Week Three Assignment, Part 3 – Steps to Follow in Your Action Research Plan
1. Examining the work: Setting the Foundation – To identify my action research topic, I consulted with my mentor. Since I am working to earn my masters degree in Educational Technology, my inquiry research project needs to be about technology. We are beginning the use of two new programs in our district. One is a data analysis software program called School Objects: Aware by Eduphoria. This program promises to make data available to classroom teachers from a variety of sources so that teachers can make instructional decisions based on what the students need in her classroom. It also allows for teacher created benchmark testing and easy use of scantrons. The other new software is a pilot project that is a dual effort by the Texas Education Agency and the New York Times. This software will provide an avenue to create student e-portfolios and professional learning communities amongst the teachers. After discussion with my mentor, it was decided that the Aware program should be studied. The inquiry question that I will ask will be “How has the program SchoolObjects: Aware assisted you as a teacher?”
2. Analyzing data - Searching the internet for articles and publications on the two programs – Aware and Project Share – were my first steps. Since our school district will be in pilot project with the Project Share software, it was my first idea. I also looked into research on the Aware program. I found most of the research was on attempts by schools to make data-driven decisions without the help of organizing software. The research was on schools use of the data once they had collected it for use in Data-based Decision Making (DBDM). This information is very useful, because I can examine the research to see if the data in the program Aware is used in the same way. (Marsh, Pane & Hamilton, 2006) I also received some helpful comments from fellow classmates in our discussion board as I conveyed my possible topics. Lynne B. commented that she had seen positive shifts in teacher’s attitudes as they now had ownership of the data. Teacher Kimberly O. commented that it “works WONDERS for our planning.” Two other classmates, Carey W. and Michelle P., who teach Computer Technology and Communications Applications respectively, have found that as non-core curriculum teachers they are often left out of the discussions on student data analysis, but would like to be included.
3. Developing deeper understanding – I will employ several data collection strategies. I will take field notes from a focus group of 7 individuals that will include IT personnel, an administrator, and teachers. Interviews will be conducted with 5 – 8 teachers to get details of how they use Aware. Video and notes will also be taken at training sessions for the teachers on the program. Surveys will be conducted midyear and at the end of the year on ways teachers have used the program. Research will also be done to find other districts that have used Aware and documented their results publicly. I am thinking about also creating a blog for teachers to share their ideas and findings.
4. Engaging in Self-Reflection – During EDLD 5306 I took the Keirsey Temperament Sorter and was identified as a “guardian” temperament. “Guardians” are service oriented people who are loyal and dependable towards others. They enjoy social groups and seek security through following the rules and keeping things stable. They are traditionalists who desire to change things slowly to make sure the outcomes are more predictable. They appreciate good change, but do not value change for the sake of change. They are humble and work diligently. They appreciate gratitude for their efforts. In the Multiple Intelligence surveys, my results identified me as enjoying nature, being a self learner who enjoys journaling and I scored high in math/logic learning. Since I have kept a personal journal for many years, reflecting on this project should be enjoyable. Throughout this process I will engage in self-reflection in different ways. My internship requires that I post monthly reflections on my field-based activities which include this project. My wiki will also include my hours log on my time spent on this project. Conferences with my mentor will further allow me to reflect on my progress in this study as will the conservations in the focus group. Some of the questions I may reflect upon are “did the training sessions on the program adequately prepare the teachers to use the software?” or” Is the program working for the teachers as expected?” “Is the program user-friendly?” “What instructional changes have been made as the result of reviewing student data?”
5. Exploring Programmatic Patterns – The focus group discussion and interviews will give me ideas of teachers’ employment of Aware. After the initial survey is released, it may be found that it would be best to address one aspect of Aware to the teachers at a time. Possibly teachers will find the available data overwhelming.
6. Determining direction – Working collaboratively with my mentor, we may find places where I need to tweak my questions or plans to find the best data. After the first survey, any teacher concerns will come to light and addressing those concerns in the second survey will be important. I do believe my timelines are realistic. Studying up on surveys and how to encourage teachers to fill them out will be an important step. Everyone is busy and may not wish to spend precious time on a survey.
7. Taking action for school improvement – Since I am not employed by the district I am working with, I will not implement change in response to my inquiry. I will include in my project suggestions on how teachers may get more out of using the program Aware in the classroom. These may involve making the training sessions more specific, training core area teachers by their needs, or creating a quick-use guide for Aware. Of course, if my mentor has a volunteer duty I could fulfill in this area, I will gladly do it.
