RES 5040: Teacher as Researcher (spring 09)

Ever since I started working here at the alternative school as a high school English teacher, I have been amazed at the lack of resources that we have available. Mainly, I can't get over the fact that we don't have a media center. My students have even asked why we didn't have one. Even some students at alternative schools like to read. So . . . I want to do my research on that somehow (having no media center), if at all possible.

As for Stringer's points, I know that this is something I can't solve. There is simply no money available in the school budget much less the county budget. I hope to make the situation known and provide these students with some type of access for meaningful reading material.

I am sure that I missed something in this post. Please advise!!

Heather Greene

I am going to make 2 daring assumptions based on my interpretation of blogging from my "life-world." 1) It is going to afford my the right to write a little, smidgen, bit more casually than I normally would and 2) that hopefully illustrating this assumption somehow counts as referencing Stringer's book and his points. I would guess that I am correct on #1 and incorrect on #2 though.

Anyway, reading this put some of my fears of research at ease and gave me a couple of ideas for topics. The core of my ideas involve staff development. Those of you in my cohort have heard of my intense hatred of all things paper (handouts) and that is a tempting topic, but probably too specific. I was thinking of examining the results of staff development and, more specifically to what we have been studying, why after staff development on a technology tool or practice and its integration, people still fail to follow through in utilizing the concepts they learn.

At first it sounds like a fairly accusational idea, but that is not where I am coming from in this case. My job as technology facilitator seems to require me to really figure out the environment of each of my schools and determine what a given staff may be willing and capable of really using. It appears as though action research would allow me to pose those questions to the staff and administrators in a non-confrontational way. I like what Stringer points to as a quality in action research whereby instead of acting as some sort expert observer of a world, you try to immerse yourself into the participants point of view. Currently, I survey all of schools formally using a little online tool and conduct the topics with the highest aggregate scores. Using the action research method Stringer is proposing, I could better determine the views of staff development as it is conducted. I suspect that I would learn more if I conducted some structured, but less formal interviews with the people on staff at some of my schools and then discussed with them the factors inhibiting their utilizing what they requested. In some way I could develop with them a line of questioning and better understand what they want from staff development.

It kind of sounds like a no-brainer, but admittedly is not something I have really taken the time to do before because either I did not devote the time to do it or was fearful that the conversations would not be productive. I would suspect that the lack of access and resources would come up, but in actually asking the questions to at least a sampling of my feeder area, I might find that all some of them want is a little more face-to-face contact or that technology simply is not of interest despite its measured success. At any rate, this could afford me the chance to really sit down with folks and ask them where they are as teachers and what about staff development as we now conduct it does or does not appeal to them.

I like the cyclical nature of this type of research as well whereby something comes of the research gathered and leads to new conclusions or issues. Perhaps as a next step, I could truly confront how they would consider it being more effective and once it is effective in teaching its content, how we can better utilize what we have learned. In other words, the true measure of successful staff development is not whether or not the participants get the content, but whether it is engaging and powerful enough for them to utilize it. All in all, it could really change how I conduct staff development and hopefully a given staff's response to it.

Is this a "Kyle, that idea is way too abstract for you to pull off, but good luck?" idea or is it doable?

-Kyle Wood

"I don't like Spanish" is a phrase I hear at least once a semester. I know that I can't expect all students to be interested in all subjects, but I would like to learn how to get these students interested in Spanish or at least get them to participate in class. Because these students are not interested in learning Spanish, they become a problem in class. What techniques can I use to better reach these students? How can I get the entire class to participate? More specifically, what technologies can I use to increase interest and participation? With the use of these technologies will I be able to spark interest and/or break certain prejudice some of my students have of the Spanish language and culture?

As Stringer points out, an action research approach will provide me with new knowledge and understanding of my students. I need to understand what my students enjoy, what they find interesting, and what they don't enjoy. This approach will allow me to find the answers to these questions and I hope to gain new techniques that I can implement into my planning and instructing.

Kristen Clark

Ah..the dreaded research class. Imagine how excited I was to listen to the podcast and read Stringer's first two chapters and thus realize that our class would be conduting action research. Conducting this type of research, that which, as Stringer notes, "always has an immediate or practical or applied purpose" will be very beneficial. I often times wonder if what I (my dept.) does actually has a postive affect on the classroom.

In my position at the district level, it is my responsibility to provide technology resources and professional development for teachers to use in the classroom. We have come a long way in our district in terms of technology-related resources available for teacher and student use. We are making great strides in the number of classrooms with interactive white boards, projectors, student response devices, wireless slates, document cameras, etc. We have also worked diligently to provide professional development for our teachers that not only teaches them how to use the tools but also how to truly integrate them into the teaching and learning process. The resources and professional learning we provide have the propensity to greatly impact the way teachers teach and student achievment. But are we wasting our time and money?

