Action Research Essays and Research Papers

Instructions for Action Research College Essay Examples

Title: The Purpose of this action research is to determine to what extent Tier 2 intervention using oral reading strategies will increase oral reading fluency in 2nd grade students

  • Total Pages: 12
  • Words: 4792
  • References:8
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Action Research Project

I have completed most of this project, therefore I would like you to proofread and edit (whatever you can). However, I need a one-page abstract, 5 page FINDINGS, 5 page DISCUSSION, and edit my references or add references, if needed. Most of my references are a bit old, but this was a project I started a while back. I will send you what I have completed so far on my research project and the following is the suggested format and the length of each section. Thank you.

Title Page
One-Page Abstract
Chapter 1: Introduction
The Problem- 2 to 3 pages developing the need to know
Purpose Statement- 1 to 2 paragraphs in length; specific to the study
Importance of the Study- 1 to 2 paragraphs on why this study is important to the Researcher/teacher; meant o be
This Chapter is the scholarly portion of the project in which the researcher completes a thorough but not
exhaustive review of relevant and current literature for the study. It needs to tell a story by being organized in a coherent and logical fashion. 6-8 pages in length.
Chapter 3: METHODOLOGY- describes the population, sample, and how data was collected. 4-6 pages in length .
Chapter4: FINDINGS
5 to 7 pages in which significant findings are reported using quantitative/and or qualitative data
Chapter 5: DISCUSSION- how does the data and literature converge
Recommendations and Implications- reflection on what it means to the researcher/teacher in terms of whre does he/she go from here 5 to 7 pages

There are faxes for this order.

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Abram, S. (nd) The Effects of Fluency Instruction Incorporating Readers Theatre on Oral Reading Fluency in an Eighth-Grade Classroom. Retrieved from:

Anderson, R., Hiebert, E., Scott, J & Wilkinson, I. (1985). Becoming a Nation of Readers, Urbana, IL: The Center for the Study of Reading.

Cooper, D. (2000). Literacy: Understanding Literacy Learning and Constructing Meaning. Massachusetts: Houghton Muffin Company.

Fluency (nd) National Institutes of Health. Chapter 3. Retrieved from:

Heath, J. (2008) Improving Oral Reading Fluency in Elementary Students of American Indian Heritage with Learning Disabilities Using the Repeated Readings Method. ProQuest. Retrieved from:

I've DIBEL'd Now What? Next Edition (2012): Designing Targeted Interventions with DIBELS Next Data.

Lesgold, A.M., & Curtis, M.E. (1981). Learning to Read Words Efficiently. Hillsdale, NJ: Lawerence Erlbaum.

Pan, M. (nd) Harnessing the Power of Technology to Improve Reading Fluency and Comprehension. Retrieved from:

Perfetti, C. (1985). Reading Ability. New York: Oxford University Press .

Reading Today. (2000). What the Panel Really said -- and didn't say. Aug/Sep Vol. 18 Issue 1 p8, 1p.

Roland H. Good, III, PhD and Ruth A. Kaminski, PhD. (2006). Dynamic Indicators of Basic Early Literacy Skills.

Van Der Stuyf, R. (2002) Scaffolding as a Teaching Strategy. 17 Nov. 2002. Retrieved from:

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Title: Investigate what is known about the use of technology to increase English vocabulary in English Language Learner students

  • Total Pages: 7
  • Words: 2448
  • Works Cited:8
  • Citation Style: APA
  • Document Type: Research Paper
Essay Instructions: Action research Project Literature Study
Value: 40%
Due date: 27-Aug-2011
Return date: 12-Sep-2011
Length: 2000 words not including bibliography

Assessment item 1b requires you to undertake the following:

Formal Review of Literature

* Based upon your action research preliminary plan in Assignment 1a, research and examine published research studies and journal articles on your topic (at least 7-8 scholarly articles);
* Extrapolate the types of variables that other researchers have used when studying topics similar to your own;
* Report the perspectives of each author(s)
* Consider the following questions: What did the literature say about my topic? What main ideas emerged in the literature? To what extent do these ideas pertain to my local situation? What variables should I derive from these studies for my Action Research Project?

MY TOPIC-Research Question: Does the incorporation of the use of technology in the classroom help English Language Learner students improve their English vocabulary?


