EDLD 5301 Research section EA1269

Magan Brownlee

Week 3 Assignment: Background – Developing Your Action Research Plan

Overview
The first two weeks provided a variety of readings, lectures, interviews and activities that helped
students recognize the importance of action research in addressing many needed topics or
areas of need in schools. You even had an opportunity to hear from three school leaders
discussing their interests in action research. As we have explained in our lectures and our
written comments, we did not design this course as a precursor to a dissertation. Instead, we
wanted to provide each of you with the tools to conduct action research in whatever leadership
position you may pursue.
This week will focus on developing a detailed action research plan. You will see from our
examples, as well as from the readings and resources, there are a variety of strategies and
steps to follow in conducting action research. Two of the major goals this week will be providing
a framework, or a how to approach action research perspective, as well as sharing strategies
that will empower you to conduct an action research project. Remember the action research
plan is a part of your intern plan – it is an overview, a guide for conducting your action research.
The action research project is the process and product – it is the implementation and
assessment of your plan and it may take several months to complete. This course focuses on
the development of an effective plan that will guide your action research project.
Learning Outcomes:
1) Know which areas for action research to address school improvement are priorities of
the site supervisor.
2) Develop a clear and concise research question and/or statement to address the school
improvement project(s).
3) Identify and analyze the common steps or format to design an action research plan (e.g.,
methods for data collection/analysis, research tools needed, etc.).
4) Understand the importance of disseminating the results of the action research project in
the final intern report and to other scholar practitioners and interested stakeholders.
Performance Outcomes:
1) Write a research question and/or clear statement to address the possible areas for
action research emerging from the interview and brainstorming.
2) Draft an action research plan that includes:
• Goals and objectives of the research investigation
• Resources and research tools needed for data gathering
• Persons responsible for implementation of the action research plan
• Process for monitoring the achievement of goals and objectives
• Assessment instrument(s) to evaluate the effectiveness of the action research
study
EDLD 5301 Research section EA1269
Magan Brownlee
3) Review the steps in your research plan and make any needed revisions.
4) Include in the action research plan, the methods used to disseminate findings of the
research project.

Rubric

Use the following Rubric to guide your work on the Week 3 Assignment.

Tasks Accomplished Proficient Needs

The evidence The evidence Improvement
suggests that this suggests that The evidence does
work is a “Habit of performance on not yet make the
Mind.” The this work matches case for the
educator is ready that of a strong educator being
to mentor others in educator. proficient at this
this area. task.

Action Research Student provides a Student briefly Student fails to

– Developing clear description of describes a identify a research
your question(s) the action research research question question or
or problem(s) question(s) or or problem statement and
statement problem(s) statement, but does not discuss
statement that does not discuss any of the rationale
reference rationale the rationale or or previous
and previous research leading to research in trying
research into this the development of to develop a
question(s) or the question or research question
problem(s). statement. or problem
(3 Points) (2 Points) statement.
(1 Point)

Draft Action Student clearly Student identifies Student identifies

Research Plan identifies all areas less than the seven fewer than five
and Blueprint of his or her action areas addressed in areas of the draft
research plan and the draft action action research
includes: research plan and plan and does not
does not provide provide complete
• Goals and
complete descriptions for
objectives/outco
descriptions for each of the areas.
mes of the
each area. (1 – 4 Points)
research
investigation (5 – 7 Points)
• Activities
designed to
achieve the
objectives
• Resources and
research tools
EDLD 5301 Research section EA1269
Magan Brownlee

needed for data

gathering
• Draft timeline for
completion or
implementation
of activities
• Persons
responsible for
implementation
of the action
research plan
• Process for
monitoring the
achievement of
goals and
objectives
• Assessment
instrument(s) to
evaluate the
effectiveness of
the action
research study
(8 – 10 Points)

Reviewing, Student reviews Student posts the Student posts a

revising and the draft action draft action draft action
posting the draft research plan and research plan using research plan but
action research posts a completed one of the the plan addresses
plan using the draft Action templates (i.e., less than half of
recommended Research Plan that Tool 7.1 or the SIP the elements of the
template(s) addresses all or PIP Plan of recommended
elements identified Action), but does template.
in Tool 7.1 Action not complete all ( 1 Point)
Planning Template elements of the
or completes all template.
elements of the (2 Points)
SIP/PIP (School or
Professional
Improvement Plan
of Action.
(3 Points)

