Standard One Compendium 4 – RA1.1 Use of Research

Grambling State University Standard One Compendium 4

RA1.1 Use of Research

Alignment to National Standard: CAEP Standard RA1 - The provider ensures that candidates for professional specialties develop an understanding of the critical concepts and principles of their discipline and facilitates candidates’ reflection of their personal biases to increase their understanding and practice of equity, diversity, and inclusion. The provider is intentional in the development of their curriculum for candidates to demonstrate their ability to effectively work with diverse P-12 students and their families.

CAEP RA1.1 Candidates for advanced preparation demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and develop opportunities for all P-12 are enhanced through use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies.

How Alignment is assured: The Assessment Coordinator in consultation with Program/Discipline Chairs, aligns the evaluation measures and assessment tasks with CAEP, InTASC, and appropriate Technology Standards. The Assessment Coordinator maintains alignments and adherence to multiple Louisiana state laws and policy regulations. All Standards have been maintained utilizing Watermark – Taskstream. This standards database is maintained by the Assessment Coordinator so that alignments can accommodate updates to standards, program competencies, courses, or assessments.

Evidence Overview

Use of Assessment as Part of the Quality Assurance System: This assessment is to document that candidates have developed a basic knowledge of the principles of research, and have used them to develop an action research proposal that addresses specific needs or concerns in their classrooms. Those research skills can be used to address future concerns for classrooms, or schools, and can lead to possible knowledge production as well as critical analysis of current research.

Details of Assessment Administration: This assessment is administered to candidates in both the Master of Education Curriculum & Instruction and Master of Education in Special Education program. It is the key assessment of the course ED 549 Introduction to the Techniques of Research. Candidates are expected to examine their classrooms and identify an issue or area of concern pertaining to their field of study that they can research the professional literature and develop an action research project to address that issue or concern.

How the Evaluation is used to Measure Candidate Progress: Candidates who do not successfully demonstrate competency in the development of the action research proposal by meeting the target with a score of 3.0 will work with the course instructor to develop strategies for improvement. Candidates may be provided an additional opportunity to re-submit the assessment.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard One Compendium 4

RA1.1 Use of Research

Evidence and Analysis

This is a core course that is required in both the M.Ed. in Curriculum and Instruction-Reading, and the M.Ed. in Special Education programs. The data evidence will be presented by program.

Directions Delivered to the Candidate: Your Action Research Proposal will involve putting all of the pieces that you have been working on throughout the semester together. These include:

1. The choice of case study and rationale;

2. The integrated literature review;

3. The proposed methodology, and

4. The bibliography.

All of it is to be in APA format using APA manual 7th edition (or no earlier than the 6th ed). It must be submitted in Taskstream by the date given at 11:50 pm CST. The rubric and components are attached to this document. Please clearly label your sections and use the APA format for labeling. Remember that this is an action proposal, and you may find that you may have to make minor adjustments to your methodology, add other references to your literature review, or even change your focus based on the literacy needs (Candidates in the M.Ed. Reading) or academic and/or behavioral needs (Candidates in the M.Ed. in Special Education) of your student(s) of interest Your proposal will demonstrate that you are: 1. knowledgeable about the major theories, and evidence-based strategies of the reading concept that you have focused on (ILA 1.1) (CEC 1); 2. able to use foundational knowledge and research to design or augment literacy curriculum to meet the diverse needs of learners who may be struggling with literacy and present a plan to implement those evidence-based strategies in small groups or with individual students (ILA 2.1) (CEC 1, 2, 5, 6); and 3. can propose and analyze preliminary and summative assessments to be used to guide your direction for formulating a research question, sample selection and methodology (ILA 3.1)(CEC 4) to develop an action research proposal that may use mixed methods (quantitative and qualitative methods as appropriate).

