After reading the 3 articles, write a 5-7 page paper, not including the title page, reference page, and appendix (if applicable) on the required sections noted below. Please be sure to follow APA 6th edition standards and view the sample paper and APA resources in the important information forum for formatting support. The Accountability in Educational Research Paper is due by Midnight on Sunday, December 17, 2017.
Litchka, P. R. (2007). No leader left behind: Planning to prepare effective educational leaders in this era of accountability. Educational Planning, 16(2), 44-52.
Lund, J., & Shanklin, J. (2011). The impact of accountability on student performance in a secondary physical education badminton unit. Physical Educator, 68(4), 210- 220.
Winch, C. (2001). Accountability and relevance in educational research. Journal of Philosophy of Education, 35(3), 443-459.
In your Accountability in Educational Research Paper please include the following:
A summary of the pertinent information discussed in the three articles, how it relates to each other, and how it’s different. What did you learn from reading these articles and how does it apply to accountability in education? (CACREP SC I1)
What is the significance of research in education? (CACREP IIG 8 a)
How does research advance education? (CACREP IIG 8a)
What are problems, issues, and/or limitations related to research in education? (CACREP SC I1)
How can research findings inform change, provide accountability, and produce evidence-based practice in education? (CACREP IIG 8e, SC I5)
M.Ed. School Counseling Rubric
BEGINNING
LEVEL
1
DEVELOPING
LEVEL
2
ACCOMPLISHED
LEVEL
3
EXEMPLARY
LEVEL
4
Evaluation of Research
CACREP SC I1
20%
Does not demonstrate ability to critically evaluate research relevant to the practice of school counseling. Summary is incomplete or presents misinformation.
Demonstrates limited ability to critically evaluate research relevant to the practice of school counseling. Summary is partially complete and only includes review of two articles.
Demonstrates above average ability to critically evaluate research relevant to the practice of school counseling. Summary from all three articles is accurate.
Demonstrates superior ability to critically evaluate research relevant to the practice of school counseling. Synthesizes information from all three articles clearly, concisely and accurately.
Importance of Research
CACREP IIG 8a
20%
Demonstrates little understanding of the importance of research in advancing the counseling profession. Provides no examples of the significance of research in education and how research is used to improve counseling effectiveness.
Demonstrates general understanding of the importance of research in advancing the counseling profession. Provides few examples of the significance of research in education and how research is used to improve counseling effectiveness.
Demonstrates above average understanding of importance of research in advancing the counseling profession. Provides some examples of the significance of research in education and how research is used to improve counseling effectiveness.
Demonstrates superior understanding of the importance of research in advancing the counseling profession. Provides several examples of the significance of research in education and how research is used to improve counseling effectiveness.
Problems/
Limitations
CACREP SC I1
20%
Does not provide information on strengths and weaknesses of educational research.
Summarizes a few strengths and weaknesses of educational research.
Summarizes some strengths and weaknesses of educational research.
Summarizes several strengths and weaknesses of educational research.
Inform Evidence-based practice and inform change
CACREP IIG 8e; SC I5
20%
Does not demonstrate ability to draw accurate conclusions from research to inform evidence-based practice and inform change.
Demonstrates beginning ability to draw accurate conclusions from research to inform evidence-based practice and inform change.
Demonstrates average ability to draw accurate conclusions from research to inform evidence-based practice and inform change.
Demonstrates exceptional ability to draw accurate conclusions from research to inform evidence-based practice and inform change.
Grammar, Language Mechanics and Writing
10%
Paper contains instances of colloquial, non-professional writing and/or grammatical and spelling errors sufficient to detract from communication of ideas.
Paper contains some instances of colloquial, non-professional writing, is moderately lacking in organization, and contains a moderate number of grammatical and spelling errors.
Paper is written in a professional style, is well-organized using headings and sub-headings to guide the reader, and contains only minor and infrequent grammatical and spelling errors.
Paper is written in a professional style, is well-organized using headings and sub-headings to guide the reader, and is free of grammatical and spelling errors.
APA Style and Formatting
10%
There are major errors in overall APA style and in-text and reference list citations formatting. Assignment reveals formatting errors and a lack of organization. Learner presents an incomplete attempt to provide linkages or explanation of key terms.
There are a moderate number of errors in overall APA style and in-text and reference list citation formatting. Learner uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.
Overall APA style is accurate, but minor errors exist in in-text and reference list citation formatting. Learner demonstrates a good skill level in formatting and organizing material in assignment. Learner presents an above average level of preparedness, with few formatting errors.
Document is presented in accurate APA style. In-text citations are used where needed and formatted appropriately. Reference list is provided with all items in accurate APA format. Overall format of assignment includes well- developed paragraphs and conclusion. Finished assignment demonstrates student’s ability to
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