Describing your Students provide a Students provide a Students provide a

dissemination thorough dissemination plan partial
plan description of a but addresses only dissemination plan.
plan to disseminate three elements of (1 Point)
and share their the plan.
EDLD 5301 Research section EA1269
Magan Brownlee

action research (3 Points)

plan, and their
dissemination plan
addresses:
• Background
information on
action research
project
• Design of the
action research
project (must
include
procedures, data
collection and
data analysis)
• Describes what is
being learned
from the action
research project
• Includes
concluding
thoughts and
recommendation
s
(4 Points)

Assignment Responses are Responses are Responses do not

Mechanics relevant to course relevant to course reflect knowledge
content; no errors content; few errors of course content,
in grammar, in grammar, lack clarity and
spelling, or spelling, or depth, and/or
punctuation. punctuation. include multiple
Students (2 Points) errors in grammar,
demonstrate spelling, and
proper APA style. punctuation.
(3 Points) (1 Point)

Week Three Assignment, Part 1 – Writing an Action Research Question(s) or Problem

Statement
You have had many opportunities (e.g., review and conference regarding your intern plan; the
interviews with the school leaders; the Dana text identification of nine common topics for school
action research, Step 1 in the Harris et al. text) to review and analyze topics or questions for
action research. The Dana text provides a sampling of research questions corresponding to the
nine common topics for action research; see Sample Inquiry Questions, pp. 65 – 66. We have
also provided another sample of action research questions from an action research project; see
the Resource Section for the Equity Audit of Mathematics by Jo Ann Colson and Valerie
EDLD 5301 Research section EA1269
Magan Brownlee
Petrzelka, two elementary principals in Tomball ISD, who are doctoral students in the Lamar
Educational Leadership program. Please read their research questions that guided their equity
audit.
Using the various examples of action research questions or statements, write a research
question and/or clear statement to address the possible areas for action research emerging
from the interview(s), readings and brainstorming. This action research question(s) or statement
describing the action research project should clearly identify the agreed upon topic that you will
research throughout this program, or until, the project is completed. The question or statement
should briefly describe the rationale or previous research you have conducted leading to this
question or problem statement.

Workspace

Complete Part 1 of this assignment below. The box will expand as you type.
Is the newly implemented DMC, Developing Mathematical Concepts, curriculum at the Pre-K
level effectively developing the mathematical concepts of our Pre-K students and readying them
for Kindergarten? Is the new curriculum helping our pre-k students reach their goal of being able
to count to 20 by the end of the current school year? What ways can we bridge the Pre-K DMC
model with the Kindergarten DNC model so that our students make an easy transition and are
equipped with the knowledge and skills to be life long mathematicians?
EDLD 5301 Research section EA1269
Magan Brownlee

Week Three Assignment, Part 2 – Developing an Action Research Plan

Draft an action research plan that includes:
• Goals and objectives/outcomes of the research investigation
• Activities designed to achieve the objectives
• Resources and research tools needed for data gathering
• Draft timeline for completion or implementation of activities
• Persons responsible for implementation of the action research plan
• Process for monitoring the achievement of goals and objectives
• Assessment instrument(s) to evaluate the effectiveness of the action research study
Please check the Resource section of the course for a template, SIP or PIP (School or
Professional Improvement Project) Plan of Action that you may wish to use in developing and
submitting your Action Research Plan of Action Brief or Outline. You may also use the template
found in the Harris et al. text, Tool 7.1 Action Planning Template, p. 85, this is also available as
a free download, see p. vii.

Workspace

Complete Part 2 of this assignment below. The box will expand as you type.

