaborative activities on student learning and to identify next steps. IECE 4f. Use assessment results to design appropriate learning outcomes and to plan for future services and instruction. IECE 6f: Articulate individual outcomes and unique needs for each child to staff and volunteers. IECE 6g: Provide ongoing, constructive feedback to team members on professional practices. IECE 6h: Use adult learning principles in collaboration with team members. IECE 8a: Assist families in articulating resources, priorities, and concerns. IECE 8b: Individualize interactions and activities that demonstrate sensitivity to characteristics of each child s family community. IECE 8c: Facilitate communication of legal, procedural, and programrelated information to families using appropriate methods of communication. IECE 8d: Apply adult learning principles in family education activities. IECE 8e: Respect and provide on-going support for the family s preferred level of involvement in educational activities. NAEYC 3a: Understanding the goals, benefits, and uses of assessment. NAEYC 5a: Identifying and involving oneself with the early childhood Field. NAEYC 5d: Integrating knowledgeable, reflective, and critical perspectives on early childhood.