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principal without having a working knowledge of the research world and how it works?

Using headings to organize your post, respond to the following:

From your early understanding of applied research, would you agree or disagree that it is difficult to be a highly effective teacher or principal without having a working knowledge of the research world and how it works? (Support your answer with the readings from this Unit, as well as knowledge from your own experiences.)
Jumping right into your research proposal, what topic would you like to explore and why is this of interest to you or important for you to research?
List your two to three “applied research” questions that will guide your research proposal. (Remember that applied research questions must be bias-free, cannot make assumptions on the outcome, focuses on solving a current educational problem involving students, and includes the intervention [strategy] that you plan to implement and study.)

That note that

Research Questions A typical study will have two to five research questions. At least one of the questions should be answerable through qualitative data gathering and analysis and at least one question should be answerable through quantitative data gathering and analysis. Good applied research questions must be open ended (never answerable with “yes” or “no”). Quantitative questions frequently start with “How”, “What”, or “Why” and specify the dependent and independent variables. Use terms such as “Relate” or “Compare” when establishing connections between multiple variables in research questions. Qualitative research questions frequently begin with “How” or “What” but, seldom “Why” (“Why” frequently implies causality) Qualitative questions generally include the phenomenon under exploration as well as the participants and research site. Research questions must be answerable through observation and measurement and NOT counts alone. Most importantly, research questions must be answerable based on the outcome of the study

Your Discussion should be a minimum of 250 words in length and not more than 500 words. Please include a word count. Following the APA standard, use references and in-text citations for the textbook and any other sources.

Readings.

Choosing & Using Sources: A guide to academic research. (n.d.). Teaching & Learning, University Libraries. https://ohiostate.pressbooks.pub/choosingsources/

2. Aylesworth, G. (2015). Postmodernism. The Stanford Encyclopedia of Philosophy. http://plato.stanford.edu/archives/sum2013/entries/postmodernism/

3. Education trends. (n.d.). Edutopia. https://www.edutopia.org/blogs/beat/education-trends

4. Baron, M. A. (2008). Guidelines for writing research proposals and dissertations. University of South Dakota. http://www.regent.edu/acad/schedu/pdfs/residency/su09/dissertation_guidelines.pdf

5. Hine, G. S. C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2). https://www.iier.org.au/iier23/hine.pdf

6. Painter, D. D. (n.d.). Teacher research could change your practice. National Education Association. http://web.archive.org/web/20200217170158/http:/www.nea.org/tools/17289.htm

7. Current trends in education. (2012). TeAchnology. http://www.teach-nology.com/currenttrends/

8. Purdue OWL Online Writing Lab. (n.d.). Where to begin. Purdue OWL Online Writing Lab. https://owl.purdue.edu/owl/general_writing/common_writing_assignments/research_papers/where_do_i_begin.html

Supplemental Readings

1. Guerrero, Y.Y.G. (2012). Exploring the effect of exposure to LD through activities inside the classroom. The University of Pamplona, School of Education. [PowerPoint slides]. SlideShare. https://www.slideshare.net/yeisonguerra/applied-research-proposal-2012

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PRINCIPAL LEADERSHIP: INSULATING THE TEACHER PIPELINE

Topic: PRINCIPAL LEADERSHIP: INSULATING THE TEACHER PIPELINE

Research 8 scholarly sources about the topic above and write annotated bibliographies for each one. See INSULATING THE TEACHER PIPELINE

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Annotated Bibliography

Name of Student

Institutional Affiliation

Course Name

Annotated Bibliography

Coggins, C., & McGovern, K. (2014). Five Goals for Teacher Leadership. Phi Delta Kappan, 95(7), 15-21.

The articles outlines the important roles that teacher leadership plays in the school environment and the overall educational sector. The authors begin the article by highlighting the important role that teacher leadership has played at the federal, state, and district levels. According to the authors, teacher leadership has played a critical role in advocating for policy changes at both district, state, and federal levels. The authors underscore the importance of this teacher role by alluding to its significance in resource allocation.

Moreover, the authors discuss the need and importance of teacher leadership roles. The article points out that leadership is rooted in the belief that it has positive and measurable benefits to the students, schools, and the teaching profession. Consequently, the authors identify the five major roles of teacher leadership. The roles are improving of student outcomes, improving access of high-need students to effective teachers, extending careers for growth opportunities, expanding influence of effective teachers on peers, and ensuring teacher role in policy making. The article provides a good introduction and evaluation of the importance of teacher leadership roles.

Davis, B., Gooden, M., & Bowers, A. (2017). Pathways to the Principalship. American Educational Research Journal, 54(2), 207-240.

The article explores the career paths of teachers over 17 academic years, using a variety of contexts. Using data of about 11,000 Texas classroom teachers, the researchers examined teacher career paths to becoming principals. In undertaking the study, they used different historical analyses that include discrete-time hazard modeling to examine the possible influence of race, gender, and other characteristics in the teacher transition. To meet these research objectives, the authors developed two research questions. The first question was to determine whether and when the classroom teachers with principal certification transition. The other was to determine to what extend the individual teacher race, gender, and ethnicity or their combination contributed to the likelihood of teacher transition.

The researchers found that a larger proportion of teachers who transitioned into principalship were male White teachers. Also, it was found that the time served within an individual district was not a big determinant of transition into principalship. Moreover, the study found that just 15% of the certification occurred with in rural schools and that 33% of principalship occurred in rural schools.

Fink, D. (2011). Pipelines, pools and reservoirs: Building leadership capacity for sustained improvement. Journal of Educational Administration, 49(6), 670-684.

The research paper points to the capacity of schools to promote and sustain change and improvement among learners. However, the authors point out that there exist a shortage of willing leaders that has forced governments to invest more resources to fill the leadership “pipeline” with candidates that are qualified for leadership positions. The researchers examines these shortage and the implications of costly investment in leadership development by different governments. Using schools in Ontario, in England, and Eastern United States, the researchers examined the leadership development pools through a distribut

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