Action Planning Template

Goal: To prepare our Pre-K students for their upcoming
year of Kindergarten by implementing the new DMC
curriculum. Meet or exceed the Pre-K SMART Goal of 90%
Pre-K students being able to count to 20 by the end of the
current school year.
Action Person(s) Timeline: Needed Evaluation
Steps(s): Responsible: Start/End Resources

Meet with Pre-K Pre-K team April 26, Pre-K teachers Meeting notes
teachers to 2011- October
discuss the new Magan 2011 DMC for Pre-K
DMC Brownlee curriculum
curriculum.
Campus Math
Coach

Gather Pre-K Magan May 1, 2011- Pre-K DMC Assessment

DMC Brownlee June 3, 2011 assessment form notes
EDLD 5301 Research section EA1269
Magan Brownlee
assessment forms
forms for Campus Math
analysis. Specialist

Observe a Pre- Magan May 1, 2011- Conference Notes from

K DMC lesson. Brownlee June 3, 2011 time observation

Outline for a
DMC lesson
for note-taking

Observe a Magan May 1, 2011- Conference Notes from

Kindergarten Brownlee June 3, 2011 time observation
DNC lesson.
Outline for a
DNC lesson for
note-taking

Meet with Magan May 1, 2011- Conference Meeting notes

Kindergarten Brownlee October 2011 time
teachers to
discuss what Kindergarten Kindergarten
mathematical team team members
concepts Pre-K
students should Kindergarten
come to DNC
Kindergarten curriculum
with.

Meet with Pre-K Magan May 1, 2011- Conference Meeting notes

team to discuss Brownlee October 2011 time
what
mathematical Pre-K team Pre-K DMC
concepts the members curriculum
Kindergarten
teachers would Kindergarten
like to see in DNC
their upcoming curriculum
kindergarteners.
EDLD 5301 Research section EA1269
Magan Brownlee
Notes from
previous
meeting with
Kindergarten
team.

Analyze Magan May 1, 2011- 2010-2011 Assessment

completed Brownlee May 9, 2011 Beginning and results
beginning and Middle year
middle year Pre-K DMC
Pre-K DMC assessments
assessments for
2010-2011.

Meet with Pre-K Magan May 1, 2011- 2010-2011 Meeting Notes

team to discuss Brownlee October 2011 Beginning and
how they use Middle year
their DMC Pre-K team Pre-K DMC
beginning and members assessments
middle year
assessments to Campus Math Pre-K DMC
fuel their whole Specialist lesson plan
group lessons template
and
interventions. Pre-K DMC
curriculum

Gather and Magan May 24, 2011 2010-2011 End of the year
analyze end-of- Brownlee Beginning, DMC
year Pre-K middle, and assessments
DMC Campus Math end of year
assessment Specialist Pre-K DMC
data. assessment
scores

Pre-K 2010-
2011 SMART
Goal

Generate report Magan May 24, 2011- 2010-2011 Assessment

using Brownlee May 27, 2011 Beginning, Results
assessment middle, and
EDLD 5301 Research section EA1269
Magan Brownlee
data. Report end of year
should first Pre-K DMC
represent the assessment
whole pre-k scores
student body
and then break Microsoft office
into categories excel
of gender,
ethnicity, and Student
home language. information
pertaining to
the gender,
ethnicity, and
home
language of
each tested
Pre-K student.

Share report Magan May 30, 2011 Generated Meeting Notes

findings with Brownlee Report
Pre-K team.
Pre-K team
members

Share report Magan May 31, 2011 Generated Meeting Notes

findings with Brownlee Report
Kindergarten
team. Kindergarten
team members

Meet with Magan October 27, 2011-2012 Meeting Notes

Kindergarten Brownlee 2011 Beginning of
team to discuss the year 2011-2012
how the Kindergarten Kindergarten Beginning of
returning Pre-K team members DNC the year
students (now assessment Kindergarten
kindergarteners Campus Math results DNC
) are doing in Specialist assessment
math and in 2010-2011 results
comparison to Beginning,
other students Middle, and
who did not End of year
attend Pre-K. Pre-K DMC
assessment
EDLD 5301 Research section EA1269
Magan Brownlee
results

Generated
Report from
2011

Share findings Magan October 28, 2011-2012 Meeting Notes

with Pre-K team Brownlee 2011 Beginning of
on how their the year
students are Pre-K team Kindergarten
doing in their members DNC
new assessment
kindergarten results
classrooms
based on the 2010-2011
previous Beginning,
meeting with the Middle, and
kindergarten End of year
team. Pre-K DMC
assessment
results

