[Solved] Revised chapter 3

Assignment Prompt & Instructions

**files (2)**

– ## Feedbackchapter3.pdf

– annotated-CHAPTER3DATACOLLECTIONPLAN.docx.pdf

**## Feedbackchapter3.pdf**

Darlene,

Congratulations on completing a full draft of this chapter! You have the majority of your capstone
drafted now, and that is something to pause and celebrate.

As usual, I have left you some feedback throughout the sections of the chapter. The major issue
is that too many parts of the actual study remain undecided. Your chapter identifies action
research as the design, but the action-research cycle itself is not yet defined. You state that the
number and sequence of cycles will be determined later. Likewise, the school setting remains
generic, participant groups “might” include a teacher and students, the sample size is
undetermined, you have not selected between interviews and focus groups, the observation
instrument has not been finalized, and the number and length of observations remain open.
These decisions need to be made before Chapter 3 can be approved.

The action-research issue is especially important. Your current procedures describe a strong
qualitative investigation of existing practice, but they do not yet clearly show what action will be
taken to improve or refine practice and how that action will be examined through an iterative
cycle. If action research remains the design, make that cycle visible throughout Research
Design, Procedures, Data Collection, and Data Synthesis.

You also need to clarify how evidence for the three dimensions of engagement will be
generated. Behavioral engagement can be documented through observable classroom
behavior, but emotional and cognitive engagement should not be inferred confidently from
outward reactions alone. Your own draft later recognizes this limitation. Use observations
primarily for behavior and context, and participant accounts or other appropriate evidence for
students' emotional and cognitive experiences.

Because students are minors, finalize the practical ethical procedures as well. In particular,
explain what happens during classroom observation when some students or families decline
research participation. Students who remain in a classroom may still be visible to the
researcher, but participation in instruction is not consent to participate in research. The final
protocol must explain how information about nonparticipants will be excluded. These areas do
not need more content.

Let's focus this revision on providing the missing details so that we can look at the full picture of
all of the nuts and bolts of what you are designing. From there we can then dive deeper into
clarity, coherence, and polish

**annotated-CHAPTER3DATACOLLECTIONPLAN.docx.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-chapter3datacollectionplan-docx-pdf)

**annotated-CHAPTER3DATACOLLECTIONPLAN.docx.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-chapter3datacollectionplan-docx-pdf)

**## Feedbackchapter3.pdf**

Darlene,

Congratulations on completing a full draft of this chapter! You have the majority of your capstone
drafted now, and that is something to pause and celebrate.

As usual, I have left you some feedback throughout the sections of the chapter. The major issue
is that too many parts of the actual study remain undecided. Your chapter identifies action
research as the design, but the action-research cycle itself is not yet defined. You state that the
number and sequence of cycles will be determined later. Likewise, the school setting remains
generic, participant groups “might” include a teacher and students, the sample size is
undetermined, you have not selected between interviews and focus groups, the observation
instrument has not been finalized, and the number and length of observations remain open.
These decisions need to be made before Chapter 3 can be approved.

The action-research issue is especially important. Your current procedures describe a strong
qualitative investigation of existing practice, but they do not yet clearly show what action will be
taken to improve or refine practice and how that action will be examined through an iterative
cycle. If action research remains the design, make that cycle visible throughout Research
Design, Procedures, Data Collection, and Data Synthesis.

You also need to clarify how evidence for the three dimensions of engagement will be
generated. Behavioral engagement can be documented through observable classroom
behavior, but emotional and cognitive engagement should not be inferred confidently from
outward reactions alone. Your own draft later recognizes this limitation. Use observations
primarily for behavior and context, and participant accounts or other appropriate evidence for
students' emotional and cognitive experiences.

Because students are minors, finalize the practical ethical procedures as well. In particular,
explain what happens during classroom observation when some students or families decline
research participation. Students who remain in a classroom may still be visible to the
researcher, but participation in instruction is not consent to participate in research. The final
protocol must explain how information about nonparticipants will be excluded. These areas do
not need more content.

Let's focus this revision on providing the missing details so that we can look at the full picture of
all of the nuts and bolts of what you are designing. From there we can then dive deeper into
clarity, coherence, and polish

**annotated-CHAPTER3DATACOLLECTIONPLAN.docx.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-chapter3datacollectionplan-docx-pdf)

**## Feedbackchapter3.pdf**

Darlene,

Congratulations on completing a full draft of this chapter! You have the majority of your capstone
drafted now, and that is something to pause and celebrate.

As usual, I have left you some feedback throughout the sections of the chapter. The major issue
is that too many parts of the actual study remain undecided. Your chapter identifies action
research as the design, but the action-research cycle itself is not yet defined. You state that the
number and sequence of cycles will be determined later. Likewise, the school setting remains
generic, participant groups “might” include a teacher and students, the sample size is
undetermined, you have not selected between interviews and focus groups, the observation
instrument has not been finalized, and the number and length of observations remain open.
These decisions need to be made before Chapter 3 can be approved.

The action-research issue is especially important. Your current procedures describe a strong
qualitative investigation of existing practice, but they do not yet clearly show what action will be
taken to improve or refine practice and how that action will be examined through an iterative
cycle. If action research remains the design, make that cycle visible throughout Research
Design, Procedures, Data Collection, and Data Synthesis.

You also need to clarify how evidence for the three dimensions of engagement will be
generated. Behavioral engagement can be documented through observable classroom
behavior, but emotional and cognitive engagement should not be inferred confidently from
outward reactions alone. Your own draft later recognizes this limitation. Use observations
primarily for behavior and context, and participant accounts or other appropriate evidence for
students' emotional and cognitive experiences.

Because students are minors, finalize the practical ethical procedures as well. In particular,
explain what happens during classroom observation when some students or families decline
research participation. Students who remain in a classroom may still be visible to the
researcher, but participation in instruction is not consent to participate in research. The final
protocol must explain how information about nonparticipants will be excluded. These areas do
not need more content.

Let's focus this revision on providing the missing details so that we can look at the full picture of
all of the nuts and bolts of what you are designing. From there we can then dive deeper into
clarity, coherence, and polish

**annotated-CHAPTER3DATACOLLECTIONPLAN.docx.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-chapter3datacollectionplan-docx-pdf)