Assessment Item 1b will provide students with the opportunity to:

* Read, assess and evaluate the findings of authors of research studies, journal articles and books as they pertain to your Action Research topic;
* Analyze the variables of published researcher and educational practitioners that inform understanding of your Action Research topic and research question; and
* Determine the variables that will inform your Action Research Project.

Marking criteria

Assessment Item 1b should:

* Outline and discuss the published findings of researchers in at least 7-8 scholarly research studies, journal articles and/or books focusing on a personal topic of investigation as proposed in the student’s preliminary Action Research Plan.
* Identify variables of interest to your action research project.
* Apply ideas that emerge from the literature to your Action Research project.
* Demonstrate the ability to reflect on your chosen research question.

Written Assessment Marking Criteria Assessment Item 1b

Literature studies are assessed according to marking criteria. In this subject you will be assessed according to the following 'Written Assessment Marking Criteria'. It is recommended you familiarize yourself with these criteria before you begin writing your essay for Assessment item 1b.

General criteria for allocation of grades

Failure Essay has one or more of the following shortcomings not compensated by other strengths:
[ ] fails to address this issue/s or addressed it/them only marginally
[ ] is considerably shorter than the required minimum length
[ ] lacks coherence or structure and has serious deficiencies in the quality of the writing
[ ] shows misunderstanding or little understanding of the basic theoretical issues and/or their implications for professional practice
[ ] relates to the subject on a simple, essentially anecdotal level, demonstrating little reading or little capacity to apply concepts to practice or experience and to draw conclusions from that practice
[ ] substandard through a lack of appropriate content, poverty of argument, poor presentation, inadequate length or a combination of these

Pass [ ] basically addresses the title and of appropriate length according to course regulations
[ ] includes a bibliography
[ ] is coherent and structured and of an acceptable standard of literacy
[ ] demonstrates a basic understanding of the issues and a capacity to relate them to practice/experience/context
[ ] shows evidence of basic reading relevant to the topic
[ ] demonstrates a sound understanding of the issues and a capacity to relate them or apply them to experience and practice
[ ] shows evidence of wider reading and some independent selection of sources
[ ] shows evidence of a capacity to be critical, evaluative or to make judgments
[ ] demonstrates a comprehensive understanding of the issues and a capacity to relate them to a wider context
[ ] shows evidence of wide independent reading and/or investigation
High Distinction Furthermore:
[ ] shows evidence of initiative and some originality or ingenuity in the approach to or execution of the essay
Source: Adapted from Athanasou, J. (1997). Introduction to educational testing. Wentworth Falls, NSW: Social Science Press.

Some possible studies to use if you would like (I don't have the full references, sorry):

Kang and Dennis, 1995)

(Yip and Kwan, 2006)

(Hoyt, 2005)

(Herrell and Jordan, 2008)

(Cummins, 2000)

(Barratt-Pugh and Sinclair, 1994)

(Forth and Morrison, 1991)

(Liaw, 1997)

Please let me know if you need any other information. Thank you kindly,

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Works Cited:


Black, R. (2009). English Language Learners, Fan Communities and 21st Century Skills. Journal of Adolescent and Adult Literacy. 52 (8), 668 -- 697.

Freeman, B. (2008). Creating a Middle School Mathematics Curriculum. Remedial and Special Education. 29 (1), 9 -- 19.

Lopez, O. (2010). The Digital Learning Classroom. Computers and Education. 54 (4), 901 -- 915.

Moore, S. (2009). Uses of Technology in the Instruction of Adult English Language Learners. Centers for Applied Linguistics. 1 -- 4.

Rodriguez, C. (2008). Computer Based Instruction. Proceedings of Society for Information Technology & Teacher Education International Conference 2008. 2423 -- 2426.

Schmid, E. (2008). Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom. Computers and Education. 51 (4), 1553 -- 1568.

Solozario, R. (2008). High Stakes Testing. Review of Educational Research. 78 (2), 260 -- 329.

Zimmerman, S. (2009). Investigating Teachers' Use of Technology with English Language. Proceedings of Society for Information Technology & Teacher Education International Conference 2009. 3356 -- 3362.