Generated
Report from
2011

Share research Magan October 31, 2011-2012 Meeting Notes

project findings Brownlee 2011 Beginning of
with principal the year
and assistant Campus Math Kindergarten
principal of Specialist DNC
curriculum. assessment
results

2010-2011
Beginning,
Middle, and
End of year
Pre-K DMC
assessment
results

Generated
Report from
EDLD 5301 Research section EA1269
Magan Brownlee
2011

Week Three Assignment, Part 3 – Steps to Follow in Your Action Research Plan

As discussed previously, there are many how to conduct action research steps or strategies to
follow in developing your Action Research Plan. Some of the readings have already described
the action research process, and some have even provided illustrations demonstrating the
action research cycle.
One of the better and concise texts describing steps in action research* is your supplemental
text, Examining what we do to improve our schools: 8 steps from analysis to action by Sandra
Harris, Stacey Edmonson, and Julie Combs, (Eye on Education, 2010). We added this to the
course because we think it provides an excellent how to implement action research blueprint
that you may use for any school or professional improvement project. Here are the steps they
outline:
1. Examining the work: Setting the Foundation – in other words, identifying needs or
topics for action research and this may emerge from the Site Based Decision Making
Committee, or from needs like those identified in your intern plan.
2. Analyzing data – you have had many opportunities to do this, and you examined at
least 9 data gathering strategies from your text in Part 2 of this week’s assignments
3. Developing deeper understanding – these are additional data collection techniques,
as well as, examining qualitative data through active listening, focus groups, etc.
4. Engaging in Self-Reflection – this summarizes much of what you have been doing in
this course, and throughout the program, beginning with your many self-
assessments of leadership in EDLD 5311
5. Exploring Programmatic Patterns – This includes asking the appropriate questions,
identifying data patterns and gaps, and learning to address equity issues
6. Determining direction – Working collaboratively to address action research
questions, monitoring progress, and assessing achievement
7. Taking action for school improvement – Using appropriate steps or templates like the
SIP or PIP Plan of action to guide the action research
8. Sustaining improvement – Learning to use the tools of action research as an on-
going process for professional development and school improvement.
*Please see the Action Research Project Process Overview Example: Student Use of Cell
Phones in the Resource Section for a more detailed outline.
Using this outline, or the PIP/SIP template, review the steps, make any needed revisions and
submit your draft Action Research Plan. Be sure to also upload your Plan on your Action
Research Blog for others to view and share insights.
EDLD 5301 Research section EA1269
Magan Brownlee

Workspace
Complete Part 3 of this assignment below. The box will expand as you type.

Action Planning Template

Goal: To prepare our Pre-K students for their upcoming
year of Kindergarten by implementing the new DMC
curriculum. Meet or exceed the Pre-K SMART Goal of 90%
Pre-K students being able to count to 20 by the end of the
current school year.
Action Steps(s): Person(s) Timeline: Needed Evaluation
Responsible: Start/End Resources

Meet with Pre-K Pre-K team April 26, Pre-K Meeting notes
teachers to discuss 2011- teachers
the new DMC Magan October Personal
curriculum. Brownlee 2011 DMC for Pre- Journal
K curriculum

Campus Math
Coach

Gather Pre-K DMC Magan May 1, Pre-K DMC Assessment

assessment forms Brownlee 2011- June assessment form notes
for analysis. 3, 2011 forms
Campus Math
Specialist

Meet with Magan May 1, Conference Questionnaire

Kindergarten team Brownlee 2011-June Time
to discuss 3, 2011
Research Project Campus Math Kindergarten
topic. Gain insight Specialist Team
to what I should be
looking for in our Kindergarten questionnaire
current Pre-K Team
students.