Candidates are expected to average “effective proficient” across the rubric with no areas of “Ineffective”. Candidates who do not meet this overall rating will be given one (1) opportunity to redo the proposal and correct the deficiencies before moving forward.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard One Compendium 4

RA1.1 Use of Research

Evaluation Instrument:

ED 549 Introduction to Techniques of Research Action Research Proposal CAEP RA1.1

Novice Effective: Emerging Effective: Proficient Highly Effective

Academic Honesty may include use of electronic detection Programs (e.g., Turnitin, etc.)

Candidate presented work that was Plagiarized (resulting in an automatic “F”)

Appropriateness of interest and treatment. Candidate’s research question pertains to his/her/their classroom

The candidate presents a research question, interest or treatment that is inappropriate for age/grade of students of interest

The candidate presents a research question, that is appropriate for age/grade of typical students of interest

Candidate presented work that is original

Bibliographic citations (use of APA style) and use of current research)

Candidate’s bibliography is missing or incomplete

Candidate’s bibliography is included but contains errors in style OR research is outdated

The candidate presents a research question, that is developmentally appropriate for age/grade of students and presents a rationale for the students’ specific needs

Candidate’s bibliography is complete and in APA style. The candidate may still have minor errors in citations in the body of the work; however the selected research is current unless the topic is new or rarely researched

The candidate presents a research question, that is developmentally, and culturally appropriate for age/grade of students and presents a rationale for the students’ specific needs with a focus on future needs

Candidate’s citations in the work and bibliography are complete and in APA style. The research is current (w/in 10 years) unless topic is very new or very rarely research ed

Bibliographic research choices demonstrate knowledge of the major theoretical, legal, conceptual and evidence-based components and relationships to other aspects of literacy or special education (according to candidate’s M.Ed. program focus) across the P-12 spectrum

Candidate choices of literature are haphazard or do not reflect the candidate’s current research topic, OR the candidate’s choices of literature do not reflect the theories, concepts or evidence-based practices of the national or state associations

Candidate choices of literature for review list the major theories, and evidence-based components of reading or special education and how they affect reading or the needs of students with ELN according to the candidate’s grade level(s) and focus

Candidate choices of literature for review demonstrate knowledge and comprehension of the major theories, legal, conceptual and evidence-based components of reading or the subject according to candidate’s research question and how they develop from foundational skills to mastery across grade levels

Candidate choices of literature for review demonstrate knowledge, comprehension and application of the major theories, legal, conceptual and evidence-based components of reading OR special educa tion topics pertaining to academic and/or behavioral needs. Reviews promote development from foundational skills to mastery according to candidate’s program, research question, and grade levels

Candidate research question, rationale and literature reviewed for the proposal demonstrates that candidates use foundational

Candidate’s research question, rationale and literature reviewed for the action research do not reflect

Candidate’s research question, rationale and literature reviewed for the action research plan reflects candidate’s attention to selection,

Candidate’s research question, rationale and literature reviewed for the action research plan reflects candidate’s attention to selection,

Candidate’s research question, rationale and literature reviewed for the action research plan reflects candidate’s attention to selection,

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard One Compendium 4

RA1.1 Use of Research

ED 549 Introduction to Techniques of Research Action Research Proposal CAEP RA1.1

knowledge in the literature and research to design, select, critique, adapt, and evaluate evidence- based strategies for: literacy (M.Ed Reading) curricula or academic/behavioral (M.Ed Special Education) that meet more of the the needs of the learners in the classroom, and supplement, state and/or national Curriculum

Standards

ILA 2.1, CEC 2, 1

In the Methodology section, candidates use the evidence-based research found in the literature review to select, design, or adapt literacy curricula (Reading) or academic/behavioral needs (Special education) to meet the needs of classroom, small group or individual learners, comprising there action research sample demonstrating an applicability of methodology to PK-12 educational needs

ILA 2.1, CEC 5

Candidate includes feasible plans for collecting Pretest/Posttest data related to the research question involves identification of appropriate assessment measures, discusses the Administration of formal and informal assessments and how the data will be interpreted.