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Title: Women at work what causes lack of respect in the workplace

  • Total Pages: 34
  • Words: 11362
  • Bibliography:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Action research paper.Table of contents.Introduction.Statement of problem.Methodology &Methods. Questionaire(10 people-5men-5women)Interviews. Ethical issues.Results & findings.General Findings:answers to the research questions.Reondations & Conclusions.Appendix. Bibliography.Last chapter to include a section for reflection-ments on the research process and,explanation of what I have learned while doing research.Research project must have practical impacton an organization.Purely academic studies are not acceptable. Need to establish measurable objectives.This action research project is the final ponent in my degree program. Title-Women at Work:What causes lack respecttowards women in the workplace.--- Per final instruction statement :paper has description of the problem, literature review; a description of the intervention and evaluation plan,summary of the results:conclusions,reondations:and a discussion detailing what onelearned from the Action research process. Please contact me any time with any questions. E-Mail: Thanks

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Last chapter to include a section for reflection-comments on the research process and, explanation of what I have learned while doing research. Research project must have practical impact on an organization. Purely academic studies are not acceptable. Need to establish measurable objectives.

This action research project is the final component in my degree program.

Women at Work: What causes lack respect towards women in the workplace.

New York Times, March 26, 1911, p. 1.

Do you consider yourself successful?

What kind of workplace environment makes you feel the most comfortable?

To what extent has your work experience met these expectations or failed to meet them?

How likely are you and have you been in the past to search for a better job or one that better meets your expectations?

What is important to you when choosing a place of work? To what extent is compensation as an incentive mitigated by other factors such as workplace environment and relationships with your peers?

Do you see yourself as a member of a team with certain unspoken loyalties to your employer, or do you see yourself as a contractor exchanging a service for compensation?

To what extent do you see women/men in your workplace reflecting your views?

Do you think that women and men have different social and lifestyle needs that are reflected in the jobs that they take and the manner in which they work?

What do you think when the respective sexes take on job positions not thought of as characteristic, and do the women/men that you know that function in such a capacity possess what you would deem atypical personalities?

Have you witnessed sexual tension playing a role in office politics?

Have you seen special consideration given to employees due to their sex, and if so, how has this affected your work and working relationships?

Do you believe that men and women think differently or that gender identities are a social construct?

If you do think that men and women think differently, how have you seen this reflected in their conduct in the workplace?

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Title: Professional dress of teachers affecting student behavior in the middle school

  • Total Pages: 7
  • Words: 2198
  • Sources:3
  • Citation Style: APA
  • Document Type: Research Paper
Essay Instructions: Action research paper: a statement of the problem or research question (which is how professional dress of the teacher affects the students behavior in middle school) , a description of the data to be gathered, analysis of the data, conclusion drawn from the data, and the recommendations based on the data collected.

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Bryant, L.E. (2003). Becoming a better teacher: Learning from our mistakes. Communication Studies, 54(2), 130.

Carr, D. (2000). Professionalism and ethics in teaching. London: Routledge.

Cooper, P.M. (2003). Effective white teachers of black children: Teaching within a Community. Journal of Teacher Education, 54(5), 413.

Diez, M.E. (2007). Looking back and moving forward: Three tensions in the teacher dispositions discourse. Journal of Teacher Education, 58(5), 388.

Neal, L.V., Mccray, a.D., Webb-Johnson, G. & Bridgest, S.T. (2003). The effects of African-American movement styles on teachers' perceptions and reactions. Journal of Special Education, 37(1), 49.

Morris, T.L., Gorham, J., Cohen, S.H., & Huffman, D. (1996). Fashion in the classroom: Effects of attire on student perceptions of instructors in college classes. Communication Education, 36, 1-12.

Powell, R.G. & Caseau, D. (2004). Classroom communication and diversity: Enhancing institutional practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Roach, D.D. (1997). Effects of graduate teaching assistant attire on student learning, misbehaviors, and ratings of instruction. Communication Quarterly, 45, 125-141 in Powell & Caseau at 10-11.

Scherer, M. (1999). A better beginning: Supporting and mentoring new teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

Senne, T.A. (2002). Transition to teaching: Putting your best foot forward. JOPERD -- the Journal of Physical Education, Recreation & Dance, 73(2), 46.

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