I would like to conduct an action research project on one of the following: the impact of classroom technology on student achievment, student engagement, or teaching methods. I am leaning mostly toward the impact on teaching methods. I think that looking at what is going on (or is not going on) in the classroom with available technologies can help us determine what we need to be doing as an instructional technology group to bring about the necessary change needed in our classrooms. Being able to "look, think, act", in Stringer's words, on what we are currently doing and the impact it has will be very useful as we continue to determine what resources, tools and professional development we need to provide for teachers/classrooms .

Roxie Miller

After looking over the syllabus, listening to the podcast, down loading and printing to many articles to count, purchasing a book, and organizing my thoughts, I am a little nervous of this class. Now that the readings have begun at least Chapters 1 & 2, the podcast has been listened to, and the first article has been read, I am a little more at ease (only in a panic now instead of cardiac arrest.) Stringer has given me many things to think about over the last few days. First, action research seems to be very fitting for me and my personality. Second, Stringer caught my attention when he said this may increase the effectiveness of the work in which our faculty and students engage. As he states it could make our work more meaningful.

In my background as a teacher and coach, I am looking forward to the research of how athletics effect students at the high school level. I want to look into several things that Stringer pointed out: 1. A problem or issue, is athletics helpful to students or does it hurt their grades? 2. How will I process the information? I will look at each of the students in our High School and meet with the faculty. I will also meet with each coach to determine what they do to help and encourage student athletes. 3. Exploration as a staff I hope to help both teachers and coaches understand the effects of athletics in high school students. This research is going to be an ongoing research throughout the semester in gathering data, talking to others, and researching other sources of information.

As Stringer says, I need to look think and act, and then keep looking, thinking, and acting. My hope is that this research will help and benefit Cherryville High School in a positive way. I will try to involve faculty, staff, students, parents and community leaders in this research. The community will play a role in my research in the youth programs and how they feel about athletics and education. Also Stringer pointed out focusing on people’s actual lived experience. I will interview and talk with both athletes and non athletes in the research project. Honesty and communication will play a major role in the research that I intend to do. I will need to do as Stringer says and make sure relationships are in tact. I know that not all people are pro athletics, but I also must value their imput.

I look forward to hearing your input and what ideas you may have that would help me in my research.

Scott Harrill

Like everyone else, I feel very overwhelmed right now, but also excited about the promise of a transformational experience! As I read through the first two chapters, I couldn't help but reflect on some of the strategies that we already use at our school that even remotely remind me of action research. I think the one that fits the best is PBS (Positive Behavior Support), in that students are the stakeholders and they have a big voice in deciding the appropriate conduct in the classroom. That is where the similarities end. Then there is RtI (Response to Intervention) which reminds me of Stringer's description of the cycle of the research in that teachers design interventions for students and if they work the teacher continues the interventions. If the interventions don't work, then we design new interventions and try them. So in that way, it is cyclical. However, the RtI model, as I was trained, doesn't allow student involvement in the design of interventions. It also doesn't ask teachers to seek the student's perspectives, or to conduct research.

I am interested in researching the effects of the use of technology on RtI outcomes. I know this is very specific and would include a small group (6-9) of students. RtI is brand new to our school this year and, I believe, it is fairly new to the county. I'm not sure if there is enough research available, or if it is even doable. I would like to use the cyclical nature that is already built into RtI and add student input into the actual interventions that reflect their perspective and experiences which would be technology based.

I would like to have some feedback ASAP so that I can begin work!! - Barbara Cloninger

Technology that is! My last action research project got my school document cameras for every classroom 2nd -5th grade, but now to get teachers to use them. I guess this is where my next project will start. The teachers use the document cameras as an overhead projector, but I know there is so much more they can do with them. My problem is putting this to work with research.
Stringer talks about action research being "the distinctive approach to inquiry that is directly relevant to classroom instruction and learning." I like the fact that this research will be integrated into regular classroom instruction, but I am just not sure how to begin. Maybe the fact that Stringer says, "Action research can be good for problematic groups, underachieving students, and students with multiple external demands." This is exactly the types of students our school is dealing with, and hopefully I can do some research in some way implementing our new technology into getting these students and teachers more engaged. Maybe I will focus on the impact of technology on teaching practices? After these teaching practices are in place, and I see the impact of technology on teaching practices is positive, this research will lead to researching student achievement. Stringer says, “The purpose of action research is to provide educators with new knowledge and understanding, enabling them to improve educational practices or resolve significant problems in classrooms and schools.” That is what I will be doing. Any input will be appreciated.
Jill Mann

Several issues make the problem of Action Research hydra-headed. In no particular order:

1. Stringer, and others, mention Action Research being coupled with social change. If, however, society as a whole sees schools as agents of institutionally mandated maintenance of the social order, the two would necessarily be at odds.