ILA 3.1, CEC 4

Style and format of Study following APA guidelines for designing action

current research, theories or meet the needs of diverse learners critique, adaptation and evaluation of evidence-based literacy curricula that is general to needs of most learners

critique, adaptation and evaluation of evidence-based literacy, academic or behavioral curricula

It is specific to the observed curricular needs of learners in the classroom, especially those who are culturally, or ability level diverse

critique, adaptation and evaluation of evidence-based literacy curricula

It is specific to the observed curricular needs of learners in the classroom, especially those who are diverse, through language, ethnicity, economic, experience/ability

Candidate methodology section is missing

Candidate submits a proposed Methodology section that is incomplete but reflects the evidencebased research cited in the literature review, and demonstrates the ability to select literacy, other academic or behavioral curricula curricula to meet the needs of classroom, small group or individual learners who may be struggling and is appropriate to the candidate’s M.Ed. focus

Candidate submits a proposed Methodology section that reflects the evidence-based research cited in the literature review, and demonstrates the ability to select, design, or adapt literacy, other academic or behavioral curricula to meet the needs of classroom, small group or individual learners who may be struggling and is appropriate to the candidate’s M.Ed. focus

Candidate does not provide plans for pretest and post test data collection related to the subject are provided

Candidate includes feasible plans for collecting pretest data related to the research question is included. Plans involve identification of appropriate formal assessment measures, Discusses the administration of these assessments.

Candidate includes feasible plans for collecting pretest and posttest data related to the research question are included. Plans involve identification of appropriate formal assessment measures, Discusses the administration of these assessments and how the data will be interpreted.

Candidate includes feasible plans for collecting pretest and posttest data related to the research question are included. Plans involve i dentification of appropriate formal and informal assessment Measures, discusses the administration of these assessments and how the data will be interpreted.

The candidate did not follow APA guidelines for designing an action

The candidate follows APA guidelines for designing an action research

The candidate follows APA guidelines for designing an action research

The candidate follows APA guidelines for designing an action research

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard One Compendium 4

RA1.1 Use of Research

ED 549 Introduction to Techniques of Research Action Research Proposal CAEP RA1.1

research proposal using quantitative, qualitative, or mixed methods including research question, literature review, proposed methodology and

bibliography

CEC 1

Human Subjects training through www.citiprogram.org

CEC 1

research proposal that includes design features of a ny of the following: quantitative, OR qualitative, OR mixed methods, with respect to rationale, literature review, bibliography

proposal that includes design features of any of the following: quantitative, OR qualitative, OR mixed methods, with respect to rationale, and bibliography

proposal that includes design features of any of the following: quantitative, OR qualitative, OR mixed methods, with respect to rationale, literature review, bibliography

proposal that includes design features of any of the following: quantitative, OR qualitative, OR mixed methods, with respect to rationale, literature review, bibliography AND includes a proposed methodology

Written and/or oral communication competence

Candidate did not start the required modules Candidate started the required two (2) modules, but neither was completed

The candidate’s submission contains errors in written and/or oral assignments making the proposed project incoherent and incomprehensible

Candidate completed one of the two (2) modules and attached the certificate

The candidate’s submission contains errors in written assignments that affect the coherence of the project but overall, it is understandable.

Candidate completed both required modules, and attached the certificates, indicating that candidate has passed Human Subjects training

The candidate’s submission is coherent throughout. It is readable and understandable.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard One Compendium 4

RA1.1 Use of Research

Assurance of Reliability and Validity: To determine the reliability of EPP-created assessments, program leads and faculty (SMEs) participate in training and calibration exercises to make sure that evaluators are using and interpreting rubrics in a consistent manner, which is necessary to ensure inter-rater reliability regarding the consistency of evaluating candidate performance on assessments. Faculty members are also occasionally chosen to take part in a formal inter-rater reliability study. The same pre-selected work sample from a course is scored individually for this study by other members of the faculty. Percent Agreement is calculated using the scores of the faculty members to evaluate the amount of inter-rater reliability. GSU seeks 80% or higher agreement.