8. Sustaining improvement – Sharing with the Instructional Technology Director the positive uses of Aware and the weaknesses of its use will provide the backdrop for future training sessions on Aware. This is a more efficient use of teacher time if they are able to focus on one section of data recall at a time. Continuing to monitor and maintain a blog for Aware use and discussion will help teachers keep abreast of new uses of this technology. The skills I am learning on inquiry research will go with me – even if my next inquiry is on parenting or home improvement. Today, The Chronicle of High Education published an article claiming that university professors are guilty of assigning research papers but never giving detailed direction on how to accomplish the task. The Lamar University professors do not have to worry about that complaint! :)
Resources
Keirsey Temperament link
www.keirsey.com
Multiple intelligence Link
http://lth3.k12.il.us/rhampton/mi/mi.html
http://chronicle.com/article/Research-Assignment-Handouts/123702/?sid=at&utm_source=at&utm_medium=en
Dana, Nancy Fichman. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J., (2010). Examining What We Do To Improve Our School: 8 Steps from Analysis to Action. Larchmont, NY: Eye on Education.
Wednesday, July 28, 2010
Tuesday, July 27, 2010
Discussion Board Week 3 EDLD 5301
A Description of the context or setting of your study
My research project will inquire “In what ways has the program Aware assisted you as a teacher?” I will research teacher use, decisions, feelings and productivity through surveys, observation, a focus group, and interviews. The setting is the first year use of a brand new software program. The teachers will receive training on the program and I hope to document the first year use to identify patterns in how the program is being used.
Operational definition of your target population/How I will select my sample/ rationale for sample size
I will select a sample of teachers assigned to grades 3 – 6. I will include the teachers from three of our elementary schools for the surveys. This should give me enough individuals to have good size group respond.
Description of how you will conduct research
This action research project will include five forms of data. Interviews will be conducted with 5 – 8 employees to get details about how they are using the software Aware. These will occur to help formulate questions to be included in a larger survey of teachers. Two surveys will be conducted -one before the TAKS testing and one after. One focus group of seven people will meet that includes teachers and administrators to give feedback and describe experiences in the use of the program Aware. Research will also include attending the various training sessions on the software.
My research project will inquire “In what ways has the program Aware assisted you as a teacher?” I will research teacher use, decisions, feelings and productivity through surveys, observation, a focus group, and interviews. The setting is the first year use of a brand new software program. The teachers will receive training on the program and I hope to document the first year use to identify patterns in how the program is being used.
Operational definition of your target population/How I will select my sample/ rationale for sample size
I will select a sample of teachers assigned to grades 3 – 6. I will include the teachers from three of our elementary schools for the surveys. This should give me enough individuals to have good size group respond.
Description of how you will conduct research
This action research project will include five forms of data. Interviews will be conducted with 5 – 8 employees to get details about how they are using the software Aware. These will occur to help formulate questions to be included in a larger survey of teachers. Two surveys will be conducted -one before the TAKS testing and one after. One focus group of seven people will meet that includes teachers and administrators to give feedback and describe experiences in the use of the program Aware. Research will also include attending the various training sessions on the software.
Monday, July 26, 2010
Web Conference Reflection
EDLD5301/ Cohort 13/ ET 8023
Friday, July 23, 2010
The web conference was well attended. The administrator present was Dr. Kay Abernathy. She reminded us to log in with our cohort and section number so she could address our questions appropriately. There was no audio, but the record button was on so we should be able to get a transcript later.
The main topic of discussion was questions about internship requirements and changes that have been made. We need to blog about our web conferences and blog monthly on our field –based activities. Our action research project should be on technology and should flow from out internship plan.
If we have questions about research sources, we should email Dr. Jenkins. Graduation always occurs in December, May and August, so our final class has to be finished in time to meet one of those dates.
Our assignments for this class are due Friday night with a two day grace period, since most classes have things due Sunday night at midnight.
The conference was over in about 45 minutes.
Friday, July 23, 2010
The web conference was well attended. The administrator present was Dr. Kay Abernathy. She reminded us to log in with our cohort and section number so she could address our questions appropriately. There was no audio, but the record button was on so we should be able to get a transcript later.
The main topic of discussion was questions about internship requirements and changes that have been made. We need to blog about our web conferences and blog monthly on our field –based activities. Our action research project should be on technology and should flow from out internship plan.
