Completing Your Action Research Project Essay
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about reading for pleasure, sometimes not until adulthood. Hearing some of the sorts reading preferred by the men, I expanded the reading selection in my classroom including more of non-fiction as I was convinced the boys would engage more.
In the next literature review, the boys had improved without a doubt and in the vocabulary tests that I gave them after. This showed that motivation is one of the problems that children struggle with in a classroom setting. There are other solutions to meet this problem to ensure that every student within the class thrives and not only a specific group.
Part B
Literature Review Revised Research Questions
Furthermore, through my evaluation of the different literature, I was able to relate through the various research studies which have on the practices of the teacher in teaching, how to motivate the learners in school, and regarding the context of the class; which where I major on my research question. In addition, the major premise of my research question is that the context around the environment of the students and the communication style of teachers is very essential through the way in which a teacher can structure a good environment of learning for a student.
As matter of fact, the existing theories from the conducted literature materials explain that, making the choice of how to structure the class cannot entirely be based on the choice of the administration but also the choice that an individual teacher makes which relates to the personal abilities. Furthermore, this is in line with my research question that the context of the classroom can be defined through the way in which the teacher is able to make a choice of how to manage the daily concerns of teaching which indirectly makes the idea which the students will develop (Mertler, 2014). As a result, from the analysis and evaluation of the different literature and my research question; the context of the classroom, I have learned that the concept of the classroom is very vital for the creation of a learning environment in which the students will be able to succeed. Next, through the literature materials which also discuss the challenges which are experienced while trying to motivate the students, validated and maintained the same idea of the research question.
For instance, the teachers will always aim in trying to motivate the students which will eventually engage the students in learning what is required in the class environment. Therefore, based the research question review my validated research question is that classroom context for the students is a vital motivation factor for their learning activities.
Secondly, the research question was aimed at identifying and describing the context environment of the students in learning while trying to shed a light on the relationship between the teacher ’s styles of communication. Also, the research method which I used based on my research question is the canonical correlation analysis method. As a result, this will identify the relationship which exists between the teacher communication method and the context of the classroom. From the literature material and relating to the research question, it can be suggested that motivation through the classroom context set by the teacher can be the result of all the organisms which are in a position of choosing and trying to get satisfaction. How to set the context in the classroom is one thing which is missing through the coursework which merely based on the lesson (Mandinach & Gummer, 2016).
For the purposes of teaching in a classroom, there are four concepts which can be used; the topic, context, the function, and the form. These are, able to give the learners what is essential in the proper development of classroom context. Topic what is being discussed in the classroom and can be asked through the word; what.
In fact, the context is where and why a topic is being addressed. On the other hand, the function is the intent of the topic in question. It is simply the purpose of the context in the classrooms. In fact, every time there is a form of communication in classrooms, the function is the sole reason. For instance, if there is no reason for the communication, then the language which is used in the classroom will never be developed. The form is what the language looks or sounds like in the context of what is being discussed in the classrooms. Also, the environment in the classrooms eventually changes the concept of learning for any students. Considerable time is used for learners sitting in the classroom where they will be able to gain various skills which are very important for the achievement of success in the larger society.
In addition, within the confines of my research study and after having a successful completion I hope to make a great contribution to the setting of the education to the larger community. Furthermore, through the study, I hope to redefine the discipline of classroom context and it is managed. Also, this is because it is a crucial component of teaching. Furthermore, I want to create a set of expectations which will be applied and used in an organized classroom environment. Next, I hope to establish the kind of routines, rules, and procedures which will be effective in paving way for the teachers to assist the learners in their process of learning.
In conclusion, this study hopes to establish an effective teaching through the confines of the research question under the context of the classroom. The research should diagnose that an environment which does not have routines and good expectations will make it difficult for the teacher in trying to accomplish the job of teaching. Furthermore, when an educator is constantly trying to redirect the students or in handling their behavior issues, there is the likelihood that a proper teaching concept will be lost. Nevertheless, the research also, on the other hand, hopes to establish the consistency which has also been contributed by the various literature. In fact, the description of the literacy development in children who are from a stable example of a home environment can be exposed to bad situations and become unable to take part in proper classroom context while learning. The study hopes to address the negative influence of the literacy development of children who are normally exposed to warning situations (Efron & Ravid, 2013).
Plan for Action and Data Collection
In this paper is aimed at the design of the development and improvement of the students learning and the teacher’s effectiveness through a possible action plan. The research questions which will be used in this discussion include how to seek aspects in the teaching field which will be a means of increasing knowledge among the students. How to improve the teaching practice is also a research question which is also looked at. In different parts, I will explain how to work with other colleagues for the implantation of the action plan then create a timeline for the project.
Part C: Making the plan
To address the research questions and the underlying problem, it will different strategies in the action project. The strategies which will be used; they include the enhancing of the well-being of the school. Through the development of fostering and ensuring the well-being of the students, it will ensure that the learners are able to develop resilience and the respect of diversity. Frequent assessment is also another strategy. This is to try and create an environment which is effective to the teachers and the students which will quid eths educators through, the use of different forms of assessing. The plan will also be aimed at monitoring of data for making informed decisions making.
The changes of the initial plan in the teaching for the improvement of learning would include the strategic plan on the developing of the pre-assessments. It is one of the most essential instruments in the development of the institution. It will be to assist teachers on what concepts the students have gotten. This will ensure that the teachers are able to make an informed decision in the instruction based on the student’s readiness.
