Action Research Formal Presentation of Findings
This Final Project is designed to report what you have learned and to apply the information obtained from your action research in its entirety including the proposal, observations, data collection, analysis, sharing, and feedback acquired through collaboration with your peers. As a scholarly practitioner, you have had the opportunity to continue your exploration of action research principles and implement your intervention/innovation in the setting of your choice.
To clarify, the planned action research intervention or innovation will occur in the approved setting while you are enrolled in EDU675. You will again submit the Informed Consent form during Week One of EDU675, verifying approval to conduct their AR intervention/innovation. The available settings for your research are limited depending on your personal situation:
• Employed in a classroom setting:
• Employed in a non-classroom setting:
• Not employed:
As you have learned, the rationale of this type of research is to discover evidence that examines perceived problems in a given setting. Recall, the purpose of action research is to improve practice or to implement change for the purpose of professional development. Mills (2018) states “. . . educational change that enhances the lives of children is a main goal of action research. But action research can also enhance the lives of professionals” (p.13). Furthermore, action research is the process of telling the story of your research journey. This final project is your opportunity to tell the story of your research experience in the Masters of Arts in Education (MAED) Program.
Writing the Final Project
Construct your final project to meet the content and written communication expectations below.
• Introduction (1 point): Create a one-to-two paragraph introduction that provides a succinct overview of the scope and organization of the assignment.
• Context (2 points): In one-to-two paragraphs, explain what the reader must know about the organization/school setting to enrich their understanding of the intervention/innovation. (e.g., details about the organization/school, staff, number and type of learners/employees, programs, ages, locale, and any other pertinent details regarding the specific content of the project).
• Literature Review (3 points): In two-to-three pages, summarize the literature related to the problem using 4-5 scholarly resources including a brief historical overview and that expands the introduction and presents the current research published about the problem.
• Area of Focus Statement (1 point): In one-to-two sentences, discuss the issues that were addressed, how they emerged, and the goal of your research.
• Research Questions (1 point): State one-to-three questions addressed by the research in list format.
• Intervention/Innovation Description (3 points): In one page, describe the intervention applied for your action research study including comments on the type of adjustments you may have had to make to the intervention.
• Data Collection Strategies (2 points): In one-to-two pages, describe the data obtained through the observations using charts, diagrams, or other visual depictions of your data to supplement the description.
• Outcome Analysis (2 points): In one-to-two pages, explain the conclusions of the data analysis addressing the specific strategies that were successful, which strategies did not work as well as was anticipated, and how the strategies support the research questions.
• Learning Themes (2 points): In one-to-two pages, reflect on the research themes, including the unintended/unexpected outcomes, what worked well, what worked less well, and any process you would conduct differently.
• Action Plan (3 points): In one-to-two pages, explain the anticipated steps that are necessary to continue with this change initiative and the leadership strategies needed to implement them action plan.
• Conclusion (2 points): In two-to-three paragraphs, summarize the major outcome and analysis of the project including the gaps that were uncovered providing insight into the relationship between the topic of the literature review and your overall findings.
Written Communication Expectations
• Page Requirement (.5 points): 18- pages, not including title and references pages.
• APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
• Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
• Source Requirement (.5 points): References five scholarly sources in addition to the course textbook, providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.
Buczynski, S., & Hansen, C. B. (2014). The change leader in education: Roles and strategies in the differentiated environment [Electronic version]. Retrieved from https://content.ashford.edu/
Mills, G.E. (2018). Action research: A guide for the teacher (6th ed.). Boston, MA: Pearson Education, Inc.
Total Possible Score: 24.00
Distinguished – Effectively creates an introduction that provides a succinct overview of the scope and organization of the assignment. The introduction is one to two paragraphs in length.
Distinguished – Effectively and thoroughly explains what the reader must know about the organization/school setting to enrich their understanding of the intervention/innovation. The explanation is one to two paragraphs in length.
Distinguished – Effectively and thoroughly summarizes the literature related to the problem using four to five scholarly resources, includes a brief historical overview, expands the introduction, and presents the current research published about the problem. The summary is two to three pages in length.
Area of Focus Statement
Distinguished – Effectively and thoroughly discusses the issues that were addressed, how they emerged, and the goal of the research. The discussion is one to two sentences in length.
Distinguished – Effectively and clearly states one to three questions addressed by the research in list format.
Distinguished – Effectively and thoroughly describes the intervention/innovation applied for the action research study including a description of the type of adjustments that may have had to be made to the intervention/innovation. The description is one page in length.
Data Collection Strategies
Distinguished – Effectively and thoroughly describes the data obtained through observations using charts, diagrams, or other visual depictions of the data to supplement the description. The description is one to two pages in length.
Distinguished – Effectively and thoroughly explains the conclusions of the data analysis, addresses the specific strategies that were successful, which strategies did not work as well as what was anticipated, and how the strategies support the research questions. The explanation is one to two pages in length.
Distinguished – Effectively and thoroughly reflects on the research themes, includes the unintended/unexpected outcomes, what worked well, what did not work, and any process one would conduct differently. The reflection is one to two pages in length.
Distinguished – Effectively and thoroughly explains the anticipated steps necessary to continue with this change initiative and the leadership strategies needed to implement the action plan. The explanation is one to two pages in length.
Distinguished – Effectively summarizes the major outcome and analysis of the project, includes the gaps that were uncovered, and provides insight into the relationship between the topic of the literature review and the overall findings. The summary is two to three paragraphs in length.
Written Communication: Control of Syntax and Mechanics
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Written Communication: APA Formatting
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Written Communication: Page Requirement
Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.
Written Communication: Resource Requirement
Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.