To determine the content validity of EPP-created assessments, GSU uses a panel of subject matter experts (SMEs) to determine how well the elements included within the assessment align with the intended outcomes. Using the Lawshe Method (recommended by CAEP), SMEs are provided with a copy of the assessment’s directions and rubric. They are then asked to determine if each element is essential, useful but not essential, or not necessary.

Presentation of Data: The following data documents the advanced candidates’ performance on the Research Proposal. The data will present the candidate data in the M.Ed. in Curriculum & Instruction-Reading first, then the candidate data in the M.Ed. in Special Education-Mild/Moderate second.

Bibliographic research choices using electronic databases demonstrate knowledge of the major theoretical, legal, conceptual and evidence- based components and relationships to other aspects of literacy or special education (according to candidate’s M.Ed. program focus) across the P-12 spectrum. ILA 1.1, CEC 1, 5

Candidate research question, rationale and literature reviewed for the proposal demonstrates that candidates use foundational knowledge in the literature and research to design, select, critique, adapt, and evaluate evidence- based strategies for: literacy (M.Ed Reading) curricula or academic/behavioral (M.Ed Special Education) that meet more of the the needs of the learners in the classroom, and supplement, state and/or national Curriculum Standards. ILA 2.1, CEC 2, 1

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution

"College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Master of Curriculum & Instruction – Reading

Grambling State University Standard One Compendium 4 RA1.1 Use of Research

In the Methodology section, candidates use the evidence- based research found in the literature review to select, design, or adapt literacy curricula (Reading) or academic/behavioral needs (Special education) to meet the needs of classroom, small group or individual learners, comprising the action research sample demonstrating an applicability of methodology to PK-12 educational needs

ILA 2.1, CEC 5

Candidate includes feasible plans for collecting Pretest/Posttest data related to the research questio n involves identification of appropriate assessment measures, discusses the administration of formal and informal assessments and how the data will be interpreted. ILA 3.1, CEC 4

Style and format of Study following APA guidelines for designing action research proposal using quantitative, qualitative, or mixed methods including research question, literature review, proposed methodology and bibliography

his/her/their

research choices using electronic databases demonstrate knowledge of the major theoretical, legal, conceptual and evidence- based components and relationships to other aspects of literacy or special education (according to candidate’s M.Ed. program focus) across the P-12 spectrum. ILA 1.1, CEC 1, 5

Candidate research question, rationale and literature reviewed for the proposal demonstrates that candidates use foundational knowledge in the literature and research to design, select, critique, adapt, and evaluate evidence- based strategies for: literacy (M.Ed Reading) curricula or academic/behavioral (M.Ed Special Education) that meet more of the the needs of the learners in the classroom, and supplement, state and/or national Curriculum Standards. ILA 2.1, CEC 2, 1

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard One Compendium 4 RA1.1 Use

of Research

In the Methodology section, candidates use the evidence- based research found in the literature review to select, design, or adapt literacy curricula (Reading) or academic/behavioral needs (Special education) to meet the needs of classroom, small group or individual learners, comprising the action research sample demonstrating an applicability of methodology to PK-12 educational needs ILA 2.1, CEC 5

Candidate includes feasible plans for collecting Pretest/Posttest data related to the research question involves identification of appropriate assessment measures, discusses the administration of formal and informal assessments and how the data will be interpreted. ILA 3.1, CEC 4

Style and format of Study following APA guidelines for designing action research proposal using quantitative, qualitative, or mixed methods including research question, literature review, proposed methodology and bibliography CEC

Bibliographic research choices using electronic databases demonstrate knowledge of the major theoretical, legal, conceptual and evidence -based components and relationships to other aspects of literacy or special education (according to candidate’s M.Ed. program focus) across the P-12 spectrum. ILA 1.1, CEC 1, 5

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard One Compendium 4 RA1.1 Use

of Research

Candidate research question, rationale and literature reviewed for the proposal demonstrates that candidates use foundational knowledge in the literature and research to design, select, critique, adapt, and evaluate evidence-based strategies for: literacy (M.Ed Reading) curricula or academic/behavioral (M.Ed Special Education) that meet more of the the needs of the learners in the classroom, and supplement, state and/or national Curriculum Standards. ILA 2.1, CEC 2, 1

