Download Conley EDD607 Case #4

Running head: ACTION AND EVALUATION RESEARCH
Action and Evaluation Research: Data Collection and Analysis: Case #4
EDD 607 Advanced Applied Research
Nivel Conley
Trident International University
Dr. Lint
June 6, 2021,
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Running head: ACTION AND EVALUATION RESEARCH
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Case Assignment
Introduction
According to the reauthorization of the Higher Education Opportunity Act of 2008
(P.L. 110-315) ranks inclusive postsecondary instructional prospects with an importance on
students accessing academic, social, and advancing in employment experiences. However, in
this legislation, inclusion is ambiguously clear and left to postsecondary academic institutes
to build within their program model (Love and Mock, 2019, p. 44). Discrimination due to the
disabled population, including a significant gap in representation between traditional and
non-traditional students presides in higher education institutions across the U.S. All of these
underlining factors result in unequal access to employment opportunities, and social
integration.
Research Design Focus
The purpose for this peer-reviewed journal article was to reveal the sociocultural
interpretation using students voices to strengthen experiences in addition to understanding the
origins over time. The specific problem is in rural communities, not-for-profit disability
agencies incline to establish employment prospects for people with Intellectual Disabled
(ID), due to lack of fiscal and human resources, thus forcing agency personnel to limit
individualized programming that offer more work experiences. This Action Participatory
Research is focused on a real-world issue. Scholars, Love and Mock (2019) presented the
action participatory research method involving communication with 6, Intellectual Disabled
students, enrolled in 2 rural setting postsecondary instutions. First: Think College Vermont
and second Think College Wyoming through participatory action research, students
collectively exposed their understandings on the challenges and opportunities faced in a rural
setting. Action researcher is particularly objective in addressing problematic issues that
always define the research should clearly reflect their own distinct principles.
Running head: ACTION AND EVALUATION RESEARCH
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Researcher Description
The researchers of the APR study included a lead researcher that assisted as an
external advisor on inclusive PSE, for the program staff previous to the study. The researcher
had no previous association with the student subjects participating in the study. All of the
primary and secondary researchers worked effectively with the ID students: to develop a
fresh approach to increase the working class within the academic setting for those interested
in gaining programming employment opportunities. According to Creswell (2018) Action
research reflects neither of the premises that selective individuals with years of experience,
hired by colleges, research companies, or government agencies can conduct research, nor that
such research requires no precise reasoning.
Informational Sources
Love and Mock (2019) recommended that the dialogue to develop descriptive themes
form multiple perspectives. The lead researcher provided multiple interview techniques (i.e.,
telephone surveys, focus groups, electronic surveys) to guarantee participant answers were
collected and appropriately understood. Correspondingly, Paiewonsky (2011) “presented
multiple interview techniques (i.e., video responses, focus groups, and individual interviews)
and provided opportunities for students’ participation in the data Love and Mock 45 analysis
method by requesting them to disclose developing themes in their videos” (as cited by Love
and Mock, 2019, p. 45). The Action research plan that was designed with solidity and
strategic systematic data collection practices particularly important to uncover the major
problems viewing students’ college experiences.
Running head: ACTION AND EVALUATION RESEARCH
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Actions Addressed explain reasoning
Created on the data collected from the student focus group, video presentation,
student-led video projects, and discussions completed at the community forum, program
staff-initiated action on the following items: “(a) increasing vocational preparation and paid
employment experiences, (b) diversifying the recruitment of paid peer mentors, and (c)
increasing access to campus facilities throughout the college day.” (Love and Mock, 2019, p.
50). Most noteworthy for this study was the first approval to increase vocational preparation
and paid employment experiences that sparked the utmost momentum and success for
students. Program staff endorsements prevailed in numerous ways. First, a strategic plan was
implemented to assess and improve vocational preparation for students in the program.
As a result, each college program focused efforts on tailoring employment
possibilities for students on the campus and in the community. The program included paid
employment goals on transition plans for most students. Additionally, the program improved
the multiplicity of peer guides for the students in the PSE program. Finally, staff executed a
project-based program to intensify individuality on the campus and occasions to include more
college students. The action plans aligned with the research questions, the goals, and the
student perceptions that arose with thematic results proving the direct course needed to
implement positive change that would increase student relations.
Knowledge Accumulated
The APR, build my expertise skill set to research deeper, and uncover additional
problems that action researchers often deem challenging in working with disabled
populations in higher education instutions studies. It more than just following the political
documentation that legally binds what special educations, leaders, and staff can or cannot
base on individual decision-making power protocols.
Running head: ACTION AND EVALUATION RESEARCH
The best interest of all concerned stakeholders is an important qualitative approach for all
disabled students to be supported and promoted. It should be the belief of the researcher to
not only use collaborative effective efforts but also notice the break throughs that deem new
growth. Without laws, principles, and theoretical perspectives from those affected obstacles
will remain ineffective.
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Running head: ACTION AND EVALUATION RESEARCH
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References:
Creswell, J. W. (2018). Research design: A qualitative, quantitative, and mixed method
approaches (5th ed.). Thousand Oaks, CA: Sage.
Love, K., & Mock, M. (2019). Participatory action research and student perspectives in a
rural postsecondary education program. Rural Special Education Quarterly, 38(1), 43.
doi:10.1177/8756870518783707.