ED 790 Sense Making and Research Design
Research Questions
1. What is the effect on math achievement when students engage in structured cooperative learning activities (Power Teaching Math)?
2. What is the effect on student motivation when students engage in structured cooperative learning activities (Power Teaching Math)?
3. What is the relationship between structured cooperative learning activities and student on-task behavior?
2. What is the effect on student motivation when students engage in structured cooperative learning activities (Power Teaching Math)?
3. What is the relationship between structured cooperative learning activities and student on-task behavior?
The Global Achievement Gap by Tony Wagner
http://prezi.com/qcrpcvhe5brk/untitled-prezi/?kw=view-qcrpcvhe5brk&rc=ref-4407156
Ted Talks ReflectionEverything resonated with me! I find that the more that I read about the current educational dilemma and the more I listen to educatioal speakers, I realize that the answers MAY already be here! Rita Pearson was on it when she talked about relationships, Ramsey was on it when he talked about how teachers need to grow curiosity, Dr. Duckworth was on it when she said that those with grit were most likely to be successful, Melissa was on it when she said that everyone needs someone to believe in them, Bill Gates was on it when he said that we need to develop systems for feedback, Dr. Canada was on it when he said that we need to allow innovation, Pearl Arrendondo was on it when she said that we can't allow students to be victims of their own circumstances, Sir Ken was on it when he said that below the surface are seeds of possibility waiting to come out! Let's gather those that are moveable and move! Let's lead the movement in our little town! Let's gather up all of those solutions and let's start solving!
Research Beginnings
Qualitative and Quantitative Data Collection
I have be designing a Likert-like survey for students to survey their engagement levels and attitudes about math. I am thinking I might have to change the words to symbols for the first and second graders as there are a lot of questions and I am not sure that they will understand the scale. I am wondering if this will change the validity of the survey if the upper grades use the number rating and younger kids use icons?? I will look into that more.
In addition, I have developed a teacher survey with a rating scale as well as open ended questions to gauge the level of implementation of the program in each classroom, levels of perceived student achievement, engagement, on task behavior, and motivation. There are also questions about teacher feelings about the program, which I think will be very enlightening…..although after reading chapter 5, I am not sure I should measure this as it does not directly answer my research questions. I think it will give good insights though, because the level of implementation and teacher attitudes about the program would have major impacts on the other information I am gathering.
Lastly, I have designed an observation tool to use when I go into classrooms. It has check off boxes for the components of the program so that I can get a more triangulation with the student responses and teacher surveys. It also has boxes to check off for student participation and on task behaviors. My plan is to go into each classroom at least twice and gather this data on the check off sheet.
I’m pretty excited to get this started!
Qualitative and Quantitative Data Collection
I have be designing a Likert-like survey for students to survey their engagement levels and attitudes about math. I am thinking I might have to change the words to symbols for the first and second graders as there are a lot of questions and I am not sure that they will understand the scale. I am wondering if this will change the validity of the survey if the upper grades use the number rating and younger kids use icons?? I will look into that more.
In addition, I have developed a teacher survey with a rating scale as well as open ended questions to gauge the level of implementation of the program in each classroom, levels of perceived student achievement, engagement, on task behavior, and motivation. There are also questions about teacher feelings about the program, which I think will be very enlightening…..although after reading chapter 5, I am not sure I should measure this as it does not directly answer my research questions. I think it will give good insights though, because the level of implementation and teacher attitudes about the program would have major impacts on the other information I am gathering.
Lastly, I have designed an observation tool to use when I go into classrooms. It has check off boxes for the components of the program so that I can get a more triangulation with the student responses and teacher surveys. It also has boxes to check off for student participation and on task behaviors. My plan is to go into each classroom at least twice and gather this data on the check off sheet.
I’m pretty excited to get this started!
Mertler Reflections
Question 1. Which of the nine steps in the action research process do you believe would be most difficult to carry out? Explain your answer.
I think that step 5 of the action research process, Implementing the Plan and Collecting Data, will be the most difficult for me. I plan to design interview questions or a survey, a rating scale, and a form to collect student engagement data. I am not even sure right now if my plan is something that will work for me! I will want to be sure to collect the right data and ask the right questions to support the research question. If not, then it is a waste of time and not valid. I want to be sure to collect enough evidence/data to be able to have valid results. As this is my first action research project, I am not sure how long it will take to get the data I need, so I am a bit worried I won’t have enough time.