Coming into the course, I was not sure what to expect, as I had previously had some experience with action research, but never really had understood the total dynamic of the process. As I worked through the materials, I found numerous items that were valuable, however, the most important elements that I found were influential in increasing my learning and interest in the course were the interviews of the 3 scholars we viewed on the courseware during week 2, and to hear them communicate first-hand about the depth, quality and emphasis they place on effective research in the educational system today.
Additionally, it was insightful to review the comments in the discussion forum from classmates, whether they were designed to provide support, question or recommend potential changes to the action research plan.
Certainly, we read some great material, and each of these texts we used will be part of my professional collection, and am tremendously glad that I purchased the texts in order to reference them later. I feel the most important element I pulled from the text was the information on the different research techniques, specifically the Force Field Analysis , which indicates “in order for changes to occur, the driving forces for the change must exceed the resisting forces against the change” (94) In my understanding, there must be a greater degree of support and materials that will provide cause for a larger amount of support, or force, to warrant change, lest the initiative is potentially doomed.
Secondly, the Delphi Method, which will assist in providing a “futuristic” (95) look at how changes and implemented plans will affect schools and their needs. Learning about both of these strategies was influential in some of the potential revisions that I may look at, and will shape the way I develop and implement the project moving forward.
The assignments were challenging, yet provided opportunities for me to demonstrate a strong practical understanding of the content, and the rubrics were helpful to ensure that I was shaping the assignment in such a way, leading to positive marks. I appreciated that they directly were connected to learning objectives, and did not seem like busy work, as has been the case in a couple of previous courses.
I thoroughly enjoyed getting the opportunity to utilize the blog again, and appreciated the opportunity to post my action research plan in a way that would solicit feedback from not only students in the course, but the course professors and those on my campus who have taken an interest in the project. It also has allowed me an opportunity to relay the information on the potential project to various stakeholders, who are impressed with the scope of the program and are eager to see it implemented and the data that will come!
In closing, I heard numerous comments from prior Partnership students about the dreadful Research course; however, I feel the course was most influential in assisting me to better understand a topic that is going to be at the forefront of the educational system and changes for years to come. The new format was inviting, supportive and educational. As I move forward, I feel action research is something I will get a better grasp of as I continue through the remainder of the program, and practice well beyond completion. I also feel that it is important for me to investigate professional growth opportunities that involve learning more about action research principles, and areas to improve in data collection, analysis and communicating with a variety of stakeholders.
The course has been enlightening and certainly one I will reflect on for years to come!
Thursday, August 12, 2010
Friday, August 6, 2010
Week 4 Updates
No new updates to the Action Research Plan below, however, there are some considerations and concerns with the project that are outlined below, as well as potential solutions.
• What specific challenges do you foresee in implementing your action research study?
The biggest challenge to overcome is the amount of time required to successfully be able to make a determination on the effectiveness of the plan, and the potential to continue implementation, as the longer the project extends, the less patient participants may be without a conclusion.
An additional challenge is the time required to evaluate all data and then synthesize it in a way that will provide the most information in regards to the success or failure of the project. As data sources must be obtained from similar campuses with similar groups of students that match the target group, the ability to obtain that data, and have it provide all the information we are requesting is also an obstacle.
The limited amount of professional development that staff members have had in regards to the project and its implementation and goals is also a hurdle that must be overcome.
• How you plan to address those challenges?
Certainly it is important to communicate, communicate, communicate. 90% of our problems can be solved by effective, concise and correct communication to all stakeholders. This can provide some relief to those involved and give them a constant information source on the project, its progress and where we are at in the overall plan.
Unfortunately, the time element is unavoidable, but can be reduced by the amount of volunteers that will assist in working through the data to provide clear information. Likewise, communication is important here, as it will provide reassurance to those involved on the process and where we are at. Having reliable contacts at other locations and making data requests clear can also eliminate the potential of useless data being sent back for evaluation.
• What specific challenges do you foresee in implementing your action research study?
The biggest challenge to overcome is the amount of time required to successfully be able to make a determination on the effectiveness of the plan, and the potential to continue implementation, as the longer the project extends, the less patient participants may be without a conclusion.
