Progress on the Action Research Front

In my action research project, I am investigating the effectiveness of instruction delivered through project-based learning (PBL) practices.  I will closely investigate the effect of this instruction on the student achievement of third and fourth graders compared to a sample group of third and fourth graders not receiving this method of instruction.  In the beginning of August, I spent 3 days (18 hours) in PBL training presented by the Buck Institute for Education.  Then, on August 17, I spent an hour with my principal reviewing and refining the proposed action research plan.  The search for research on PBL (3 hours) is not complete but I have made an excellent dent in reviewing and selecting research articles and dissertations relating to the subject. Another hour of time was spent collecting permission from all affected parties to complete the research.  All were on board and accepted the inclusion willingly as they too would like to see the effects of PBL.  My principal and I are currently in the midst of selecting the non-PBL group with which we will compare benchmark and state testing results to the PBL groups.  We are looking for the best way to keep all non-PBL student names from 3^rd and 4^th grade completely anonymous to me as I do not want the achievement knowledge of other teacher’s students to affect our working relationship.  I also want to be completely blind to who this group includes so that there is a true measure of the difference or similarity in student achievement.  Once the group is chosen and final, I will maintain observation throughout the school year of their benchmark and state testing results and compare them to the results of my PBL class and the 4^th grade PBL class.

Snyder Action Research Plan

Goal: To determine the relationship between the Project-based learning approach and the student academic achievement of our 3rd and 4th graders on our campus.
Action Steps	Person Responsible	Timeline Start/End	Needed Resources	Evaluation
1.Interview campus principal to determine areas of needed improvement in the school	self	June/July 2012	interview questions time with site supervisor	narrow down areas of needed inquiry to improve our campus Need: Student achievement through engaging teaching approach that combines significant content with 21st century skills: PBL
2.Gather research articles, books, professional literature on the benefits of PBL on student performance	self	July 2012- Aug 2012	articles books blogs essays professional literature	research paper at the end of action research project
3.Attend BIE’s PBL training to work with grade-level cohort representatives to develop curriculum-based and integrated projects	self district admin. cohort	July 31-August 2, 2012 August 14, 2012	BIE training documents and materials revised state standards	n/a
4.Obtain permission to access student data, both demographic and testing	self principal	August 2012	written permission	n/a
5.Obtain permission from 4th grade PBL teacher to observe project results and survey students	self	August 2012	written permission	n/a
6.Select 3rd/4th grade non-PBL sample population	self principal	August-September 2012	access to student AIES data	similar demographic/gender data to PBL sample population
7.Monitor student achievement throughout 1st semester -benchmark data -project evaluations	self	August-December 2012	Campus Benchmark Results and PBL project evaluations	compare/contrast data of PBL group to findings of non-PBL group
8.Obtain student survey of PBL student sample population	self	December 2012	survey	record findings of student engagements and success
9.Monitor student achievement throughout 2nd semester -Benchmark data -project evaluations	self	January-June 2013	access to benchmark results and project evaluations	compare/contrast data of PBL group to findings of non-PBL sample populations compare 1st semester results to 2nd semester results
10.Obtain student survey of PBL sample populations	self	May-June 2013	survey	record findings of student engagement and achievement compare/contrast 1st semester results to 2nd semester results
11.Obtain teacher surveys of perceived student achievement	self	May-June 2013	survey	record finsings and compare/contrast to results of PBL teachers and non-PBL teachers
12. Disaggregate student scores of STAAR for Math, Reading and Writing	self principal	October 2013	testing results from state	compare/contrast 2012 STAAR data to 2013 STAAR data and compare testing results of PBL sample group to non-PBL sample group
13.Write research paper presenting findings gathered from August 2012-October 2013	self	October-November 2013	student data surveys professional literature and articles	Proof supportive of the inclusion of PBL approaches in classrooms to enhance engagement and improve student achievement, therefore school ratings
14. Present findings to campus administration and other district administrators	self	December 2013 or January 2014	Paper and findings charts/graphs	Question/Answer

Pedagogy or Data-Sciences?

While listening to scholar interviews this week, I came across some eye-opening opinions.  These scholars focused on the idea that we (educators) should spend more energy on the data-driven decision rather than the theory-based decision.  It is so backwards from what most of us went to school or training for, yet so forward in our current times.  Of course we need to make data-driven decisions!  Why are we so behind on this way of thinking?  Haven't Coca-Cola, Matel, Cover Girl, Suave, etc been making marketing decisions based on consumer data for years?  They all seem to be doing quite well.  Meanwhile, education is in remnants...federally, locally.  Teachers and administrators are marketers and need to act more like it.  We market and sell academics everyday.  The students are the consumers, so are the parents. Some of our consumers go through our entire system never getting the complete product we promised.  We may be inclined to do a better job if we looked at the data.  If we all took a moment to disaggregate some serious data, and then make decisions based on those findings, we just might find ourselves in a better position.  I don't just mean test scores.  I mean with ALL aspects of education - quantitative and qualitative.  Theory is good, and needed as the rope to reign us in from time to time, but data.... Data is the tangible result of the intense study of each educator's current situation.  Data-driven decision-making is the ticket out of the slump.

How can educational leaders use blogs?

Educational leaders can use blogs in several ways.  A very simple and concrete way is to use a blog as a journal.  Sharing one's reflections on leadership, education, etc. could prove to be very comforting and helpful during the journey.  Another way to use blogs could be to solicit leadership ideas from other educational leaders.  Whether it be a personnel issue or implementation of a new program, someone with a similar (or completely different) position and/or experience can share helpful insight and assistance on the subject.  Another way for educational leaders to use a blog is to maintain a strong network within the educational field.  By maintaining a blog, an educational leaders can stay abreast of current academic issues and news while developing relationships with other educational leaders all over the world.

What is action research & how can I use it?

Action research is the process in which school leaders take action for change; therefore,they develop their leadership role while aiming for school improvement. This ability to take action for school improvement or change comes from the collection of data and analysis of results of a certain inquiry. Action research also allows for reflection and evaluation of those results (Dana, 2009).  Unlike typical research, action research or administrative inquiry is intended to motivate change. Action research allows for a very systematic and meta-cognitive approach to investigation which is initiated and followed-through by the leader (Harris, 2010).  Action research goes beyond the linear or discursive approaches to research that simply report on a topic.  The analysis of data observed during action research actually provides a precipice for change (Dana, 2009).

I look forward to using action research in many ways.  While I am still a teacher, I can take it upon myself to conduct action inquiries to improve my teaching abilities, classroom management techniques, and even parent communication methods.  Once in a school leadership role, I plan to continually conduct action research to improve myself as a leader and to help improve my school.  A great leader is always an avid learner, and action research allows for continual learning to take place.

 

Dana, Nancy F. Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin, 2009.

Harris, S., Edmonson, S., & Combs, J. Examining What We Do to Improve Our Schools: 8 Steps from Analysis to Action. Larchmont, NY: Eye on Eye Education, 2010.