In the Methodology section, candidates use the evidence- based research found in the literature review to select, design, or adapt literacy curricula (Reading) or academic/behavioral needs (Special education) to meet the needs of classroom, small group or individual learners, comprising the action research sample demonstrating an applicability of methodology to PK-12 educational needs ILA 2.1, CEC 5

Candidate includes feasible plans for collecting Pretest/Posttest data related to the research question involves identification of appropriate assessment measures, discusses the administration of formal and informal assessments and how the data will be interpreted. ILA 3.1, CEC 4

Style and format of Study following APA guidelines for designing action research proposal using quantitative, qualitative, or mixed methods including research question, literature review, proposed methodology and bibliography CEC

using

databases demonstrate knowledge of the major theoretical, legal, conceptual and evidence -based components and relationships to other aspects of literacy or special education (according to candidate ’s M.Ed. program focus) across the P-12 spectrum.

1.1, CEC 1, 5

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard One Compendium 4

RA1.1 Use of Research

Master of Special Education

Candidate research question, rationale and literature reviewed for the proposal demonstrates that candidates use foundational knowledge in the literature and research to design, select, critique, adapt, and evaluate evidence-based strategies for: literacy (M.Ed Reading) curricula or academic/behavioral (M.Ed Special Education) that meet more of the the needs of the learners in the classroom, and supplement, state and/or national Curriculum Standards. ILA 2.1, CEC 2, 1

In the Methodology section, candidates use the evidence- based research found in the literature review to select, design, or adapt literacy curricula (Reading) or academic/behavioral needs (Special education) to meet the needs of classroom, small group or individual learners, comprising the action research sample demonstrating an applicability of methodology to PK-12 educational needs ILA 2.1, CEC 5

Candidate includes feasible plans for collecting Pretest/Posttest data related to the research question involves identification of appropriate assessment measures, discusses the administration of formal and informal assessments and how the data will be interpreted. ILA 3.1, CEC 4

Style and format of Study following APA guidelines for designing action research proposal using quantitative, qualitative, or mixed methods including research question, literature review, proposed methodology and bibliography CEC 1

Analysis and Interpretation:

This course with its key assessment occurs early in the candidate’s course sequence in order to provide them with a platform for understanding research methods, research design and critically matching issues or trends in their classrooms to current professional literature. It also requires them to complete Human Subjects training through www.citiprogram.org to gain knowledge and a professional disposition of ethical research As noted through the cycles of data, candidates can identify areas that they want to research to effectively address the needs of their students. The candidates create proposals for action research projects that they will implement in the next class in the sequence. The data for both Curriculum & Instruction -Reading, and Special Education – Mild/Moderate candidates demonstrates that they can provide a rationale and search appropriate literature. Where candidates completed the proposals, their weakest areas were in the use of the APA formatting for both citations, creating a feasible methodology, and bibliography.

We noted that several candidates failed to complete the proposal. Candidates who have started, but not finished can receive a grade of “Incomplete” to allow up to a year to complete the proposal then implement it to receive the passing grade. One candidate receiving an “Incomplete” because s/he was affected by a major hurricane that destroyed parts of his/her city and had to relocate but was able to complete the proposal and implement it in the following semester.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard One Compendium

RA1.1 Use of Research

4

Two recent candidates also received the “Incomplete” but are working to complete the proposal. The expectation is that candidates who complete the proposal and implement the project can then choose to complete a thesis if desired, or use the skills learned in their schools to create educational settings that may be more responsive, inclusive, supportive and equitable to the needs of students.

Continuous Improvement

Focus Area(s):

1. More emphasis is needed on the APA format of research proposals including citing within the body of the proposal and building the short literature review.

2. Determining why some advanced candidates are able to complete the proposal in one semester, and others struggle.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.