Part D: Collaboration
Through the action research process, I will be working with other teaching colleagues and the school departments. I will also be working with students to ensure that the research process is effective. In this action plan, through collaboration, there is a lot of power in the relation which is among those who are participating in the work. Each individual, the teachers, the departments, and the students, have a contribution to the action plan. This action plan involves a cyclical process of having a share in the plan. It about giving and taking. Every individual is listened to and respected. It includes a group of teachers and students who have a key interest in classroom issues (Efron & Ravid, 2013).
This process will give a chance to the teacher in identifying the need of the students which will enable them to have a plan for the implementation of the action plan. This will be a strategy which will seek the needs of both the teacher and the students. The strategy will also be aiming at influencing the practice of the school in relation to the group which is targeted. The type of action which will be used is the Collaborative Action Planning which was developed by Bewick Swan. It was aimed at meeting the students and at the same time the needs of the teachers. The action plan main aim was meant for the improvement of the teachers taking part in the processes of the school.
Part E: Timeline for the action plan.
The graphical representation below shows a timeline plan which is aimed for use the rest of the action plan project. An example of timeline plan shows it has been planned for use through a period of one year from the year 2013 to 2014 with stages which include; the analysis of the research question, making strategic plans together with the objectives, the ideas to be used which is are the tactics, the action plan implementation, and the control measures for the entire project.
Part F: Methodology: Collecting Data
Collecting of data is a step involved in the conducting of the action research project for the purposes of trying to answer the research questions. In this step, first I identified the questions which need to be answered which are of interest to the research. The data that I collected entailed the data for the researched questions. They were an important aspect in the gathering of information to try and address the research questions (Mertler, 2016).
The data in this research is made of the teacher-made surveys; it is one of the data collection tools which I used, and it involved a standard researched test on the data collected. It also consisted of surveys and conducted interviews. The reason why I choose the particular data collection tools is that they were made of a collection of the student portfolios, the observations, and other sources of information like the questionnaire which is also a collection tool.
The process which I applied in the collecting of data consisted of another research which was conducted for the identification of what practices are best and the research evaluated techniques. The data in this research focus on an action plan for the project. The collecting of interview and the survey data is an example.
The data in this research have also been organized in a formative manner with an aim of trying to make it easy for the analysis. It has also been presented to others for the purposes of also trying to organize the data.
The collaboration and the involvement with other colleagues assisted very much in the implementation of the research. The strategies which were contributed by the stakeholders involved the setting of goal in implementing the effectiveness of the teaching practices. The ideas which were shared by those I collaborated with, included the giving of student evaluation test to try and monitor their learning abilities. It brought new insight into the plan since it solved the research question on effective means of teaching students, which seemed hard to solve earlier. The development of the timeline great contribution to the development of the action plan. It created a proper plan which aimed for is followed incrementally for the success of the implementation part of the plan.
Part G: Methodology: Analyzing and Graphing Data Using Triangulation
When the process of figuring out the focus and the collection of data is through, there come in the process of trying to analyze and making interpretations from the source. It a process which involves the clear description and summarizing of the data. The process is purposed in identifying a consistent pattern across the entire information of data. The final step in the planned project is for answering the research question; it is the process of proving the specific hypothesis.
I used the triangulation process to analyze multiple pieces of information. It facilitated in the validation of the data through the verification which was conducted from different sources which were more than two. The triangulation process helped in the conducting of various test which was consistent in the obtaining of the analyzed information through instruments which were purposed for the increased chance of control which had an influence in the result.
The data visualization was very essential in the decision making and in seeing the analytics which are visually presented. It helped in the understating of the difficult concepts which are essential in the identification of new patterns.
The data which was represented in the analysis revealed that the teaching practice involved, need practical changes (Efron & Ravid, 2013). The data helped in answering the research questions which had been formulated. This is because of consistency of data information which was subjected to various tools of research. The data information revealed that the practice of teachers needs assessment and improvement. This is because of the inappropriateness methods used by teachers while teaching. It also revealed that the learning of the students are able to get knowledge in their learning process.
Comparing the analysis to the findings of the literature review is that they relate and provide bases which support the review. The literature review provides for strategies in the action plan which are proven by the analysis of the data in the performance of teachers and students. This provides for a chance to conduct a proper research which can make an impact in my educational setting.
References
Mertler, C. A. (2016). Action research: Improving schools and empowering educators. Sage Publications.
Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. Guilford Press.
Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. New York, NY: The Guilford Press.
Chapter 2, “Choosing and Learning About Your Research Topic” (pp. 13–38)
Chapter 3, “Approaches to Action Research” (p. 48)
Mertler, C. A. (2017). Action research : Improving schools and empowering educators (5th ed.). Thousand Oaks, CA: Sage
NCTEW. (n.d) retrieved from http://www.ncte.org
Lawlor, L. A., Hansen, C. C., Zambo, D., & Horn, P. (2015). Empowering teachers and engaging students. Educational Digest, 80(6), 4–8.
Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. New York, NY: The Guilford Press.
Mandinach, E. B., & Gummer, E. S. (2016). Data literacy for educators: Making it count in teacher preparation and practice. New York, NY: Teachers College Press.
Mertler, C. A. (2014). Action research: Improving schools and empowering educators (4th Ed.). Thousand Oaks, CA: Sage