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Action Research Reflection Paper
Action Research Reflection Paper
C. Barnes Gallagher
University of Phoenix
EDD580
Abstract
conjunction to differential item functioning (DIF) and equitable test items. Psychometrics and
linguistics include ongoing analysis of subpopulations and subgroup responses. Noam Chomsky
has impressed the literary world with surface and deep grammatical structures that have
influenced a universal grammar upon that test devisers address in respect to DIF. Dr. Jim Gator
analyzes one side of the drawback that action researchers face in the field to which my action
research project refers; the other drawback revolves about greenhouse affects and unpredictable
national disaster.
Action Research Reflection 3
implement curriculum and align their instruction with recognized accuracy, thus integrating
meaning among subpopulations. Communicative tasks and reasoning skills are essential to each
viable community, and as this nation is transcending to a multi-linguistic and pluralistic society,
each citizen must strive to follow established policies and regulations. The completing of this
action research process compels my concern for latent traits of subpopulations that strive for
meaning through definitions, spellings, and usage that they must dissect as linguists nonetheless
strive for a universal language. Referring to the probability that members of separate subgroups
educators who analyze magnitudes of test items for internal validity. I did not cover every aspect
pertaining to DIF, differential predictions, and ethnicity analysis. Therefore, I have gleaned from
the action research process a cause to further investigate ongoing process of DIF in respect to
civic justice.
English language who must decipher between British and English idioms midst a hodgepodge of
diverse media, some criteria such as high school grade point average continue to be reviewed by
prefer to consider the value of the Scholastic Aptitude Test (SAT) rather than the Graduate
Record Exam (GRE). This is no conjecture. The ratio of graduate university students to members
of the nonprofessional job market is substantial. Educational standards vary considerably from
country to country although the worldwide ETS is generating a cohesive global economy and
academic system. Although I am considering literacy rates in respect to the GRE, most laborers
Action Research Reflection 4
focus on literacy rates in respect to high school graduation. These issues are part of the
with instruction,” relationships that are based in the Educational Testing Service (ETS) (Conley,
2005, p. 149).
In contrast to the bereft dollars associated with graduate school, SAT scores and grade
point averages evoke the support of a society dependent on industrialism, health care, and
diplomatic relations—a hologram of civilian need is turning the pendulum. Most students and
parents of subpopulations may express grief and alienation over the barriers inherent in the
organic processes that continue to produce new cells, they nonetheless maintain a link with an
weighed both by deliverer and recipient. Unlike Europe, the United States frontier is yet
plentiful; however, its miles affect transportation costs. Economists manage politics and
education, and the population is replete in adolescents entering their first year of college;
however, a smaller portion of that population will prepare for graduate school. Though I should
focus on the SAT, I focus on the GRE as one standardized learning tool that includes problems
common of contemporary occupation. The words “professional” and “laborer” evoke numerous
Already I have noted the function of learning theories and cognition. Having approached
the subject of transformational learning, I admit that I did not reach the topic of transformational
grammar, the psychological reality that is essential to our study of communication. Language is
dependent not only on the deliverer but on the recipient--the effect of language reception is
obvious: When a child is restricted to environments where grammars are confined, then the
Action Research Reflection 5
child’s speech will reflect constraint. Learning from those with whom he or she interacts, not
only the child will be affected by obstacles imposed by diverse languages that may encumber
anyone, preventing him or her from performing to community standards, standards that may vary
capacities are inhibited when the language faculty is immensely restrained. Language fluency
and retention rates fluctuate in respect to underlying intuition, abstract techniques serving to
My action research project focuses on topics intrinsic to everyone at every age because
language and learning are transformational, receptive and affected by idiomatic barriers,
differential item functioning that pertains to no exclusive population. The problem requires much
more research of differential item functioning and latent traits characteristic of subgroups within
a pluralistic society. I have only introduced the problem pertaining to phobias for the GRE and
idiomatic barriers
Survival instincts are innate to my active research of phonic and semantic impressions as
judgments regarding acceptability are inherent to the recipient of constrained language barriers.
