Evaluate the results of the action learning project and develop a plan for the modification of the teaching-learning process in a nominated unit/course.

nstructions please open the uploaded folder named proposal to be used j read it then proceed with the below instructions Undertake the study Detailed description of how each of the look think and act stages were carried out including references to the literature. Demonstrates very high achievement of the action research routine with sound outcomes. Includes sound and clear description of the how the study was conducted links very well to a very relevant and well constructed literature review Conclusion / Outcomes Summary of the project and description of the outcomes of the study including the impact it is expected to have on the professional area. Very sound summary and description of the outcomes of the study with relevant and interesting links to the well constructed literature review. Minimum of 2-3 graphs Minimum of 2-3 figures Minimum of 2-3 tables or diagrams Minimum of 10 slides appendix Examine teaching and/or unit evaluations to identify areas of improvement in teaching practice or the student experience. Use appropriate action research methodologies to design and implement an action learning project that addresses an identified issue or need. Evaluate the results of the action learning project and develop a plan for the modification of the teaching-learning process in a nominated unit/course. Apply discipline knowledge. Thinking skills (use analytical skills to solve problems). Use the below 28 refrences References Biggs J. (2001).The reflective institution: Assuring and enhancing the quality of teaching and learning. Journal Higher Education. 41(3) 221-238. http://dx.doi.org/10.1023/A:1004181331049 Dick B. (2004).Action research literature Themes and trends. Action Research 2(4) 425-444. http://dx.doi.org/10.1177/1476750304047985 Dinkelman T. 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Retrieved from http://facta.junis.ni.ac.rs/pas/pas2010/pas2010-10.pdf McHatton R. J. (2008 April 29). Gordon Graham: Cognitive Dissonance Theory. [Video file]. Retrieved from http://www.youtube.com/watch?v=HjU-vtPS1nw Riding P. Fowell S. & Levy P. (1995). An action research approach to curriculum development.Information Research1(1) Retrieved from http://InformationR.net/ir/1-1/paper2.html Stringer E. T. (2004). Action research in education. Upper Saddle River NJ: Pearson Education Inc. Vaidya S.R. (2001).Research for classroom teachers. Education 122 (1) 151-153. Retrieved fromhttp://www.questia.com/PM.qst?a=o&d=5000929433 Whitehead J. (2007 Mar 02). Dr. Jacqueline Delong and Timothy Pugh on Action Research. [Video file]. Retrieved from https://www.youtube.com/watch?v=o5J7Yr_LjFs Yost D.S. Sentner S.M. & Forlenza-Bailey A. (2000).An Examination of the Construct of Critical Reflection: Implications for Teacher Education Programming in the 21st Century. Journal of Teacher Education 51 (1) 39-49. http://dx.doi.org/10.1177/002248710005100105 Young M. R. Rapp E. & Murphy J. W. (2010). Action research: enhancing classroom practice and fulfilling educational responsibilities. Journal of Instructional Pedagogies 3(1) 1-10. Retrieved fromhttp://www.aabri.com/manuscripts/09377.pdf Winter R. (1996). Some principles and procedures for the conduct of action research. In O. Zuber-Skerritt (Ed)New directions for action research. London: Farmer. References Anderson T. & Shattuck J. (2012). Design-based research a decade of progress in education research? Educational researcher 41 16-25. http://dx.doi.org/10.3102/0013189X11428813 Biggs J & Tang C. (2011). The Society for Research into Higher Education: Teaching for Quality Learning at University (4th ed.). Berkshire England: McGraw-Hill Education. Burden P. R. & Byrd D. M. (2013). Methods for effective teaching:meeting the needs of all students (6th ed.). Upper Saddle River NJ: USA: Pearson Inc. Erickson F.(2012).Qualitative Research Methods for Science Education.InB. J. fraser K. Tobin & C. J. Mcrobbie(Eds.)Second International Handbook of Science Education(pp.1451-1469). http://dx.doi.org/10.1007/978-1-4020-9041/7_93. Flood J. Heath S. B. & Lapp D. (2014). Handbook of Research on Teaching Literacy through the Communicative and Visual Arts Volume II: A Project of the International Reading Association. New York USA: Routledge. Genishi C. & Dyson A. H. (2009). Children language and literacy: Diverse learners indiverse times. New York USA: Teachers College Press. Hagevik R. Aydeniz M. & Rowell C. G. (2012). Using action research in middle level teacher education to evaluate and deepen reflective practice. International Journal of Research and Studies 28(5) 675-684. Retrieved from http://eric.ed.gov/?id=EJ965503 Jeffreys M. R. (2016). Teaching cultural competence in nursing and health care: Inquiry action and innovation (3rd ed.). New York USA: Springer Publishing Company. Pedler M.(Ed.). (2011). Action learning in practice (4th ed.).Burlington VT:Gower Publishing. Shagoury R. & Power B. M. (2012). Living the questions: a guide for teacher-researchers (2nd ed.). Retrieved from http://www.worldcat.org/title/living-the-questions-a-guide-for-teacher-researchers/oclc/754389758/viewport Stringer E. T. (2013). Action Research (4th ed.). Thousand Oaks California USA: SAGE Publication Inc. Wu R. Tu Y. Wu R. Le Q. & Reynolds B. (2012). An Action Research Case Study on Students Diversity in the Classroom. International Journal of Innovative Interdisciplinary Research1(2). Retrieved from http://auamii.com/jiir/Vol-01/issue-02/11Wu.pdf