An additional challenge is the time required to evaluate all data and then synthesize it in a way that will provide the most information in regards to the success or failure of the project. As data sources must be obtained from similar campuses with similar groups of students that match the target group, the ability to obtain that data, and have it provide all the information we are requesting is also an obstacle.
The limited amount of professional development that staff members have had in regards to the project and its implementation and goals is also a hurdle that must be overcome.
• How you plan to address those challenges?
Certainly it is important to communicate, communicate, communicate. 90% of our problems can be solved by effective, concise and correct communication to all stakeholders. This can provide some relief to those involved and give them a constant information source on the project, its progress and where we are at in the overall plan.
Unfortunately, the time element is unavoidable, but can be reduced by the amount of volunteers that will assist in working through the data to provide clear information. Likewise, communication is important here, as it will provide reassurance to those involved on the process and where we are at. Having reliable contacts at other locations and making data requests clear can also eliminate the potential of useless data being sent back for evaluation.
Friday, July 30, 2010
Monday, July 26, 2010
Week 3 Discussion Outlines
• a description of the context or setting of your study.
The description of the study is 2 fold, with the primary focus on item 1, but the secondary question being one that could continue the research into the future;
1.) How would increasing the amount and type of technology into core class environments influence/impact student achievement?
if 1 proves positive, then leads to the following;
2.)Would it benefit student achievement to provide course opportunities that are 100% technology based in their delivery and application and what affect would this have on students and the overall educational experience?
• an operational definition of your target population.
It would be next to impossible to survey all students throughout the building, and to provide the technology to a large enough group of students would be difficult; however, our campus recently was selected to work with a laptop and technology project with our 11th grade US History students. This project, provided a new laptop computer to all 11th grade students enrolled in US History (94% of the 11th grade population of over 800 students). Based on this, and the supporting curriculum that was developed, the 11th grade student population (enrolled in US History) will be the primary target population for large amounts of data. The 11th grade data group represents all subgroups, which will provide for greater analysis of data based on all factors that weigh in the overall accountability and will provide accurate representation of the benefits to all student populations.
• how you will select your sample.
As stated above, the sample will be the 11th grade student population enrolled in US History at our HS, as it provides a large enough target group and all students have the same technology at their hands, functioning on similar curriculum. The comparison group will be our 11th grade student groups performance data from the prior year; the current years seniors.
• brief rationale for your sample size.
The sample size provides a large enough group of students that represents at least 1/4th of the total student population on the campus. Likewise, it provides a breakdown of all student populations and special populations, which will give us a strong cross-section of data and allow us to look deeper in the data on the benefits for students in each sub-group. Selecting a smaller population may not have provided representation to fully evaluate the effectiveness of the program on all student populations.
• a brief description of how you will conduct your research.
Numerous items will be considered, including, but not limited to; student and staff surveys on technology and amount of time used, grade distribution in core classes as compared to prior years group, performance on state and district testing, wireless internet connectivity and bandwidth usage during school hours will all be factored in conducting research. We will also look at a baseline level the performance of our 11th graders on state and district testing against similar campuses with demographics and sub-populations that match ours in order to see the potential effectiveness of the program against those not utilizing it at other campuses. The process is going to take at a minimum of 1 year, and potentially 2, as it would then give us a strong set of data and adequate research in regards to the integration of technology since the entire US History group is following a technology rich curriculum specifically developed to research the above topic.
The description of the study is 2 fold, with the primary focus on item 1, but the secondary question being one that could continue the research into the future;
1.) How would increasing the amount and type of technology into core class environments influence/impact student achievement?
if 1 proves positive, then leads to the following;
2.)Would it benefit student achievement to provide course opportunities that are 100% technology based in their delivery and application and what affect would this have on students and the overall educational experience?
• an operational definition of your target population.
It would be next to impossible to survey all students throughout the building, and to provide the technology to a large enough group of students would be difficult; however, our campus recently was selected to work with a laptop and technology project with our 11th grade US History students. This project, provided a new laptop computer to all 11th grade students enrolled in US History (94% of the 11th grade population of over 800 students). Based on this, and the supporting curriculum that was developed, the 11th grade student population (enrolled in US History) will be the primary target population for large amounts of data. The 11th grade data group represents all subgroups, which will provide for greater analysis of data based on all factors that weigh in the overall accountability and will provide accurate representation of the benefits to all student populations.