If we have questions about research sources, we should email Dr. Jenkins. Graduation always occurs in December, May and August, so our final class has to be finished in time to meet one of those dates.
Our assignments for this class are due Friday night with a two day grace period, since most classes have things due Sunday night at midnight.
The conference was over in about 45 minutes.
Thursday, July 22, 2010
Week 2 Overview EDLD 5301
This second week of EDLD 5301 Research has been very informative. We studied the nine different areas that are most studied by principals through inquiry. These topics include staff development, curriculum development, individual teacher(s), individual student(s), school culture/community, leadership, management, school performance, and social justice. The areas are ripe for the formulation of “wonderings” because principals face “real-world dilemmas and felt difficulties” in these areas. (Dana, 2009, pg. 31)
Our discussion page was very helpful again as we identified our different wonderings and found those that had experience with our topics. Collaborating with others during our research will be of great use and encouragement to us (and me). My research project will focus on the implementation and utilization of the Eduphoria Software SchoolObjects:Aware during the 2010-2011 school year.
We also learned from three previous Lamar students: Johnny Briseno, Dr. Timothy Chargois, and Dr. Kirk Lewis. They shared through videos the importance of inquiry research in decision making in our schools. They also shared how they collected data and the importance of researching topics about which we feel passionate.
Our discussion page was very helpful again as we identified our different wonderings and found those that had experience with our topics. Collaborating with others during our research will be of great use and encouragement to us (and me). My research project will focus on the implementation and utilization of the Eduphoria Software SchoolObjects:Aware during the 2010-2011 school year.
We also learned from three previous Lamar students: Johnny Briseno, Dr. Timothy Chargois, and Dr. Kirk Lewis. They shared through videos the importance of inquiry research in decision making in our schools. They also shared how they collected data and the importance of researching topics about which we feel passionate.
Tuesday, July 20, 2010
Action Research Wondering EDLD 5301
Discussion Topic Week Two
My action research topic will inquire as to how the program AWARE, new to our district, effects the teachers because they will have instant access to all testing data for each individual student. Will the training sessions planned be effective in teaching teachers how to use the program? Will they find the program user friendly? How will teachers use the “whole history” of a student to better to differentiate in their classrooms? I hope that we will find that teachers share what they have learned about student trends and be able to address problems quickly. I hope that they will find they are more aware of each student’s needs, because their past history is available quickly. There is much excitement over this program in the technology department. I hope I will find that the program is all that they hope it will be!
My action research topic will inquire as to how the program AWARE, new to our district, effects the teachers because they will have instant access to all testing data for each individual student. Will the training sessions planned be effective in teaching teachers how to use the program? Will they find the program user friendly? How will teachers use the “whole history” of a student to better to differentiate in their classrooms? I hope that we will find that teachers share what they have learned about student trends and be able to address problems quickly. I hope that they will find they are more aware of each student’s needs, because their past history is available quickly. There is much excitement over this program in the technology department. I hope I will find that the program is all that they hope it will be!
Wednesday, July 14, 2010
EDLD 5301-Action Research Explanation
Administrative inquiry/action research is the process by which educators consistently reflect upon practices in their teaching and learning environments and use their observations to create discussion that leads to the appropriate concept application.
In the book Examining What We Do to Improve Our Schools: 8 Steps From Analysis to Action, the authors outline the process of action research. First, inquiry and reflection are needed to determine the topic to be studied. Stakeholders participate in determining what needs to be addressed. Next, data on the topic needs to be analyzed. This can include TAKS results, PEIMS data, AEIS reports, videos, interviews, past published research, and surveys.
The authors suggest reflecting on your own internal biases and purposes to provide clarity to your research and then inquire about programmatic patterns in your school to determine any hindrances to success.
After this, an action plan must be developed of which all stakeholders feel they have ownership. When the plan is implemented, monitoring its effects through reflection and evaluation is needed. Finally, documentation through journaling, blogging, and/or publishing is beneficial to the group to be encouraged by their success and to share “best practices” with others facing the same challenges.