Observe a Pre-K Magan May 1, Conference Notes from

DMC lesson. Brownlee 2011- June time observation
3, 2011
EDLD 5301 Research section EA1269
Magan Brownlee
Outline for a
DMC lesson
for note-taking

Observe a Magan May 1, Conference Notes from

Kindergarten Brownlee 2011- June time observation
DNC lesson. 3, 2011
Outline for a
DNC lesson
for note-taking

Meet with Magan May 1, Conference Meeting notes

Kindergarten Brownlee 2011- time
teachers to discuss October Personal
what mathematical Kindergarten 2011 Kindergarten Journal
concepts Pre-K team team
students should members
come to
Kindergarten with. Kindergarten
DNC
curriculum

Meet with Pre-K Magan May 1, Conference Meeting notes

team to discuss Brownlee 2011- time
what mathematical October
concepts the Pre-K team 2011 Pre-K DMC Personal
Kindergarten members curriculum Journal
teachers would like
to see in their Kindergarten
upcoming DNC
kindergarteners. curriculum

Notes from
previous
meeting with
Kindergarten
team.

Meet with Magan May 1, Conference Meeting notes

administration to Brownlee 2011- June Time
discuss the 1, 2011 Analysis of Personal
meeting notes from previous Journal
both the Pre-K and meeting notes
Kindergarten team Feedback from
EDLD 5301 Research section EA1269
Magan Brownlee
meetings. Discuss Administrative
any possible Team
miscommunications
or understandings.

Analyze completed Magan May 1, 2010-2011 Assessment

beginning and Brownlee 2011-May 9, Beginning and results
middle year Pre-K 2011 Middle year
DMC assessments Pre-K DMC
for 2010-2011. assessments

Meet with Pre-K Magan May 1, 2010-2011 Meeting Notes

team to discuss Brownlee 2011- Beginning and
how they use their October Middle year Personal
DMC beginning Pre-K team 2011 Pre-K DMC Journal for
and middle year members assessments reflection
assessments to
fuel their whole Campus Math Pre-K DMC
group lessons and Specialist lesson plan
interventions. template

Pre-K DMC
curriculum

Gather and analyze Magan May 24, 2010-2011 End of the year
end-of-year Pre-K Brownlee 2011 Beginning, DMC
DMC assessment middle, and assessments
data. Campus Math end of year
Specialist Pre-K DMC
assessment
scores

Pre-K 2010-
2011 SMART
Goal

Generate report Magan May 24, 2010-2011 Assessment

using assessment Brownlee 2011- May Beginning, Results
data. Report should 27, 2011 middle, and
first represent the end of year
whole pre-k student Pre-K DMC
body and then assessment
break into scores
EDLD 5301 Research section EA1269
Magan Brownlee
categories of
gender, ethnicity, Microsoft
and home office excel
language.
Student
information
pertaining to
the gender,
ethnicity, and
home
language of
each tested
Pre-K student.

Share report Magan May 30, Generated Meeting Notes

findings with Pre-K Brownlee 2011 Report
team. Personal
Pre-K team Journal
members

Share report Magan May 31, Generated Meeting Notes

findings with Brownlee 2011 Report
Kindergarten team Personal
so they may better Kindergarten Journal
prepare for next team
year. members

Meet with Magan October 27, 2011-2012 Meeting Notes

Kindergarten team Brownlee 2011 Beginning of
to discuss how the the year 2011-2012
returning Pre-K Kindergarten Kindergarten Beginning of
students (now team DNC the year
kindergarteners) members assessment Kindergarten
are doing in math results DNC
and in comparison Campus Math assessment
to other students Specialist 2010-2011 results
who did not attend Beginning,
Pre-K. Middle, and
End of year
Pre-K DMC
assessment
results
EDLD 5301 Research section EA1269
Magan Brownlee
Generated
Report from
2011

Share findings with Magan October 28, 2011-2012 Meeting Notes

Pre-K team on how Brownlee 2011 Beginning of
their students are the year Personal
doing in their new Pre-K team Kindergarten Journal
kindergarten members DNC
classrooms based assessment
on the previous results
meeting with the
kindergarten team. 2010-2011
Beginning,
Middle, and
End of year
Pre-K DMC
assessment
results

Generated
Report from
2011

Survey Pre-K and Magan November 2, Meeting Notes Survey results

Kindergarten team Brownlee 2011
on this research Research
project and how Findings
effective/beneficial
it was for them as Survey
teachers. Monkey

Share research Magan October 31, 2011-2012 Meeting Notes

project findings with Brownlee 2011 Beginning of
principal and the year Feedback from
assistant principal Campus Math Kindergarten principal and
of curriculum. Specialist DNC assistant
assessment principal of
results curriculum.

