• Reflection on the Class
• Class Syllabus
• Activities
• Textbook
• Extra Content
• Grades

<

>

Reflection on the class:

• EDCS 812: Principles of Action Research Syllabus
  • Module #1
  • Discussion #1
  • Module #2
  • Discussion #2
  • Module #3
  • Discussion #3
  • Module #4​
  • Discussion #4
  • Module #1.2
  • Discussion #1.2
  • Prospectus Rubric
  • Prospectus Structure

• Module 1 Discussion
  • VoiceThread Video 1
• Module 2 Discussion
• Module 3 Discussion
  • O'Malley Pop Introduction
• Module 4 Discussion
• Module 1.2 Discussion
  • Video 1.2​​
• Graphic Review of a Dissertation in Practice (DiP)
• Prospectus
  • Rubric
• Reflective Journal Entry #1
• Reflective Journal Entry #2
• Reflective Journal Entry #3

Supplemental Texts:

• Dansereau, D. R., & Wyman, B. M. (2020). A child-directed music curriculum in the Montessori classroom: Results of a critical participatory action research study. Journal of Montessori Research, 6(1), 19–32
  
• Keane, G., & Heinz, M. (2019). Differentiated homework: Impact on student engagement. Journal of Practitioner Research, 4(2), Article 1.
  
• Leu, G. S. (2020). My life the way I see it: Reconstructing minoritized youth with disabilities as critical thinkers. Journal of Adolescent & Adult Literacy, 64(2), 181–190.
  
• Schoolcraft, N. (2018). Student and teacher perceptions of stability balls as alternative seating in a first grade classroom. The Journal of Teacher Action Research, 4(3), 90–111.
  
• Zimmer, W. K., & Keiper, P. (2021). Redesigning curriculum at the higher education level: Challenges and successes within a sport management program. Educational Action Research, 29(2), 276–291.
  
• Belzer, A., & Ryan, S. (2013). Defining the problem of practice dissertation: Where’s the practice, what’s the problem? Planning & Changing, 44(3/4), 195–207.
  
• Ma, V. W., Dana, N. F., Adams, A., & Kennedy, B. L. (2018). Understanding the Problem of Practice: An analysis of professional practice EdD dissertations. Impacting Education, 3(1), 13–22.
  
• Dana, N. F. (2013). Digging deeper into action research: A teacher inquirer's field guide. Corwin.
  
• Rust, F. O., & Meyers, E. (2003). How we do action research. In E. Meyers & F. O. Rust (Eds.), Taking action with teacher research (pp. 1–16). Heinemann.
  
• Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your 'house.' Administrative Issues Journal: Connecting Education, Practice, and Research, 4(2), 12–26.
  
• ​Dana, N. F. (2015). Understanding inquiry as stance: Illustration and analysis of one teacher researcher's work. LEARNing Landscapes, 8(2), 161–171.