Completing Research 5301 has been an eye opening experience for me. Before this class I thought administrators and school districts where wrapped up in what “outside experts” and newfangled programs could deliver. I understand now by districts and teachers (districts greatest single resource) working together and encouraging one another to form action research studies that “buy-in” and change will occur.
The interviews encouraged me rethink the way I perceive administrators. It was clear that each administrator was adamant about the role teachers’ play in change and effecting change on the campus. Dr. Chargois stressed the importance of educating future educators on how to conduct action research instead of just pedagogy. Through our readings and interviews I realized that the purpose of action research is to “change the way we deliver instruction” as was stated in Dr. Lewis’s interview. All three scholars stressed the importance of the classroom teacher when developing or solving action research problems. They also stressed the importance of teachers to be well versed in disaggregated data and find practical ways to change the way they deliver instruction.
Learning the way an action research study should be started was the most important part of this class. When I realized that I had to complete an action research study I was unprepared as a way to start. The lessons helped me to plan accordingly. By starting with a rationale I was able to identify more topics than what I could see on the outside. By stating many topics and then discussing them with my campus supervisor I felt prepared and more able to receive positive feedback and instruction. This encouraged me to prepare my PIP which was an invaluable tool for setting up an action research topic then revamping until I felt that I was prepared to start my plan. With the understanding that my PIP can be changed for effectiveness encouraged me to go farther than I intended in my study.
Learning how to implement the force field analysis, Delphi method, and nominal group techniques will help me improve my action research plan. I feel that these methods will provide feedback necessary to keep my action research study from stalling. I am particularly thankful for the extreme importance this class put on the CARE model.
Throughout this course I have noted that the importance of self reflection is an asset that administrators, teachers, and districts must employ to be effective educators. The ability to change what has always been done and work for better results is the only way to encourage value added instruction. I will keep my action research study moving by providing updates on my blog and encouraging feedback from my classmates.
Friday, August 13, 2010
Friday, August 6, 2010
Action Research Plan
Review empirical research and educational literature. John Irvin July 10-June 11 Educational Journals, periodicals, newspapers, books, and internet Review data. Compare with schools that have similar make up.
Review CIP, Vision, and goal statement John Irvin August 10-August 10 School Website. Submit ideas of adding extracurricular goals and objectives to leadership team.
Compose surveys for parents, staff, students and administration. John Irvin August 10-December10 Parents, staff, students, and administration. Survey Monkey, mail Determine number of surveys to be received before use. Use dummy question to determine truthfulness.
Compile Field Notes John Irvin/staff August 10-May 11 Staff support Compile my observations and the observations of other staff members through our mandatory 3-minute walkthroughs. Compare Observations.
Complete Interviews John Irvin September 10-December 10 Parents, staff, students, previous students, administrators. Meet with site supervisor to create questionnaire. Questions will be similar
Review discipline referral database.
Include first semester. John Irvin / Assistant Principal December 10-May 11 Assistant superintendent/computer access. Identify discipline referral rates of extra-cur. And non extra cur. Students.
Review Attendance Rates
Include first semester John Irvin/ Attendance Counselor December 10- May 11 Attendance Counselor/access to student records. Identify attendance rates of non extra cur. And extra cur students.
Compile data and evaluate action research plan John Irvin May 11 Empirical evidence, journals, compiled data. Analyze data. Start step 4 (Engage in self reflection)
Explore patterns and devise proper solution John Irvin / Leadership team June 11 Leadership team, empirical evidence, compiled data Leadership team to discuss findings of action research plan and determine proper solution.
Professional Development, CIP, School Vision and Goal Statements Principal August 11 Staff, CIP, School Vision and Goal Statements Inform staff of importance of extracurricular activities. Set priorities and communicate shared vision.
Extracurricular activity committee Staff August 11 Staff members, students, and administrators Committee formed to evaluate effective extracurricular activities and review new opportunities.
Process for continued success All Stakeholders August 11- ongoing All stakeholders, compiled research data, surveys. CARE model Establish a means for continuing evaluation. Use CARE model.
Review CIP, Vision, and goal statement John Irvin August 10-August 10 School Website. Submit ideas of adding extracurricular goals and objectives to leadership team.
Compose surveys for parents, staff, students and administration. John Irvin August 10-December10 Parents, staff, students, and administration. Survey Monkey, mail Determine number of surveys to be received before use. Use dummy question to determine truthfulness.