For my internship, I will study the implementation of a new software program in our district. The software promises to easily allow teachers to see students’ past standardized test results, prepare their own benchmark tests and grade them using retail scanners. I will research how the teachers are using the program, and in the end, what are the best practices for use of the program. It may be that new ways of utilizing the data are developed over time.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y.: Eye on Education
In the book Examining What We Do to Improve Our Schools: 8 Steps From Analysis to Action, the authors outline the process of action research. First, inquiry and reflection are needed to determine the topic to be studied. Stakeholders participate in determining what needs to be addressed. Next, data on the topic needs to be analyzed. This can include TAKS results, PEIMS data, AEIS reports, videos, interviews, past published research, and surveys.
The authors suggest reflecting on your own internal biases and purposes to provide clarity to your research and then inquire about programmatic patterns in your school to determine any hindrances to success.
After this, an action plan must be developed of which all stakeholders feel they have ownership. When the plan is implemented, monitoring its effects through reflection and evaluation is needed. Finally, documentation through journaling, blogging, and/or publishing is beneficial to the group to be encouraged by their success and to share “best practices” with others facing the same challenges.
For my internship, I will study the implementation of a new software program in our district. The software promises to easily allow teachers to see students’ past standardized test results, prepare their own benchmark tests and grade them using retail scanners. I will research how the teachers are using the program, and in the end, what are the best practices for use of the program. It may be that new ways of utilizing the data are developed over time.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y.: Eye on Education
EDLD 5301 - Education Leaders and Blogs
Blogs can be utilized by board members, superintendents and principals in numerous ways. First, blogs can be used to report announcements and the latest good news from the district. Sports-themed district blogs can report on games and tournament results. Special education blogs can report on upcoming special events and parent training opportunities. The school board president or superintendent can use a blog to report on the board meetings.
Blogs are also useful for superintendents or principals to privately write down the reflective thoughts they have as they contemplate district challenges. “Journals provide administrators with a tool for reflecting on their own thought processes.” (Dana, 2009, pg. 87) They can be used as an online journal – although privacy issues would definitely inhibit the ability to make it public.
If these leaders are engaged in action research, they can use their blogs to post reports, data, pictures, videos and opinions as they journey on their path to success. Dana gives four reasons for overcoming the constraints of time and resistance to engage in writing. First, it allows you to clarify your questions as you proceed through your research. Second, writing your thoughts down may encourage you to continue on when faced with obstacles. Third, journaling your research documents what you have done and allows you to share it with those that may benefit. And lastly, “a sense of accomplishment” when your project is completed will bring contentment. (pg. 149)
Public blogs or a closed community blog of other principals would have the added benefit of comments shared from those that have traveled the same path before. In addition, blogging by school leaders is a great example of a love of writing and can encourage others to do the same.
I cannot imagine a principal having a completely open blog. Just read any school article posted on Joe Smith’s Texas ISD webpage and scroll down to see the comments. It seems every Texas town has a group of about ten negative ninnies that live to post demeaning and inflammatory insults toward school leaders. Maybe when it’s your own blog you can delete those comments, or possibly you just put on a Teflon suit before you read them.
Dana, Nancy Fichman. (2009). Leading with Passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
www.texasisd.com Joe Smith’s website
Blogs are also useful for superintendents or principals to privately write down the reflective thoughts they have as they contemplate district challenges. “Journals provide administrators with a tool for reflecting on their own thought processes.” (Dana, 2009, pg. 87) They can be used as an online journal – although privacy issues would definitely inhibit the ability to make it public.
If these leaders are engaged in action research, they can use their blogs to post reports, data, pictures, videos and opinions as they journey on their path to success. Dana gives four reasons for overcoming the constraints of time and resistance to engage in writing. First, it allows you to clarify your questions as you proceed through your research. Second, writing your thoughts down may encourage you to continue on when faced with obstacles. Third, journaling your research documents what you have done and allows you to share it with those that may benefit. And lastly, “a sense of accomplishment” when your project is completed will bring contentment. (pg. 149)
Public blogs or a closed community blog of other principals would have the added benefit of comments shared from those that have traveled the same path before. In addition, blogging by school leaders is a great example of a love of writing and can encourage others to do the same.
I cannot imagine a principal having a completely open blog. Just read any school article posted on Joe Smith’s Texas ISD webpage and scroll down to see the comments. It seems every Texas town has a group of about ten negative ninnies that live to post demeaning and inflammatory insults toward school leaders. Maybe when it’s your own blog you can delete those comments, or possibly you just put on a Teflon suit before you read them.
Dana, Nancy Fichman. (2009). Leading with Passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
www.texasisd.com Joe Smith’s website
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