Module 1 Discussion

According to Mertler (2020), traditional educational research is a natural research process which uses the scientific method to answer specific classroom problems. Although similar to the scientific method, this process does not use the terms as we are accustomed to when looking at the scientific method. As a first year teach, in a third-grade classroom, I follow most of these steps on a daily basis. Part of my job is possessing the capability to make observations, collect student data, and accept or reject my hypothesis. In completing these tasks, my hypotheses represent the strategies or methods I have used to teach lessons. Based on data collected, if my students are successful with the lesson, I will accept or continue using this method or strategy whereas If the data shows the lesson to be unsuccessful I would reject this method or strategy and test another.

Action research is used to help individuals improve the quality of instruction for students (Mertler, 2020). One way in which teachers can effectively achieve this goal of improving instruction for students is by collaborating with others during the action research process. For this reason, I have already reached out to my grade-level chair, my schools instructional coach, as well as my districts instructional support specialist to collaborate with on this action research project. By working with these amazing educators, I hope to research, discover, and implement strategies and tools that will benefit my students, both now and in the future. According to elementary teacher Kevin Berry, when collaborating it is important to share resources but also to stay on task because most likely the issue at hand is something in which you are all passionate about (Walden University, LLC, 2015c).

In the four examples we were given to read for this module, all presented a valid research question, an explanation of why these topics were important to the authors and how their research was used upon completion of their projects. In case study two, Williams discussed taking antidotal notes and altering her interactions with said student to help him to manage his anger and frustrations (2007). The actions she took based on her research had a lasting impact on her student. In case study number one, the author used a variety of data to focus on the experiences and achievements of African American male school experiences (Nguyen, 2007). From the data collected, Nguyen was able to determine what helped these students to be engaged and feel successful. She took these findings and implemented them during her tenor as an elementary school principal.

Educational research is a vital component of educational reform. Without the use of educational research, educators would be unable to prove or disprove methods and strategies that are being used in our classrooms. This type of research is especially beneficial in our local schools and classrooms. In this manner, the use of action research is more pivotal than the use of traditional research because the data comes explicitly from students that we interact with daily.

When performing action research projects, the promotion of positive social change should always be a main area of concern. When we are conducting research, we should always be concerned not only with our students’ academics, but also in what we can do to encourage improvements in our classrooms, schools, and communities. When implementing the methods and strategies researched using the data obtained, we will bring our students closer to achieving success.

References

Mertler, C. A. (2020). Action research: Improving schools and empowering educators (6th ed.). Thousand Oaks, CA: Sage.

Nguyen, Q.T. (2007). Understanding high school black male students’ achievement and school experience. In C. Caro-Bruce, R. Flessner, M. Klehr, J.K. Zeichner (Eds.), Creating equitable classrooms through action research (pp. 100-124). Corwin Press.

Walden University, LLC. (Producer).(2015c). Pick-a-researcher, Week 1-introduction [Video file].

Baltimore, MD: Author.

Williams, B (2007). What Teacher Behaviors Encourage One At-Risk African American Boy to be a Productive Member of our Classroom Community? In C. Caro-Bruce, R. Flessner, M. Klehr, J.K. Zeichner ( Eds.), Creating equitable classrooms through action research (pp. 100-124). Corwin Press.

Response to Jenny Grise

Jenny,

I enjoyed reading your post, and like you, we also meet weekly with our grade level departments for PLCs; however, during this time we also meet with our Instructional Coach (IC) and our principal. During this time we typically discuss a variety of topics and data collected throughout various resources. We also look at studies that the IC and principal have been researching and reviewing, looking for ways to better engage our students to encourage growth. My co-teachers and I also meet every Tuesday to plan collaboratively and work on the upcoming lessons for the next week. We use this time to discuss the standards we will be covering as well as methods, strategies, and resources we may use. This has been wonderful for me as a first year teacher, as my colleagues are veteran teachers and have shared a wealth of knowledge with me throughout this school year.

Response to Kelly Grissom

Kelly,

I also tend to think of local district board members and administrators when thinking of traditional research. We meet weekly for PLCs and at nearly all meeting our principal or instructional coach presents data from a topic researched. We use these studies and data to take a closer look at our lessons and strategies to help us determine if we are using the best practices.

Collaborating with colleagues can help develop a curiosity as data is shared and ideas and information are reflected upon (Walden University, 2015c).

Walden University, LLC. (Producer).(2015c). Pick-a-researcher, Week 1-introduction [Video file]. Baltimore, MD: Author.

Response to Brandyn Marshall

I enjoyed reading your post this morning. I am curious about how your position as the District Math Lead Teacher works. Covering grades three thru eight is a rather large range to cover, with a varying range of standards. Have you taught in these grades and how to you collaborate with the teachers in each of these grade levels? According to Huffman and Kalnin (2003), collaboration is essential to reduce the isolation of the profession and enhance individual teachers’ professional growth and its impact on schools and students. In addition, approaching inquiry from a collaborative, team-based approach addresses the organizational structures in schools that have hampered school change efforts. How do you effectively work with each grade level?

Huffman, D., & Kalnin, J. (2003). Collaborative inquiry to make data-based decisions in schools. Teaching and teacher education, 19(6), 569-580.

Reply to TaKisha Johnson

Good morning! I love your analogy of traditional research to shopping in a retail store and needing alterations! To me this is a perfect comparison and provides a wonderful visual for someone who my be grasping to understand how traditional research works. I see that you collaboratively analyze data to identify areas of growth and weaknesses, my question is, do you plan lessons collaboratively as well? I teach third grade and we work together once weekly to plan lessons. According to Huffman and Kalnin (2003), collaboration is essential to reduce the isolation of the profession and enhance individual teachers’ professional growth and its impact on schools and students. In addition, approaching inquiry from a collaborative, team-based approach addresses the organizational structures in schools that have hampered school change efforts. We have eight third grade teachers and two co-teachers. We are departmentalized and I teach language arts and social studies. We each have a portion that we write for the lesson plans, i.e. I write conventions and plan activities, someone writes for reading, one for writing, and one for social studies. When planning, we discuss the needs of each of our classes and when pulling resources for the convention’s lessons, I incorporate a range of activities to cover the multiple ranges of student needs. We then choose to use the resource that best fits our class needs.

Huffman, D., & Kalnin, J. (2003). Collaborative inquiry to make data-based decisions in schools. Teaching and teacher education, 19(6), 569-580.

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