action research project
Running head: ASSIGNMENT 1 1
ASSIGNMENT 1 4
ASSIGNMENT 1: DETERMINING A TOPIC
21 July 2018
Finding a starting point requires consideration of numerous factors as well as employment of strategies that will help one narrow down to a feasible starting point. As a result of personal experience that has made one identify challenges in a classroom setting, individual brainstorming is a major strategy that was applied. It calls for consideration of one’s personal experience in a bid to find a feasible starting point such as a question that one may need to investigate or a strength that one may need to develop (Feldman, Altrichter, Posch & Somekh, 2008). Through one’s teaching career, there is a major question that one always wanted to investigate in relation to promoting student engagement. Is there a curriculum-based approach that can be utilized in promoting learner engagement? In a classroom setting, learners are continually getting distracted during classroom sessions which has introduced challenges when it comes to engagement. Mainly, the teacher is mandated with ensuring that learners cooperate where majority adopt individualized approaches that have not been validated.
In light of everyday experience, there are two starting points that could be applied. The two major ones are integration of arts in the curriculum and curriculum-based training of learners on classroom engagement. In order to finally narrow down to the starting point, the second strategy that was utilized entailed consideration of the two starting points. Training of learners was deemed less efficient in promoting learner’s engagement as it is only skill-based as opposed to integration of arts which is both skill and theory-based. Moreover, the latter offers a wide pool of resources in terms of theory and skills that can be utilized.
When it comes to clarification of the starting point, there are two major strategies that were employed. First, one carried out an analytical discourse in a group in order to further understand the nature of the starting point. A group of educators was informed of the conceived starting point and various contributions were made. Some educators outlined various considerations relating to integration of arts. For instance, a common concern was, “Should the integration involve general arts or specific concepts that relate to learner engagement?” Moreover, there were concerns regarding whether integration of arts should be done for both junior and senior high school learners. Further, there were concerns whether the arts will be taught by arts teacher or all need to undertake the responsibility. The group of educators made contributions that were sensible in making the starting point more feasible. With an aim of narrowing down to the starting point, a long conversation with a critical friend and fellow educator who seemed more experienced on matters learners’ engagement was held. She introduced the idea of integrating arts among senior students as they are the ones showing low engagement levels. She stated there is a need for a student-centered approach to be implemented especially for senior students which can be attained through integration of arts.
Richard Sagor (2011) asserted that an action research should aim at answering a research question that guides subsequent research processes and functions. For this case, the researcher aims at addressing the following question, “Can integration of arts in the curriculum promote student engagement among senior students? It can be seen that the research process specifically will involve senior high school students from grade 9 through 12. In order to satisfactorily address the question, an action research needs to be undertaken while involving senior high school learners as the respondents.
References
Feldman, A., Altrichter, H., Posch, P., & Somekh, B. (2008). Teachers Investigate Their Work: An introduction to action research across the professions (2nd ed.). New York, NY: Routledge.
Sagor, R. (2011). The action research guidebook: A four-stage process for educators and school teams (2nd ed.). New York, NY: Corwin/Sage.