#University of phoenix cost professional#

Competency D: Evaluate the effectiveness of curriculum, instruction, and assessment in instructional programs for contemporary organizations. Competency C: Analyze curriculum structure, articulation, and alignment critically throughout the educational continuum. Competency A: Examine the frameworks of change, current change theories, historical progression of change models, and influences on change within contemporary organizations Competency B: Analyze strategies that influence data-driven change processes within an educational organization.

#University of phoenix cost professional#

The importance of fostering faculty development and building professional learning communities are of special focus. Leading change in learning environments and also counterbalancing resistance to change for faculty, staff, and students are addressed. Effective teaching and learning strategies are explored as they relate to the use of technology, motivating faculty, staff, and students, and creating dynamic learning environments. In this course, students analyze the impact of change on the process of instruction and curriculum development. Competency G: Develop a research methodology for a study incorporating best practices of the qualitative design chosen. Competency F: Address ethical issues that are inherent in qualitative research. Competency E: Analyze issues and concerns regarding the concepts of reliability and validity as they relate to qualitative research. Competency D: Analyze the limitations of qualitative research and approaches for overcoming research challenges. Competency C: Evaluate the components of qualitative data collection and the appropriateness of each approach to an expressed conceptual framework. Competency B: Evaluate the alignment of the qualitative designs to identified problems. phenomenological, case study, ethnographic, grounded theory, and content analysis. Competency A: Differentiate between the various qualitative designs i.e.

Specific focus is on the design and development of qualitative research studies. Building upon this preexisting foundational understanding, the purpose of the class is to enhance students’ understanding and craft through reading, writing, and reflecting on the practice of qualitative inquiry. This class presumes some basic understanding of the foundations and underlying assumptions in the field of qualitative research as well as examples of practice. Establish strategies for formulating clear, concise research questions that are methodologically sound, theoretically grounded and researchable. Evaluate the research topic, research question, and purpose and problem statements for methodological and theoretical alignment. Identify and explain quantitative and qualitative research methods and assess their appropriateness for different research problems Assess quantitative and qualitative research studies and discuss the concepts of methodological rigor, credibility, validity and reliability. Summarize the ethical issues of research involving human subjects. Identify the significance of scholarly literature and how gaps in extant literature provide a direction for new research. Competencies: Describe how conceptual and theoretical frameworks provide the foundational elements of social science research and inform the interpretation of data and other research findings. Students also explore quantitative, qualitative and mixed research methods and the core elements of an effective research plan. Foundational concepts include the examination and application of theoretical frameworks, critical analysis of scholarly literature and interpretation of data through a theoretical lens. This course provides an overview of social science research methodologies and their application in context to the student's degree program.