• how you will select your sample.
As stated above, the sample will be the 11th grade student population enrolled in US History at our HS, as it provides a large enough target group and all students have the same technology at their hands, functioning on similar curriculum. The comparison group will be our 11th grade student groups performance data from the prior year; the current years seniors.
• brief rationale for your sample size.
The sample size provides a large enough group of students that represents at least 1/4th of the total student population on the campus. Likewise, it provides a breakdown of all student populations and special populations, which will give us a strong cross-section of data and allow us to look deeper in the data on the benefits for students in each sub-group. Selecting a smaller population may not have provided representation to fully evaluate the effectiveness of the program on all student populations.
• a brief description of how you will conduct your research.
Numerous items will be considered, including, but not limited to; student and staff surveys on technology and amount of time used, grade distribution in core classes as compared to prior years group, performance on state and district testing, wireless internet connectivity and bandwidth usage during school hours will all be factored in conducting research. We will also look at a baseline level the performance of our 11th graders on state and district testing against similar campuses with demographics and sub-populations that match ours in order to see the potential effectiveness of the program against those not utilizing it at other campuses. The process is going to take at a minimum of 1 year, and potentially 2, as it would then give us a strong set of data and adequate research in regards to the integration of technology since the entire US History group is following a technology rich curriculum specifically developed to research the above topic.
Saturday, July 17, 2010
Week 2 Reflections
Week 2 of EDLD 5301 Research was "educational", as it provided even more in-depth material and first hand accounts of the value and importance that educational leaders are placing on effective and productive action research. Likewise, it was a benefit to be able to review material that provided areas where action research can be applied and processes and additional factors to consider while moving forward with an action research project.
During the week 2 coursework, the main benefit was it allowed for more communication to take place between site-supervisors, additional professional staff and other Administrators in regards to a action research project that could directly be focused to a concern or issue that is affecting our campus. Although the summer schedules were difficult to "come together", we were able to do much by phone and email that led me to decide on a action research project that would directly address a campus related topic/concern that is close to implementation based on "everyone is doing it"; as we have learned in the course, this is not always best to apply to each campus, as needs vary.
As I continue to move forward into Week 3 and beyond, I remain curious to dive into the action research plan and engage with it first hand to realize the benefits and hopefully to better understand the process, its importance and how I can apply it to my future goals as an Educational Leader.
During the week 2 coursework, the main benefit was it allowed for more communication to take place between site-supervisors, additional professional staff and other Administrators in regards to a action research project that could directly be focused to a concern or issue that is affecting our campus. Although the summer schedules were difficult to "come together", we were able to do much by phone and email that led me to decide on a action research project that would directly address a campus related topic/concern that is close to implementation based on "everyone is doing it"; as we have learned in the course, this is not always best to apply to each campus, as needs vary.
As I continue to move forward into Week 3 and beyond, I remain curious to dive into the action research plan and engage with it first hand to realize the benefits and hopefully to better understand the process, its importance and how I can apply it to my future goals as an Educational Leader.
Wednesday, July 7, 2010
Effective Use of Blogs by Educational Leaders
Blogs can be an effective tool for educational leaders, as competent, effective and productive use of blogs can extend the campus community beyond the traditional walls set forth on campus, thus, allowing for a greater expansion of the campus and increased capacity for a greater group of informed stakeholders. Likewise, the effective use of blogs can provide a direct link for students and parents to utilize technology to access information and participate in the learning community while demonstrating competent technological skills of our administrative leaders.
As Educational Leaders, blogs provide us with an immediate information source that can be easily accessed with up to date information to all stakeholders and presents a greater appreciation of campus culture that should lead to a a more conducive environment encouraging parental and stakeholder involvement in the campus educational environment.
Specific uses of blogs by Educational Leaders include up to date information and calendars of campus activities, information on current Campus Improvement Plan, AEIS Data, TEA accountability ratings, School Improvement Planning, campus "brags" as well as providing an area for stakeholder feedback and input on a variety of issues that affect the school-coommunity, creating a virtual meeting place for productive information exchange.
