In Week 3, you continued discussing and identifying the cycle of Action Research and how research applies to ethics. This week you will look at how Action Research can have an impact on 21st century teaching and learning as well as create a visual representation on the different types research data collection.

Intellectual Elaboration

Thinkstock Image # 65341841 (Links to an external site.)

21st Century Teaching and Learning

It will help if before we discuss diversity if you reflect on your knowledge about 21st Century Teaching and Learning skills. Although Week 1focuses on 21st Century Skills, the other significant focus is on diversity in the school context. The overarching question for the week is: How do we apply these 21st Century Teaching and Learning Skills to assist diverse students?

After viewing the two videos recommended below, you will explain how 21st century teaching and learning skills are applicable to both teacher and student. While watching the videos, ask yourself what you already use in the classroom to support 21st century teaching and learning and what more you could do to ensure students are obtaining the skills they need for future learning. Review this video from Teknolojileri (2013) (Links to an external site.) discussing 21st century skills in approximately two minutes. Specifically, Teknolojileri discusses the skills of creativity, communication, collaboration, critical thinking, media literacy, information literacy, and problem solving for students, which are a part of the 21st century teaching and learning plan.

Next, review this approximately three minute video from Knowledge Delivery Systems (2013) (Links to an external site.) that explores the fundamentals of 21st Century Skills and what they mean to the practice of educators.

Diversity and Culturally Responsive Pedagogy

The contemporary classroom requires teachers to educate students from a variety of backgrounds, including culture, language, and learning abilities (Gollnick & Chinn, 2002). Therefore, as these increasing numbers of students from diverse backgrounds populate 21st century classrooms in the United States, the need for pedagogical appropriate lessons that are also culturally responsive is magnified. Culturally responsive and pedagogically appropriate lessons are important to create because when diverse students come together in a classroom, students’ thoughts expressed verbally, graphically or in writing reveal a wealth of information about each student’s thinking. Furthermore, through exposure to the diversity of classmates, students tend to expand their thinking skills and move away from linear thinking patterns toward thinking about their world and their learning outside of their culture and previous education experiences. On this point, view the George (2011) (Links to an external site.) video, which is about three minutes in length, discussing how innovation occurs when diverse minds collaborate. As you watch the video, think about 21st Century Teaching and Learning and consider: How has the school shown in the video, incorporated 21 Century Teaching and Learning to include diversity in the classroom and school? Consider sharing your thoughts on the video as part of your discussions responses this week or start a conversation in the Global Campus Café!

Next, consider how diversity, as it relates to balanced achievement, is a primary goal of every school. Yet, recall that diversity is only one aspect of a complex phenomenon. If we dive deeper into our learning of diversity, you will remember that culturally responsible pedagogy is a deeper aspect of learning and teaching with diverse student populations. Lynch (2011) describes culturally responsive pedagogy as a style of teaching that facilitates and supports the achievement of all students. In a culturally responsive classroom, effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement (Lynch, 2011, para. 3). Culturally responsive pedagogy comprises of three dimensions: (a) institutional, (b) personal, and (c) instructional. The institutional dimension reflects the administration and its policies and values. The personal and instructional dimension refers to the cognitive and emotional processes teachers must engage in to become culturally responsive (Ladson-Billings, 2012, p.65).

Research Methodologies: Qualitative and Quantitative Research

Research methodologies, like salt and pepper, or peanut butter and jelly, come in two distinct, recognizable, metaphorical flavors: Qualitative (Links to an external site.) and Quantitative. Each comes with its own ideas and philosophies, strengths and weaknesses, proponents and detractors, heroes and knaves. The purpose of this Guidance is to outline these two types of methodologies and provide links to additional information. Qualitative Research Qualitative research emerged in the last half of the 20th century as a counterpoint to quantitative methodologies. Qualitative research is:

· Non-Numeric—It is concerned with written description, rather numerical analysis;

· Inductive—Research questions emerge from the collected data;

· Social—It is concerned with people in social situations;

· Field Research Oriented—The research is conducted on-site, in the field where the social situation is taking place;

· Observational—Data is collected largely through observations of the actions of others;

· Participatory—The researcher is often a participant in the events he/she is observing/recording/researching; and

· Coded—Coding (Links to an external site.) is the chief analysis tool used by qualitative researchers.