2010-2011
Beginning,
Middle, and
End of year
Pre-K DMC
EDLD 5301 Research section EA1269
Magan Brownlee
assessment
results

Generated
Report from
2011

Meet with my third Magan November 7, Conference Survey

grade team, Brownlee 2011 Time
discuss my Generated
findings, and Research ideas for future
brainstorm how we Project Report research
as a team could
use this process to Third Grade
better develop our Team
own students’
mathematical
concepts.
EDLD 5301 Research section EA1269
Magan Brownlee

Week Three Assignment, Part 4 – Sharing Your Action Research Plan, Progress,
Findings, and Recommendations
Read chapter 5 from the Dana text, The Travelogue: Sharing your work with others, pp. 135 –
169, and write a description of how you will share the progress and process of your action
research project, as well as discussing ways to disseminate your action research project
findings and recommendations. Be sure to include information on the four critical tasks you must
include in effectively sharing your action research project, see the Dana text, pp. 163 – 169.

Workspace

Complete Part 4 of this assignment below. The box will expand as you type.
Action research is only beneficial if it is shared. The last few steps of an action research project
involve making your inquiry public for others to read and grow from. (Dana, 2009)
The process and progress of my action research project will be shared through the use of many
outlets. These outlets include but are not limited to:
• Blog posts
• Oral presentations to staff
• Pre-K team meetings
• Kindergarten team meetings
• Administrative meetings
• Email
• PowerPoint Presentations using the “10/20/30 Rule of PowerPoint”
• Write Ups that will help me to clarify, empower, generate, and build a sense of
accomplishment.
• A summative brochure to be distributed throughout the school

I plan to provide background information to both the Pre-K team and Kindergarten team during
our initial meetings. I will explain my wonderings that led me to this action research topic. I will
express my gratitude for them allowing me to take up some of their time and granting me
permission to work with them, their data, and their students. At these meetings I will explain the
timeline and process we will be following. We will discuss my objectives, goals, and what my
evaluations will consist of.

I will share the design of my inquiry by reviewing with both the Pre-K and Kindergarten team my
action research project timeline. We will discuss how I will/could use the DMC and DNC
assessments for both grade levels to most effectively work for our purpose. All suggestions will
be taken very seriously to help build a more collaborative team environment. Getting the
teachers onboard with this project is extremely important to its success and the success of the
students. I will share with them my plans for collecting data on their current students through the
use of the DMC beginning, middle, and end-of-year assessments. I will explain what I am
EDLD 5301 Research section EA1269
Magan Brownlee
looking for, how I will perform my analysis, and who I will be discussing these results with.

I plan to state the progress of learning in our students as well as support these statements with
data during my meetings. I will accomplish this through the analysis of the Pre-K 2010-2011
DMC assessment results and the 2011-2012 beginning-of-the-year Kindergarten DNC
assessment results. I plan to use PowerPoint presentations, write ups, and a summative
brochure to celebrate our learning through this research and the learning of our future leaders.
In these communication efforts I will string together evidence that is based on data from my
research that supports my findings and argument.

I plan to provide concluding thoughts through my final meetings with Pre-K, Kindergarten, and
administration. During these meetings I hope to provide answers to previous questions and
concerns. These concluding thoughts should be positive and full of hope in our future. It is my
goal that these concluding thoughts will provoke the spread of inquiry throughout our school. I
hope that these concluding thoughts are not the conclusion to a topic that could be carried
throughout many years to come. These concluding thoughts will hopefully generate other ideas
for future action research topics across the school in hope to “begin the cycle of inquiry anew.” I
hope to throw that stone into the pool of stagnant water that is sometimes our professional
development and create ripples that will carry throughout the entire school a renewed
excitement of collaborative learning, (Dana, 2009, page 135)

Blog reflections
As noted above, please post your Action Research Plan on your blog, and make every effort to
read and review action research plans from at least two other blogs this week or by early next
week.

http://maganbrownlee.blogspot.com/