8113 Wk5 Review Capstone Examples

8113 Week 5- Discussion Assignment Task Part 2

· Return to the Discussion, and review your colleagues’ posts. Respond to at least two classmates with a substantive, positive comment that is supported from literature or the class readings. Provide at least 2 full paragraphs for each response.

Colleague #1 Response -Katrina Horace

After a review of this weeks resources, I found Single's (2010) definition of scholarly reading to be profound and extremely helpful. According to Single (2010), the goals of scholarly reading are to get an understanding of the reading, then to prepare yourself with tools and the foundation to be able to add to a scholarly conversation (pp. 55). As a result, I was able to read the dissertation written by Lyle with a different perspective. Likewise, the dissertation checklist provided insight in which to analyze the work.

Explain whether you think this draft meets checklist and Rubric standards.

According to the checklist, a dissertation must state the problem, provide evidence that the problem is relevant, frame the problem and then address gaps in practice. I found that Lyle did meet all the standards as required on the checklist. The problem is identified in the first sentence. However, I am finding that I prefer as a scholar to have the problem stated clearlyand concisely. I felt that Lyle's approach wasn't as clear. Moving forward, the scholar provided evidence that the problem is relevant. She referenced multiple sources and used that information to frame the problem. However cited resources during this section referred to scholarly work ranging from 1996-2006. Therefore references cited should have not dated further than 2005. Lastly, Lyle also addressed gaps in practice building up to how her study would be able to narrow gaps in practice.

Justify for your evaluation

Lyle (2010) identified the problem of districts struggling to align curriculum to state standards and then using the alignment to address AYP (pp.14). Next, she describes how the Jacob's Model may not be an effective source. Thereby needing teacher collaboration and ultimately a culture shift within schools and districts(pp. 14). Finally in regards to framing and addressing the gaps, Lyle (2010) discussed how her study would provide insight by looking into the impact of Jacob's Model on leadership roles for teachers and administrators (pp.14). Specifically, looking at the impact from the perception of school leaders.

References:

Lyle, V. (2010). Teacher and Administrator Perceptions of Administrative Responsibilities for Implementing the Jacobs Model of Curriculum Mapping. ScholarWorks.

Single, P. B. (2010). Demystifying dissertation writing: A streamlined process from choice of topic to final text. Sterling, VA: Stylus Publishing.

Colleague #2 Response –Lua Shanks

In her 2010 dissertation, Teacher and Administrator Perceptions of Administrative Responsibilities for Implementing the Jacobs Model of Curriculum Mapping, Valerie Lyle Articulates the problem statement well enough to meet the requirements of the rubrics in the EdD Dissertation Checklist for quantitative studies. Additionally, the scholar theorizes that the Jacobs model of curriculum mapping is not a quick solution for aligning curricula with national standards for tracking Adequate Yearly Progress (Lyle, 2010). In doing so, Lyle outlines a meaningful gap in practice and in current academic discourse.The author refers to numerous academic works from renowned authors to support her argument.The author provides proof of unanimity about the issue between researchers such as Hale, Fullan, Jellison, Marzano, and Senge (Lyle, 2010). These scholars contend that universal reform is not possible using the strategies that form the basis of the Jacobs model of curriculum mapping. The authors argue that large-scale reform in educational curricula is difficult because of the resistance of educational stakeholders to uphold and implement the basic tenets of the model.

Nonetheless, Lyle’s dissertation problem statement does not adequately meet some of the requirements of the rubrics in the EdD Dissertation Checklist for quantitative studies. For instance, the author includes some works that date back more than five years before the completion of the research. This weakness is the only major flaw that can be associated with the problem statement in the work (Butin, 2010). However, despite this single major weakness, the problem statement adequately states and points to the gaps in research that the dissertation that the scholar attempted to address. Therefore, with minor tweaks to the resources used in the document, many peer reviewers would find that the dissertation meets the minimum requirements outlined in the EdD Dissertation Checklist for quantitative studies

References

Butin, D. W. (2010). The education dissertation: A guide for practitioner scholars. Thousand Oaks, CA: Corwin.

Lyle, V. (2010). Teacher and administrator perceptions of administrative responsibilities for implementing the Jacobs model of curriculum mapping (Doctoral dissertation). Retrieved from http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1022&context=dilley