Methods used by qualitative researchers include:

· Action Research —A “learning by doing” approach to research (O’Brien, 1998, para 3);

· Case Studies (Links to an external site.) —A focused study on a single case (individual or group) in a specific setting;

· Ethnographies —Often conducted by participant observers;

· Interviews (Links to an external site.) —Often seeks to find the story behind a particular set of experiences. Incidentally, interviews were at the center of my doctoral dissertation study.

In sum, then, Qualitative research has clear value in capturing human experience onsite/in the field, recording, coding, and analyzing that experience, and reporting it in interesting ways that enhance our understanding of the human condition. Quantitative Research Quantitative research emerged during the Scientific Revolution as a way to examine, observe, and analyze natural phenomena. Quantitative research is:

· Numeric—Data is collected in numerical form, and is analyzed using statistical means;

· Deductive—It begins with a particular point of view (hypothesis) and sets out to prove/disprove it.

· Classic—It mirrors the “Scientific Method.”

Methods used by quantitative researchers include:

· Correlations (Links to an external site.) —Examines relationships between two or more phenomena—See Type 6 in linked material (p. 3) for more information;

· Evaluations (Links to an external site.) —Seeks to make judgments about the value of particular events—See Type 8 in linked material (p. 3) for more information;

· Experiments (Links to an external site.) —Common in scientific research using group research design;

· Single-subject research (Links to an external site.) ---A research design commonly used in low-incidence populations and applied research

· Meta-Analysis —A research study of research studies—This seeks to draw a single set of conclusions through review and analysis of many similar research studies. A particularly good example for education is Hattie, 2011, Visible Learning.

· Surveys (Links to an external site.) —Probably the most common quantitative research method—Used in everything from market research to political poling.

Quantitative research analysis relies on Descriptive (Links to an external site.) and Inferential (Links to an external site.) statistical methods. In sum, then, Quantitative research has clear value in numerically and scientifically examining phenomenon that lead to ways that enhance our further understanding of the human condition.

Closing Remarks

When teachers are aware of diversity in the classroom and are culturally responsive, while incorporating 21st Century Skills into everyday curriculum, it creates a more effective and supporting learning environment for all students.

Assessment Guidance

This section includes additional specific assistance for excelling in the discussions for Week 4 beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week 4, contact your instructor before the due date.

Discussion 1: Diversity Through 21st – Century Teaching and Learning

This discussion provides you the opportunity to demonstrate your knowledge of 21st Century Learning as it relates to diverse student populations. In this discussion you will select three of the five prompts provided , and then discuss how the Framework for 21st century learning can be applied to each prompt using specific examples of the actions you would take to apply the framework.

Assignment: Visual Interpretation

This discussion is an opportunity for you to get creative by creating a visual representation of the different types of data collection tools that can be used in Action Research. Have fun with this assignment, get creative and use a digital tool that is new to you. This assignment is also an opportunity to work on your Week 6 Assignment, you will skim your Action Research report, chosen in Week 2, for the types of data used and describe in at least one page the different types of data chosen and report out on the findings.

References

Bloomfield, J., & Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses’ Association (JARNA), 22(2), 27–30. https://doi-org.proxy-library.ashford.edu/10.33235/jarna.22.2.27-30 m

California State University, Long Beach. (n.d.). Data collection strategies II: Qualitative research (Links to an external site.) . Retrieved from http://www.csulb.edu/~msaintg/ppa696/696quali.htm

Embury, D. C., Parenti, M., & Childers-McKee, C. (2020). A charge to educational action researchers. Action Research, 18(2), 127–135. https://doi-org.proxy-library.ashford.edu/10.1177/1476750320919189

Gay, G. 2003. The Importance of multicultural education. Educational Leadership, 61(4), 30-35.

Genzuk, M. (1999). A synthesis of ethnographic research (Links to an external site.) . Retrieved from http://www-bcf.usc.edu/~genzuk/Ethnographic_Research.html

George, J. ( 2011, May 11). Innovation through diversity. [Video file]. Retrieved from http://www.youtube.com/watch?v=FjrjiSecZv0&feature=youtu.be

Gollnick, D., & Chinn, P. (2002). Multicultural education in a pluralistic society. NJ: Pearson.

