Major Project - Urgent - 11 Hours Maximum
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GoodExampleMajorAssignment1FA19.docx
ED 504 Techniques of Educational Research
FA19
MAJOR ASSIGNMENT 1: DATA GATHERING/ANALYSIS
Candidates will gather data previously collected at the classroom, school, or district level to justify identification of a topic for study.
OBJECTIVE: Identifying and analyzing an educational problem or weakness currently found in student’s classroom or school for the purpose of completing UWA’s Signature Project Stage 1 assignment.
RESPOND TO THE FOLLOWING PROMPTS:
1. Summarize an introduction to your topic.
Students learn in many ways. Some learn best when they hear information. Other students may find it easier to learn by seeing or touching something. Multisensory instruction engages students with more than one sense at a time. Over the years, multisensory instruction has received a lot of attention in the area of reading and there have been many programs developed to help struggling readers (Morin, 2019). This proposition hopes to effectively demonstrate that multisensory instruction can also improve student engagement in the area of mathematics and ultimately increase student proficiency in mathematics.
2. Identify the problem/weakness to investigate (research problem statement).
Students who have been identified for special education services in the 4th and 5th grade are struggling to recall and retain information taught in their mathematics classes, resulting in a decrease in overall proficiency.
3. Describe how you determined this was a problem or weakness?
I currently work as a Special Education Teacher in a Title I elementary school. The students I teach are in kindergarten through 5th grades. I participate in collaborative teaching with each of my students’ teachers and provide pull-out services to my students. I am involved in both grade-level and data meetings regarding all my students. I also review grades and assessments completed in the general education classroom, as well as any assessments completed in the resource classroom. I have reviewed the data that depicts low mathematics proficiency. I also work with students one-on-one and in small groups to help prevent further declines in this noted area of weakness. Through teacher observations and data reviews, it is clear students are struggling to recall and retain information being taught in the area of mathematics.
4. Construct a graphical representation that allows for easy analysis of your compiled data that highlights your problem or weakness. Identify the source of the data and discuss its credibility.
5. Analyze the data to confirm that a problem or weakness can be addressed that is appropriate to the scope of the required program.
These results show the Alabama Department of Education (2019), State Report Card Results for the 2018-2019 School year in Math proficiency. This specific data noted only 8.3% of students with disabilities in 3rd-5th grade were proficient in the area of mathematics. This data provides information from the students who participated in the Scantron Standardized test in April 2019. The data would suggest that students with disabilities are demonstrating a weakness in mathematics proficiency and this problem needs to be addressed.
The STAR Math Screening Report provides information based on testing scores for August 2019. There were 21 total students tested in 5th grade. Nine students did not meet their benchmark and were all considered to be below grade level. Currently, there are six students with disabilities in the 5th grade. There were two students with disabilities out of three total students who were categorized as Urgent Intervention. There were two students with disabilities out of four total students categorized as Intervention. Finally, two students with disabilities out of 12 total students were categorized At/Above their benchmark. The data confirms, those students who are not At/Above their benchmark are demonstrating a weakness with mathematics proficiency and this problem needs to be addressed.
Scantron Performance standardized tests are widely used to obtain information on student proficiency in several subject areas. Scantron Performance assessments provide immediate feedback on student performance for teachers to review data and determine the strengths and weaknesses within the classroom. These scores are also factored into the overall score of individual schools that were recently released by the Alabama State Board of Education. STAR is used for screening and progress monitoring at RT Elementary School. STAR is noted to be a reliable testing source to provide data to aid in identifying students who are at risk, thus resulting in the interventions being put into place to increase student success.
6. Connect the problem or weakness to trends or patterns represented in the data.
There is a need for teachers to implement multisensory methods into their math instruction. Students need to be provided with opportunities to expand on their senses and find areas that engage and motivate them in the area of mathematics. The data represents low proficiency rates in mathematics. Multisensory teaching techniques have been shown to provide students with opportunities to understand important mathematical concepts (Rains, Kelly, & Durham, 2008).
7. Explain how the problem or weakness might have impacted student achievement.
Students who are not proficient in the area of mathematics will also demonstrate lower achievement rates. Proficiency has been noted to not only affect current academics but also future academic success. Mathematical skills build upon each other and it is important for student to have a good foundation in mathematics. Math is a part of everyday life and it is essential for all students to be provided with opportunities to be able to build upon their previous knowledge and skills and relate them to real life (Vigdor, 2013).
