As I begin to learn about Action Research I realize that I have a problem which needs an “effective solution”. Time management! This is going to be a huge problem this spring with a full time job (Cherryville High School Computer Applications I and II), coaching duties (Varsity Baseball- 2008 State Champions ), two graduate classes (with a ton of reading), and I haven’t even mentioned my family my beautiful wife (Millicent) and three kids (Maggie 8, Ty 6, and Aaron 16 months) and all the extra curricular activities that come with having children (Gymnastics, Basketball practice and games). Wow! I am more depressed now than I was. I really need a solution that will result in an increase in effectiveness of all my jobs.
Since I am pretty sure that the above problem is just something I will have to deal with and not going to work as a project, I began searching for other potential research topics. The reading began to point me in a direction that I have been looking at for the past couple of years. Why are my CTE scores for CA I and II continuing to go down year after year? There could be several reasons for the declining numbers, students not ready for the class, apathy, state graduation requirements, curriculum guide alignment with the state test, diminishing clientele, teacher instruction, or maybe they are just overwhelmed and overworked just like me
Teaching is very important to me and I take it very seriously so as my students begin not to perform at a level that is acceptable it concerns me very much. Hopefully this class will begin to point me in a direction that will benefit my classroom (students and teacher) in a meaningful way.
Scott Heavner
Comments (6)
This topic kinda goes along with what Stringer said about bubble fillers, some of the issues with test scores will always revolve around the test itself. I know the math EOG has been redone and renormed to the point the scores go up, get a new test they go down and so forth. If the test is not relevant to the skills they will actually need in todays world, do the scores on it matter for anything other than school of distinction banners and bonuses, and LEA goals, do they mean anything to the students taking them?
Posted by Craig Cavender | January 17, 2009 10:57 AM
Posted on January 17, 2009 10:57
I believe you have started to think of some of the knowledge you are going to need to tap into. Where do the problems come from and why? What Craig said from Stringer could be a great point, are your students good at the computer skills and not just good bubble people? Are there other factors that go in? Curriculum change, different clientel of students, changes in the way you teach, difference in what matters to the students.
I think you could do a survey at the beginning of the semester asking the students why they are in the class? Required to, Asked to, Placed in the class, Didn't even know they were in the class? Also ask the students what they want to get out of the class? What are they looking for? Easy 'a', Knowledge, Useful Infomation, Don't Care? It will be interesting to see what you come up with.
I just need to know how you balance all those things going on at the same time? That sounds like you have pretty good time management skills to me to balance all of that and have time to do all the reading required in the classes this semester. Best of luck,
Scott Harrill
Posted by Scott Harrill | January 17, 2009 3:28 PM
Posted on January 17, 2009 15:28
One of the things you hit on was the changing standardized tests! Some questions I have for you are; Are your class grades going down? Have you changed the curriculum in the last couple of years? If you are grading your students the same, then the changing test must be a factor in all of this. We know the state does not like handing out bonuses, and the better teachers teach, the harder they make the test.
By the way, I love your balancing act, my girls Abigail 3, and Olivia 11 mths, keep me busy nightly also! Not to mention the 20 or so kids that count on me to perform every day in class!
Posted by Matt Maurer | January 17, 2009 6:59 PM
Posted on January 17, 2009 18:59
Action research looks to be a great method to answer this question...and who better to answer that than yourself. By using action research you can personally get involved and get to the root of the problem while improving your teaching methods at the same time.
Good luck and I hope you find some answers.
Posted by Kristen Clark | January 19, 2009 6:24 PM
Posted on January 19, 2009 18:24
I feel your pain. Overworked and not enough time for my kids (Cooper 4, Parker 2, and Paxton 2) is exactly where I am at this point. I am interesed to see how student apathy plays against teacher instruction which is ultimately measures by test scores. Apathy is hard to overcome in the classroom. I hope your findings will enlighten me.
Posted by Shannon Mosteller | January 19, 2009 11:56 PM
Posted on January 19, 2009 23:56
Scott,
Your initial idea of this:
"Why are my CTE scores for CA I and II continuing to go down year after year? There could be several reasons for the declining numbers" is actually very broad at this point, and I'm not sure it can be done in a 4-week study. This seems to be more of a longitudinal problem....
Do you see a way to focus a bit more? You might want to take some time to reread Stringer, especially the example of the case study, to see how AR studies are focused. Can you identify a specific group of students? Can you be more selective in the actual problem rather than test scores (for example, your question might be to isolate the actual behavior, investigate it, and then try to determine if that has anything to do with achievement -- in other words, flip your question around).
Posted by Alecia Jackson | January 20, 2009 3:56 PM
Posted on January 20, 2009 15:56