Hattie, J. (2011). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge

Heffner, C. (2016). Chapter 4: Single subject design (Links to an external site.) . Research Methods. FL: AllPsych. Retrieved from http://allpsych.com/researchmethods/singlesubjectdesign/

Hess, K., Carlock, D., Jones, B., & Walkup, J. (2009). What exactly do “fewer, clearer, and higher standards” really look like n the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments. Retrieved from http://www.sde.idaho.gov/site/common/webinars/Cognitive%20Rigor%20Matrix%20Article_Hess,%20Carlock,%20Jones,%20and%20Walkup.pd

Ismail, M. (2005). Quantitative research methodology (Links to an external site.) . Scribd. Retrieved from http://www.scribd.com/doc/98295/Quantitative-Research-Methodology

Johnson, R., & Christiansen, L. (2007). Table 14.1: Strengths and weaknesses of quantitative research (Links to an external site.) . University of South Alabama. Retrieved from http://www.southalabama.edu/coe/bset/johnson/oh_master/Ch14/Tab14-01.pdf

Johnson, R., & Christiansen, L. (2007.). Table 14.2: Strengths and weaknesses of qualitative research (Links to an external site.) . University of South Alabama. Retrieved from http://www.southalabama.edu/coe/bset/johnson/oh_master/Ch14/Tab14-02.pdf

Knowledge Delivery Systems (2013, June 5). 21st century skills: Rethinking how students learn. [Video file]. Retrieved from http://www.youtube.com/watch?v=qMG5dvhEzyo

Kozol, J. 2012. Savage inequalities: Children in America's schools (Reprint ed.). Portland, OR: Broadway Books.

Ladson-Billings, G. (2012). The dreamkeepers. San Francisco: Jossey-Bass.

Lynch, M. (2011, December). What is cultural responsive pedagogy? Retrieved from http://www.huffingtonpost.com/matthew-lynch-edd/culturally-responsive-pedagogy_b_1147364.html

Boslaugh, S. E. . M. (2019). Meta-Analysis. Salem Press Encyclopedia. http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=ers&AN=89677588&site=eds-live&scope=site

O'Brien, R. (1998). An overview of the methodological approach of Action Research. University of Toronto. Retrieved from http://www.web.ca/robrien/papers/arfinal.html

O’Shaughnessy, K., McDonald, C., Maher, H., and Dobie, A. (2002, Fall). Who, what, when, and where of writing rituals. The Quarterly 24 (4)

Proud to be Green. (2011, March 9). Using the scientific method while going green (Links to an external site.) . Retrieved from http://proud2bgreen.wordpress.com/2011/03/09/year-to-year-energy-usage-comparison/

Reardon, S. F. (2013). "The widening income achievement gap". Educational Leadership, (8): 10-16.

Ryan, M. (2009). Making visible the coding process: Using qualitative data software in a post-structural study (Links to an external site.) . Issues In Educational Research,19(2). Retrieved from http://www.iier.org.au/iier19/ryan.html

Teknolojileri, B. (2013, May). 21st century skills (Links to an external site.) [Video file]. Retrieved from http://www.youtube.com/watch?v=qwJIhZcAd0I

Trochim, W. (2006). Descriptive statistics (Links to an external site.) . Research Methods Knowledge Base. Retrieved from http://www.socialresearchmethods.net/kb/statdesc.php

Trochim, W. (2006). Inferential statistics (Links to an external site.) . Research Methods Knowledge Base. Retrieved from http://www.socialresearchmethods.net/kb/statinf.php

Trochim, W. (2006). Survey research (Links to an external site.) . Research Methods Knowledge Base. Retrieved from http://www.socialresearchmethods.net/kb/survey.php

Valenzuela, D., & Shrivastava, P. (n.d.). Interview as a method for qualitative research (Links to an external site.) [Presentation slides]. Retrieved from http://www.public.asu.edu/~kroel/www500/Interview%20Fri.pdf

Writing@CSU. (n.d.). Case studies (Links to an external site.) . Colorado State University. Retrieved from http://writing.colostate.edu/guides/guide.cfm?guideid=60