PDF Archive

Easily share your PDF documents with your contacts, on the Web and Social Networks.

Share a file Manage my documents Convert Recover Search Help Contact



ASH EDU 675 .pdf


Original filename: ASH EDU 675.pdf
Author: LENOVO

This PDF 1.5 document has been generated by Microsoft® Office Word 2007, and has been sent on pdf-archive.com on 28/02/2017 at 11:14, from IP address 43.224.x.x. The current document download page has been viewed 71 times.
File size: 310 KB (2 pages).
Privacy: public file




Download original PDF file









Document preview


ASH EDU 675 Week 4 DQ 1 Observation
Reconnaissance NEW

Check this A+ tutorial guideline at

http://www.assignmentcloud.com/edu-675new/edu-675-week-4-dq-1-observationreconnaissance-new

For more classes visit
http://www.assignmentcloud.com
Observation Reconnaissance
Research supports the contention that formative assessment has a direct impact on
student learning (Volante and Beckett, 2011) which is also a goal of action research.
Formative assessment of data is a reevaluation process that is conducted by the
researcher for the purpose of continual improvement (Buczynski & Hansen, 2014).
The function of this practice is to help researchers and leaders make adjustment that
will best inform and change educational outcomes (Mills, 2014). This research,
paired with the successful exercise of leadership practices improves the teaching
and learning process because it causes us to respond to the needs of the educational
environment. In this discussion, you have the opportunity to think about this
iterative process of your research process.
Initial Post: Buczynski and Hansen (2014, p. 31) share important points to consider
regarding effective leadership practices that yield results in the differentiated
learning environment. This is affectionately termed, the change leader which is what
you are becoming! Here, you discuss the status of your action research

implementation focusing your discussion on the following questions:
• Are you closer to answering your research question(s)? Why or why not?
• To what degree are your data collection instruments yielding the information
you’d hoped for in answering your research questions? Why or why not? and
• How have your leadership skills been put to work specifically, as you have
participated as a researcher?
Guided Response: Respond to at least two peers. In your responses, consider asking
questions of your peers about their responses to encourage further conversation.
Consider selecting a peer whose response or experience differs from your own
experiences thus far in the field. Provide feedback regarding your peers’ reasons for
identifying these observations and provide thoughtful suggestions for their
continued implementation of their research. Use your text and other resources to
support your responses. How might you contribute to your peers’ analysis of the
formative data, leadership, or other decisions that will be made about their findings?
Though two responses is the basic expectation, for deeper engagement and learning,
you are encouraged to provide responses to any comments or questions others have
given to you including the instructor to further the conversation while also giving
you opportunities to demonstrate your content expertise, critical thinking, and real
world experiences with this topic.


ASH EDU 675.pdf - page 1/2
ASH EDU 675.pdf - page 2/2

Related documents


PDF Document ash edu 675
PDF Document ash edu 675 week 6 dq 1 impact
PDF Document ash edu 675 week 2 dq 1 action research
PDF Document ash edu 675 week 5 dq 2 data
PDF Document ash edu 675 week 5 dq 1 school leaders
PDF Document ash edu 675 week 1 dq 1 new


Related keywords