The child must rely on communicative evidence so as to acquire accessible language skills.
Unfortunately, that rightful potential may be degenerate, fraught with imperfection, causes for
community members meet together to recognize and to protect common interests, challenges that
require workable communication skills and standards, stated or implied. Diverse styles,
however, sever the United States; rural, urban, and tribal issues pose the need for a psychological
reality, an institutional conscience that members of learning institutions at all levels must
address.
Action Research Reflection 6
My successful action research project may have been inhibited by my lapse of focus on a
very esoteric subject, differential item functioning, subpopulations, and latent traits that action
researchers address as they compile test items. When test devisers note moderate affects of DIF
in respect to the meaning that the test item evokes to subpopulations, the test devisers eliminate
the test item from the test. Everyone on every campus should be concerned about kernel equating
methods, average residual values, differential validity, and score equity analysis. These topics do
pertain to the fair assessment of test items and the fair administration of standardized tests from
Perhaps Political Science Professor Jim Dator is accurate as he projects the future of the
University in respect to consequences imposed by the Second World War, financial security that
threatens educational research and development. Dator notes that research and development have
flourished as “a true bang for the buck”—he maintains that legislators, religious congregations,
philanthropists, and parents disregard liberal education as an “elevating and cultivating pretense”
and that they do not like to fund “institutions of higher education just so some few pointy-headed
intellectuals may pursue truth” (Dator, 2005, p. 203). I have observed and experienced the words
of Dator to such a paralyzing degree. Human nature is rampant in defeat as temperatures about
the Arctic diminish as a result of greenhouse affects. A significant and deleterious area of the ice
cap has melted, affecting not only Atlantic and Greenland navigation and commerce, for
example, but mammalian life. As they attempt to predict and control testing and educational
equity, researchers fear poorly designed and poorly maintained levees. The extent of my action
research is inhibited by fears and latent traits that differential item functioning should and does
include.
Action Research Reflection 7
Dator describes a new Dark Ages that cannot rest its case while card catalogues and
inventories have been replaced by digital methods that are not realistically accessible to those
who cannot afford the expenses associated with motherboard upgrades. When power fails due to
natural phenomenon and disaster, individual civilians and governmental authorities alike are
deprived of important records that become inaccessible as they are needed the most. Perhaps
Dator accurately describes the collapsing financial cards that are diminishing as a result of
“consumer, corporate, and national debt” contrary to “the supply and demand of a ‘free market’”
(Dator, 2005, p. 209). The new resources and skill sets that may assist my continual growth to
develop in my professional life revolve around these issues presented by Professor Dator.
may be constrained, limiting the learning faculty. How may the inhibited child or individual of
any age devise relevant grammatical standards about his or her cognation? This issue is
mandatory roles that depend on empirical references and documentation; children are easily
impressed and conditioned. Discounting potential linguistic rules, the poorly influenced or
neglected child may become dependent on “genetic help” through an inherent vitalism, an
intuitive Language Acquisition Device (LAD). The Language Faculty or LAD serves as an
insightful abstract filter of possible and impossible rules. As the child familiarizes himself or
herself with secure linguistic structures, he or she develops an innate biological system based on
endowed insight for natural language and Universal Grammar, the human language faculty. Ones
restrictive initial schematic of some sort that directs his or her attempts to acquire linguistic
Action Research Reflection 8
linguist (Chomsky, Language and Mind (1972a), p. 63). Chomsky’s generative and
transformational grammar are important to researchers who devise equitable tests and who
References
Chomsky, N. (1972a). Language and mind. New York: Harcourt Brace Jovanovitch.
Conley, M. W. (2005). Connecting standards and assessment through literacy (1st ed.). Des
Dator, J. (2005). Universities without "quality" and quality without "universities". On the
Horizon, 13(4), 199-215. Retrieved November 10, 2008, from ProQuest Education
Santicola, B. (2008, November). U.S. Government Technology Grants. Retrieved November 15,