8. Identify the research methodology that you plan to use.
I am planning a quasi-experimental research study using mixed methods for data collection (student observations and data collected from STAR progress monitoring assessments). Teachers will implement multisensory instruction during their mathematics classes. Teachers will model multisensory opportunities and allow students to actively participate in their learning while involving all their senses. Teachers will observe students during the multisensory lessons and students will be progressed monitored to determine if they are able to recall and retain the information being taught.
References:
Alabama Department of Education (2019). Education report card. Retrieved from https://www.alsde.edu/dept/erc/Pages/home.aspx
Morin, A. (2019). Multisensory instruction: What you need to know. Retrieved from
https://www.understood.org/en/school-learning/partneringwith-childs-school/instructional-strategies/multisensory-instruction-what-you need-to-know
https://www.researchgate.net/publication/26522728_The_evolution_of_the_importance_of_multi-sensory_teaching_techniques_in_elementary_mathematics_theory_and_practice
Vigdor, J. L. (2013). Solving America's Math Problem: Tailor Instruction to the Varying Needs of the Students. Retrieved from https://www.questia.com/library/journal/1G1-313012647/solving-america-s-math-problem-tailor-instruction
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CATEGORY |
Unacceptable (0 points) |
Revisions Required (1 point) |
Target (2 points) |
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Are the focus and purpose clear? |
Missing thesis; confusion about or misunderstanding of topic; no sense of purpose |
Simplistic and unfocused ideas; limited sense of purpose |
Developed thesis; represents sound understanding of the assigned topic; focused |
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Is the writing structured and well organized? |
No paragraph structure; or single, rambling paragraph; or series of isolated paragraphs |
Organization structure is present, but is confusing or disjointed; weak paragraph structure; transitions are missing or inappropriate |
Clear organizational structure; easily followed; includes transitions; structured format |
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Is correct sentence structure and proper mechanics utilized? |
Contains multiple and serious errors of sentence structure: i.e. fragments, run-ons; unable to write simple sentences; numerous errors in spelling and capitalization; intrusive and/or inaccurate punctuation; communication is hindered |
Formulaic sentence patterns or overuse of simple sentences; errors in sentence structure; contains several punctuation, spelling, and/or capitalization errors (up to 6); errors may or may not interfere with meaning |
Effective and varied sentences; errors (if present) due to lack of careful proofreading; virtually free of punctuation, spelling, capitalization errors (no more than 3); errors do not interfere with meaning |
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Are vocabulary and word usage varied and appropriate? |
Vocabulary is unsophisticated; or subject specific vocabulary or sophisticated vocabulary used incorrectly |
Proper, but simple vocabulary used; subject specific vocabulary used infrequently |
Vocabulary is varied, specific and appropriate; uses subject specific vocabulary correctly |
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Is APA format followed? |
There are significant format errors present ; multiple (more than 6) of APA formatting errors; in the reference list and/or in-text citations; |
Fewer than 6 APA format errors are present in the reference list in-text; citations; header; headings; page numbers; etc. |
There are virtually no APA format errors present in either reference list in-text; citations; header; headings; page numbers; etc. |
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Content Components |
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CATEGORY |
Unacceptable (1 points) |
Revisions Required (5 points) |
Target (10 points) |
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Source of data is credible and data is representative of the scope requirements for the advanced degree being sought
(InTASC 6, 9; CAEP A1.1) |
The source of the data is ambiguous or lacks credibility; data does not allow for problem/weakness identification appropriate for required project scope |
The source of the data is clear and credible; data does not allow for problem/weakness identification appropriate for required project scope |
The source of the data is clear and credible; data allows for identification of an of a classroom, multi-classroom, school or district level problem/weakness appropriate to the required project scope |
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Graphical representation of compiled data allows for easy analysis
(CAEP A1.1) |
Graphical format does not present the data in a clear manner; data is only partially presented |
Graphical format(s) is appropriate and clearly presents all the collected data |
Graphical format(s) is appropriate; clearly presents all the collected data; highlights visible patterns or trends |
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Identified problem/weakness is supported by trends or patterns seen in the data
(InTASC 6, 9, 10; CAEP A1.1) |
Problem/weakness is not clearly identified or does not align with the trends and patterns identified in the data |
Problem/weakness is clearly identified; aligns with the type of data collected, but connections between the trends/patterns in the data are not clearly described in the narrative |
Problem/weakness is clearly identified; aligns with the type of data collected; clear connections between the trends/patterns are drawn in the Narrative
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Major Assignment 1
