Case study on Action Research

I have been learning about action research by teachers.  It is a type of research that is done by teachers, depending on the dilemmas in which they are faced with in the classroom. Answers to a burning question are sought out, data is collected and reviewed in order to find solutions or strategies that will increase student learning.  This type of research is new to me, and I have been given a set of prompting questions,  asked to review a case study and analyze how Teacher May carried out her research.  Her Wondering: “How can I create the classroom conditions needed so that my students can be successful in supporting my instruction?”

Prompt #1 Questions: Why is it important for May to look at literature as a part of her inquiry journey? What insights did May gain about her inquiry topic through her readings? In what ways might May’s readings inform how she will collect data for her study?

Using literature to inform someone during action research is a great place to start.  It is good to look outside of the boundaries in which someone works. I feel the literature that May reviewed was a great selection. I have not yet read the book that is included in her bibliography, but after reviewing this case study, I intend to.  The Pre-Referral Intervention Resource Manual (McCarney, Wunderlich, & Bauer, 1993). According to May, the book focus is around behavioral problems. May learned how to “clearly state observable behaviors, rather than making vague, emotional judgments about students.” I feel that this must have been very helpful for her data collection as she was better able to communicate to readers of her case study, specific behaviors to be documented. She was also able to take what she learned and apply it towards designing successful strategies in order to improve various behavior problems with her students. During her literature search, May learned about Seligman’s (2000) theory of positive psychology. According to May’s description, this theory explains, “No human being wants to fail or be difficult to love.” May also studied how other teachers collaborate with their “difficult to teach students”, and gained insight and ideas on new strategies that have been successful for others by forming research teams within the classroom. I feel that May chose literature that was relevant to her situation. 

Prompt #2 Questions: May, Naomi, Margaret, Darby, and Mr. Brown formed a professional learning community that met regularly to plan May’s first inquiry and to support one another in their work as educators. What specific benefits did May receive as a result of collaborating with her colleagues? Why is collaboration an important component of the action research process?

There were several benefits that resulted from collaboration between May’s group.  A very supportive relationship grew among them as they studied and participated in a book study of, The Reflective Educator’s Guide to Classroom Research. As a result of this book study, they were all on the same page as far as how in depth and thorough that action research must be in order to make it an inquiry of quality. One of the benefits from her collaboration was a suggestion from her colleagues to “focus on one class period rather than five.” She also discovered that other people on her team shared two of her students of concern. Her team was eager to find strategies that May would use to increase positive behavior. Her team helped to search out suggestion strategies and ways to collect data that would work for May’s research. May benefited from her teams efforts by a collaborated plan to use Tier 1,2, and 3 interventions, what categories students would be placed, and how it worked with her students.  They also helped her decide on what strategies to use, and help with data assessment.

Prompt #3 Questions: A critical component of the inquiry process is designing a plan for data collection that is doable! Explain the importance of developing a data collection plan that is meaningful but practical to the life of a classroom teacher.

It is important to use data that is practical and easily integrated into the instructional plan. I believe that as long as it is practical, the researching teacher will be able to maintain the focus of what the inquiry is about (which is the student), and informing instruction, and not on the inquiry itself. May used various forms of data collection that I feel was very practical. As stated earlier, reflective journaling is imperative in order have quality research to be shared.  I felt that her decision to focus on one class instead of five, made it a doable for her, and not so overwhelming. Her use of literature was a great place to start.  Another form of data that I felt was practical, was graphing the results for the class, so they could see improvement.  The nonverbal representation also seemed to motivate them as well as reinforce other content area, which is a plus. I felt that there was great practicality in using one of her behavioral challenging students to collect data for her on how many times she had to redirect the class.  I was inspired by this idea because it apparently was a successful strategy in keeping that student focused on what the teacher was saying, and also, the responsibility that she was given had a positive change in her behavior. If the teacher were keeping this data herself, I do not feel that it would have been practical because it would interfere with her teaching. I feel her strategy was brilliant.  If I were one of May’s colleagues, I would suggest the use of peer input on self and others as far as how well they were able to meet their goals and complete the required tasks. I feel that this would add a bit more accountability of the students to each other, and increase motivation to raise scores.  

Prompt #4 Questions: Review May’s “Wish List” Student Response data. In your journal responses, share the categories you named, as well as examples of responses that were included in each category. If you were May, what do you think your analysis of this initial data is telling you to do next?

Motivated to help increase learning within environment:

• Give respect to our teacher and other classmates.
• Have our agenda done when the teacher comes into the classroom. We can have out our paper and pencil, be ready to learn, and have our homework out.
• Listen and be quiet.
• I want to show my teacher my respect. I want to have an S (Satisfactory) for conduct.

Lack of motivation to increase learning within environment:

• We need to have more fun, and more parties-and all A’s!
• To give me an A for no reason, and to just be kind to people.
• I wish I was the richest person in the world.

I agree with May’s thinking that it was best to keep students comments anonymous, so that they would all be heard.  She made some positive changes by having students look at their goals, and asking their input on how goals could be reached. In addition to that, I think I would take a look at the increased positive behavior and address the possibility of adding an S (Satisfactory) to student reports for good conduct.  A possible way to increase motivation for the students who are interested in fun and parties is to tell them that if as a class they managed to meet their behavioral goals, a celebration would be in order.

Visit case study: http://sylvan.live.ecollege.com/ec/courses/56607/CRS-WUPSYC6205-4759292/Living_the_Process_of_Inquiry_CaseStudy_112210.pdf
Thank you for visiting  my blog. Further findings on this case study will be posted next week.
Cathy