Finding Nemo? No, Finding Research
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
The perfect number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Finding Nemo? No, Finding Research
This assignment measures your ability to assess the quality of various sources of information, distinguish peer-reviewed sources, and evaluate their credibility for use in academic research. This assessment also supports your achievement of Course Learning Outcome 1.
In this assignment, you will be critically evaluating the quality and credibility of various sources of information. More specifically, you will continue exploring the Ashford University Library to locate both primary and secondary sources of information appropriate for academic research that relate to the topic you identified in this week’s discussion posting.
Instructions
First, you will conduct a scholarly search using the keywords “action research” and your chosen topic from Week One Discussion: Topic Selection (such as testing and assessment, educational standards, educational technology, literacy strategies, culturally and linguistically diverse students, safe classroom environments, disability research in general, AD/HD, autism, emotional/behavioral disturbance, intellectual disabilities or learning disabilities, etc.) and the grade level of your current or future professional goal. Your search should be conducted using a scholarly search option, such as Google (Links to an external site.)Links to an external site., B ing (Links to an external site.)Links to an external site., Yahoo (Links to an external site.)Links to an external site., or any other major search engine. For example, “action research and AD/HD and first grade.” Be sure to take the time to inform yourself about sound research sources including the use of peer reviews as listed in the recommended and required resources for the week.
Then, using the same keywords you used to search the Web, you will conduct a search in the Ashford University Library using one of the academic databases (ERIC, ProQuest, EBSCOhost, and so forth) and create a table such as the one below using Microsoft Word. Finally, you will select two sources from either table that you feel are the best overall based on currency, credibility, authority, and academic integrity and construct a summary. For each article in your tables, use the following format:
APA Reference Entry
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. http://dx.doi.org/xx.xxx/yyyyy
Source Type
(e.g., journal article, magazine article, book, and so forth)
Annotation
(e.g., two to three sentences summarizing the contents of the source)
Written Communication:
Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the following guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your instructor using the Ask Your Instructor discussion before the due date.
In your paper,
- Web Search (3 points): Construct a table that includes a 6th edition APA-formatted citation, source type, and a two- to three-sentence annotation for five scholarly sources gathered from an open web search.
- Library Search (3 points): Construct a table that includes a 6th edition APA-formatted reference entry, source type, and a two- to three-sentence annotation for five scholarly sources gathered from a library search.
- Learning (2.5 points): In a paragraph, explain what you learned through this process of selecting articles and what was most informative for you about this experience.
The Finding Nemo? No, Finding Research Assignment
- Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
- Must include a separate title page with the following:
- Title of Finding Nemo? No, Finding Research
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must use at least five scholarly sources in addition to the course text.
- Must document all sources in APA style as outlined in the Ashford Writing Center.
- Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Next Steps: Review and Submit the Assignment
- Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.
Recommendation:
The MAED and MASE programs provide the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout your respective programs, you will have various assessments that can be included in this e-portfolio, and these will be finalized in the final capstone course, Capstone 2: Culminating Project, EDU696. You may select this assignment and subsequent coursework to include as work samples. Therefore, it is strongly encouraged you save your coursework on a flash-drive (e.g., a USB removable drive) or store in a cloud-based option such as Dropbox, Google Drive, or other similar applications.
Success Tip: Be mindful of the Week Six Final Project. The Week Six project involves conducting a peer review of an action research proposal. Preparation for this assignment must begin early to make certain you are planning ahead and saving your work. Review the full instructions for the Week Six assignment for specific information.
Finding Nemo? No, Finding Research
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: The student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly address the relevant content; failing to identify or inaccurately explain key concepts or ideas; ignoring or incorrectly explaining key points or claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not fully explaining the relevant content; identifying some of the key concepts or ideas, though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims or points, but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates a solid understanding of the relevant material by correctly addressing most of the relevant content, identifying and explaining most of the key concepts and ideas, using correct terminology, explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates an exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content, identifying and explaining all of the key concepts and ideas, using correct terminology, explaining the reasoning behind key points and claims, and substantiating, as necessary or useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of sources (worth a maximum of 20% of the total points) |
Zero points: The student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out of 20 points: Sources are seldom cited to support statements, and/or the format of the citations is not recognized as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable The student fails to provide an adequate synthesis of the research collected for the paper. |
10 out of 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. There are frequent errors in the APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors in the formation of the references and citations. And/or there is a significant use of highly questionable sources. |
15 out of 20 points: Credible scholarly sources are used effectively to support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in references and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to provide compelling evidence to support claims and are clearly and fairly represented. The APA 6th Edition format is used accurately and consistently. The student uses references above the maximum required in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: The student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas or points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or there are numerous grammatical, spelling, and punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering, and/or repetitive; poor organization; and/or some grammatical, spelling, and punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation; and logical organization; and the essay is error-free. |
Structure of the Paper (worth 10% of total points) |
Zero points: The student failed to submit the final paper. |
3 points out of 10: The student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: The appearance of the final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. The font size might not conform to size requirements. The student also significantly writes too much or too little paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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