Through engagement with this activity, students will
- Explore questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.
- Summarize concepts of educational research as published in peer-reviewed journals, including quantitative, qualitative, mixed methods, and action research approaches, procedures, findings, and implications.
- Explain concepts and applications of educational research as they relate to classroom experiences and ones own scholarly line of inquiry and certificate field.
General Instructions
For Research Dialogue #3 (due 3/15):
- Read “” by Jones et al. (2020), taking notes about components of the article as you read.
Facilitator Instructions
To foster a community of scholarly practitioners, you will partner with a classmate to facilitate a Research Dialogue in a 1 hour synchronous (Zoom) meeting. The aim of the activity is to cultivate a scholarly approach to understanding how action research in the field can be used to name, frame, and solve complex problems of practice.
- Download and use the to guide a group discussion on a shared research article
- Here is a version for both facilitators and students to use as needed
- Review the Research Dialogue Rubric
- Submit your Research Dialogue Self-Assessment and Reflection here to this Canvas Assignment portal
Facilitator Commitment
As the facilitator of this discussion:
- Pay attention to group dynamics This includes body language, whos speaking and whos not, voice tone, and reactions between group members. Pay attention to the inclusion of all members and work to make sure everyones perspectives are heard. If needed, redirect the groups conversation or tone to one that is more supportive.
- Monitor the topic of conversation The workload of a doctoral student and other professional responsibilities can sometimes feel overwhelming. Although it is important to check in and express how we are feeling in the moment, the purpose of this dialogue is to focus on exploring research and connections course content in meaningful ways. Find ways to kindly redirect the conversation back to the goal of the exercise or the specific prompt when needed.
- Recognize when the group is stuck If the group gets stuck on answering a specific prompt, know when it might be beneficial to move on to a different prompt to guide the discussion.
- Keep a sense of humor Everyone is human and some of these concepts can be complex. You and your peers will often stumble, make mistakes, or be nervous to offer our perspectives or solutions out loud. Foster an environment in which you and your peers feel comfortable openly sharing and laughing with the group.
Ideas presented above were inspired by and adapted from the National School Reform Facultys protocol resources, especially Responsive Facilitation and Community Agreements.
Facilitator Self-Assessment & Reflection (Submit via Canvas)
**Only facilitators need to submit this self-assessment and reflection
Individually, submit a written response using the following guiding questions:
- Self-Assessment (1 paragraph)
- Were you prepared for guiding dialogue? What strategies did you use to prepare, or what strategies might you revise or adopt if you were to facilitate a Research Dialogue in the future?
- Review the Facilitator Commitment and discuss one commitment you thought you facilitated well as well as one element you think could use additional attention or work.
- Reflection (1 paragraph)
- Describe your main takeaway from engaging in this exercise as a facilitator.
- How do you see this experience helping you as a future scholarly practitioner?
Get this or a similar paper done in as fast as 4 hours, 24/7.
NB: We do not sell prewritten papers. All essays are written from scratch according to specific needs and instructions
Leave a Reply
You must be logged in to post a comment.