Week 4 #SEACCR

Amber Hanson

Week 4

#SEACCR

Research Proposal Overview and Rationale

When I initially began formulating my original research question “How do I use non-fiction text to assist students in learning?” it was purely as a way to insure the incorporation of one of the key components on the Alaska State Standards. But, as I began conducting research on the topic I found myself constant asking, “what exactly do I mean by 'student learning' and how could I actually monitor the improvement of it”? At the time that I had been conducting research outside of school for this project, I was also administering the benchmark assessments for reading comprehension within my school. At the conclusion of this assessment, I gathered the data together and looked at the results.

 After analyzing data I discovered that nearly three-fourths of all 3^rd grade students fell far below grade level in their ability to comprehend texts. It was at that point, that it clicked with me. I had asked myself several times before how I could improve students learning, but never what area they could afford to benefit the most improvement in. It was through this assessment that I was able to clearly see what our most lacking area was. What better way to improve reading comprehension than through the use of informational text? This ‘aha’ moment was what brought me to my new and official action research question. I knew I could use nonfiction to improve reading comprehension...how? How I can use informational text to increase my students reading comprehension.

Methodology

            The participants for this study will be my thirteen third grade students at Hugo T. Apatiki Elementary School.  The class is considered 100% ELL.  All students are of the same decent-Siberian Yupik.     Student’s reading comprehension level is benchmarked and tracked through AIMSweb.  After viewing the data, it was discovered that four students are at the ‘above average’ grade level mark. Five students are at the below average level in reading comprehension and four students are at the well below average mark. The data from benchmarks will be used to compare the effectiveness of this project.  The project will include the explicit instruction of textual structure as well as textual feature.  This project will also include ways in which technology can be used to assist in this instruction.

Data Collection

            I will be collecting data in a variety of formats for my action research project.  This data will be gathered using qualitative and quantitative methods.  I will be recording anecdotal observational notes in a journal on a daily basis.  I will also be implementing the use of several technology tools to aid in this data collection.  A few of the tools include: Surveys using Survey Monkey, Smart Response (Clickers), the online internet program; Starfall, as well as the AIMSweb database to locate and test the progress of students reading comprehension improvements using the MAZE comprehension test.  In addition to these tools, I will also be using the paper pencil method to conduct a simple interests survey to begin the implementation of this project.  I will also be gathering data using exit slips.  These exit slips will be used at the conclusion of each class period.  Students will be required to rate their understanding, rate the usefulness of the lesson, as well as include one thing that they have learned.

Experience over the week

            This past week has been overwhelming to say the least.  I spent a total of about 15 hours (probably more) on my research proposal to find relevant materials as well as the actual construction of the research proposal itself.  This week I took part in only a small part of the twitter sessions, as I am having difficulty in attending the sessions at the time in which they are held.  Twitter is blocked at my school, therefore I am unable to log in at work, and I find that I don’t end up coming home until about 5-6 every evening.  Due to this I’ve had to rely a lot on trying to make sense of the twitters on tweet deck, as well as communication with other member of our class using Skype, email and text message.  I’m not sure I would have been gotten through this weeks assignment if it wasn’t for Lenore or Halley.  

Halley was my go to person throughout the week as she answered several of my clarifying questions when I was stuck on specific tasks.  Lenore helped walk me through what was due this week as well as provided ideas in how I can collect data using technology.  She even sent me her proposal to use as a model.  Seriously, this girl is amazing.  Overall I feel that I have benefited greatly from collaboration from my classmates.  By having this online support I feel that I was able to construct an insightful proposal and am well on my way to starting my Action Research project!