The blog can provide an avenue for receiving feedback on potential school changes, i.e. daily schedule modification, attendance boundary changes, tardy sweep policies, etc. to ensure that we are in tune with the community, their needs and wants, and ensuring we are providing an edcuational experience that the community feels is positive and will assist students in reaching their educational goals.
As Educational Leaders, blogs provide us with an immediate information source that can be easily accessed with up to date information to all stakeholders and presents a greater appreciation of campus culture that should lead to a a more conducive environment encouraging parental and stakeholder involvement in the campus educational environment.
Specific uses of blogs by Educational Leaders include up to date information and calendars of campus activities, information on current Campus Improvement Plan, AEIS Data, TEA accountability ratings, School Improvement Planning, campus "brags" as well as providing an area for stakeholder feedback and input on a variety of issues that affect the school-coommunity, creating a virtual meeting place for productive information exchange.
The blog can provide an avenue for receiving feedback on potential school changes, i.e. daily schedule modification, attendance boundary changes, tardy sweep policies, etc. to ensure that we are in tune with the community, their needs and wants, and ensuring we are providing an edcuational experience that the community feels is positive and will assist students in reaching their educational goals.
Action Research, beliefs on what it is, and its usefullness
Action Research by name was relatively new to me as I engaged in the first week of the course; however, once I delved into the texts to learn more about it, I realized I had a familiarity with the topic and process, just had not previously assigned the terminology correctly.
My understanding of Action Research leads me to believe it is a process that promotes discovery through research based practices on topics of concern that directly involves an individual or individuals who are directly involved or connected to the topics of concern. The theme of Action Research is one of constant discovery, evaluation, reflection and analysis that allows for consistent data feedback and directional changes that will lead to a productive solution that will be easily accepted by those directly involved in the project.
Likewise, Action Research is a process that can lead to continued professional growth by those who utilize it as a practice, as it promotes learning and continued exposure to opportunities that will promote growth, making us more effective educational leaders. The process also promotes greater involvement by a wide variety of stakeholders and can contribute to a more positive school climate amoungst educational professionals.
Action Research is tremendously useful in numerous settings, specifically the educational setting, as it can be of great worth in allowing for focused insight into areas of concerns, campus problems, or potential changes of all types. Action Research can address even the simplest of problems, or the most complex, but always keeps "insiders" invovled in the process, rather than those who are not closely connected to the situation, or may be so through an outside source and might not fully understand the complexitities of situatiuons that take place on the "inside".
Through Action Research, we can have a constant process of growth taking place that will lead to improvements of concern areas, as well as lead to better prepared Educational Leaders, that in turn leads to more productive educational environments. It can assist us in performing more effective leadership teams, structuring meaningful professional development initiatives, developing a more complete Campus Improvement Plan, creating a more productive Site Based Decision Making Team, and addressing the general concerns of stakeholders.
My understanding of Action Research leads me to believe it is a process that promotes discovery through research based practices on topics of concern that directly involves an individual or individuals who are directly involved or connected to the topics of concern. The theme of Action Research is one of constant discovery, evaluation, reflection and analysis that allows for consistent data feedback and directional changes that will lead to a productive solution that will be easily accepted by those directly involved in the project.
Likewise, Action Research is a process that can lead to continued professional growth by those who utilize it as a practice, as it promotes learning and continued exposure to opportunities that will promote growth, making us more effective educational leaders. The process also promotes greater involvement by a wide variety of stakeholders and can contribute to a more positive school climate amoungst educational professionals.
Action Research is tremendously useful in numerous settings, specifically the educational setting, as it can be of great worth in allowing for focused insight into areas of concerns, campus problems, or potential changes of all types. Action Research can address even the simplest of problems, or the most complex, but always keeps "insiders" invovled in the process, rather than those who are not closely connected to the situation, or may be so through an outside source and might not fully understand the complexitities of situatiuons that take place on the "inside".
Through Action Research, we can have a constant process of growth taking place that will lead to improvements of concern areas, as well as lead to better prepared Educational Leaders, that in turn leads to more productive educational environments. It can assist us in performing more effective leadership teams, structuring meaningful professional development initiatives, developing a more complete Campus Improvement Plan, creating a more productive Site Based Decision Making Team, and addressing the general concerns of stakeholders.
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