Compile Field Notes John Irvin/staff August 10-May 11 Staff support Compile my observations and the observations of other staff members through our mandatory 3-minute walkthroughs. Compare Observations.
Complete Interviews John Irvin September 10-December 10 Parents, staff, students, previous students, administrators. Meet with site supervisor to create questionnaire. Questions will be similar
Review discipline referral database.
Include first semester. John Irvin / Assistant Principal December 10-May 11 Assistant superintendent/computer access. Identify discipline referral rates of extra-cur. And non extra cur. Students.
Review Attendance Rates
Include first semester John Irvin/ Attendance Counselor December 10- May 11 Attendance Counselor/access to student records. Identify attendance rates of non extra cur. And extra cur students.
Compile data and evaluate action research plan John Irvin May 11 Empirical evidence, journals, compiled data. Analyze data. Start step 4 (Engage in self reflection)
Explore patterns and devise proper solution John Irvin / Leadership team June 11 Leadership team, empirical evidence, compiled data Leadership team to discuss findings of action research plan and determine proper solution.
Professional Development, CIP, School Vision and Goal Statements Principal August 11 Staff, CIP, School Vision and Goal Statements Inform staff of importance of extracurricular activities. Set priorities and communicate shared vision.
Extracurricular activity committee Staff August 11 Staff members, students, and administrators Committee formed to evaluate effective extracurricular activities and review new opportunities.
Process for continued success All Stakeholders August 11- ongoing All stakeholders, compiled research data, surveys. CARE model Establish a means for continuing evaluation. Use CARE model.
Action Research Plan
Action Research Question:
What role do extra-curricular activities play in student success, student behavior, graduation rate and attendance at Midland Freshman? In what ways can our staff be supportive of extracurricular activities and encourage more to attend?
• Goals and objectives/outcomes of the research investigation
1. Develop an effective procedure for acquiring new extracurricular opportunities for students.
2. Expand school data analysis to include club, organization and athletic participation.
3. Increase communication to stakeholders defining the importance of extracurricular activities and the effects on student success.
4. Research and identify methods that help sponsors recruit new students and retain membership.
5. Identify methods of collecting student information to use in order to develop student identified extracurricular activities.
6. Feasibility of adding extracurricular activities in school vision, CIP, and goals.
7. Identify sources of funding.
• Activities designed to achieve the objectives
1. Develop a process to record quantitative and qualitative data.
2. Interview current seniors, incoming freshman, parents, staff and administration.
3. Develop a questionnaire to be handed out to staff, students, and parents.
4. Collection of field notes recording behavior in hallways, comments in staff meetings, etc.
5. Review disaggregated data, disciplinary forms, and attendance records.
6. Observe newly formed extracurricular activity on campus.
7. Study educational literature and empirical research on the significance extracurricular activities play in student success.
• Resources and research tools needed for data gathering
1. Campus improvement plan.
2. Field Notes.
3. Interviews.
4. Surveys.
5. Discipline referrals.
6. Attendance records.
7. Educational Journals.
8. Previous studies.
What role do extra-curricular activities play in student success, student behavior, graduation rate and attendance at Midland Freshman? In what ways can our staff be supportive of extracurricular activities and encourage more to attend?
• Goals and objectives/outcomes of the research investigation
1. Develop an effective procedure for acquiring new extracurricular opportunities for students.
2. Expand school data analysis to include club, organization and athletic participation.
3. Increase communication to stakeholders defining the importance of extracurricular activities and the effects on student success.
4. Research and identify methods that help sponsors recruit new students and retain membership.
5. Identify methods of collecting student information to use in order to develop student identified extracurricular activities.
6. Feasibility of adding extracurricular activities in school vision, CIP, and goals.
7. Identify sources of funding.
• Activities designed to achieve the objectives
1. Develop a process to record quantitative and qualitative data.
2. Interview current seniors, incoming freshman, parents, staff and administration.
3. Develop a questionnaire to be handed out to staff, students, and parents.
4. Collection of field notes recording behavior in hallways, comments in staff meetings, etc.
5. Review disaggregated data, disciplinary forms, and attendance records.
6. Observe newly formed extracurricular activity on campus.
7. Study educational literature and empirical research on the significance extracurricular activities play in student success.
• Resources and research tools needed for data gathering
1. Campus improvement plan.
2. Field Notes.
3. Interviews.
4. Surveys.
5. Discipline referrals.
6. Attendance records.
7. Educational Journals.
8. Previous studies.
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