2. The areas of Reflection and Participation parallel the Transcendalist idea of reforming oneself, and having society follow. While this neatly couples with the idea of modeling behavior, students will necessarily at times need more explicit guidance (a condition I am likely to model after posting this).

3. The cyclical nature of Action Research, while valuable to a profession (and world) which is constantly changing, also suggests the fallacy of ever expecting such research to be done. As communties are crucial to Action Research, and as school communities are always changing (ask any high school or college coach), results (if they can be called such) will be fluid.

4. The collaborative nature of Action Research necessitates the acknowledgement of the biases of all stakeholders, most notably the framers of the study. If the framers are like minded, without dissenters, results would have the limitations of such a condition.

5. The use of Naturalistic Inquiry presupposes that the way people interpret events in their lives is realistic. Faced with an irrational interpretation of an event may require an irrational action to make sense to the subject.

As I get further into the book, I expect this entry will become less tongue-in-cheek, and more flat-out ridiculous.

As to possibilities for projects: I have two (one from each job). The first deals with the effect of participation in Developmental courses on retention at Gaston College. The difficulty here is the potential to rely too much on quantitative research. The other is reading related, and somewhat difficult to nail down. What relevance is there to reading/ what is the delivery method of text/ is there such a thing as a professional writer/ what makes good writing?

If you read all this, thanks!
Help!

Conrad Martin

I am in a unique teaching position because all of my classes are product based and filled with students who had to go through an application process for membership. All of these classes are deadline oriented - video production has a weekly deadline, newspaper has a monthly deadline and yearbook has quarterly deadlines. I have noticed an interesting and disturbing trend this year. I have always served as a safety net for students, finishing something here or polishing something there to be sure that things got out on time. I have always found that the “taste” of danger was enough to keep them on schedule and give them the incentive to work hard. This provided just enough stress to ensure a good product. Lately, my 8th grade video production class seems to be falling further behind on their weekly deadlines. These students have been working together for a year and a half and their skills are pretty well developed, but they seem to lack motivation and drive. Because their programs go out to the entire school, I am hesitant to allow the broadcast of an inferior product. Should I hang them out to dry, or continue to tie up their loose ends?
Stringer points to the cyclical nature of action research based on planning, acting, observing and reflecting in order to promote improved practices and behaviors through change. With that in mind, we turn to:
Planning: Obviously, the current situation is a concern for me, and is a problem for some of the students. We need to identify the issues that are decreasing our productivity and develop a plan to complete our productions in a timely manner.
Acting: We will then have to systematically test out the changes to class organization, shooting schedule, level of effort, or other theories.
Observing: We will probably be able to identify what works quickly since this is a weekly product, but we will simply have to watch our schedule and see if I’m still at school at 7:00 pm the night before a show.

-Jeff Kitchen

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

As I began to read the Action Research text and the requirements for this project my reaction was pretty much the same as the one described in the first sentence of chapter 1, “surprise, disbelief, and ( I left or out ) wariness. The more I read, the more I began to see that most good teachers do this on an informal level all of the time. So the idea or issue I plan to address in my project revolves around perceptions, how some kids think they are seen. I know this a really big picture idea, so I am thinking that I will focus on a group of students who are obviously capable of performing at much higher levels academically, but refuse to do so in fear of being labeled or nerd, or whatever today’s equivalent to that is. I believe this research on this particular group of students lends itself very well to the ideas described by Stringer. I think it will be first cyclical, it will require several attempts and revisions of ideas and techniques, including my own methods and practices, to see what will engage them, interest them in the topic enough to overcome the fears, or whatever issues or feelings are keeping them striving for Cs.
I think the second characteristic or quality from Action Research that this topic will connect with is the collaboration. If this project is to lead to more effective ways for me to motivate this group of students, it will require my efforts as well as those students, their families, and the knowledge and practices I can draw from other educators, both in person and through readings, inside and outside of this class.
The third quality I connected my idea with was form p. 10, “Kemmis and McTaggart….action research is a ‘form of collective, self-reflective enquiry undertaken… in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices’.” I think this will apply directly to my choice of topics, the change in this groups attitude will come from the changes I make in what I do. The students will be the ones who benefit from the changes, and their input, as well as that of colleagues will help shape the decisions I make as to what strategies and methods to employ and how to refine and adapt them as I reflect upon their success or failure.

Craig Cavender

Unlike many of the posts so far, I intend to work in the public libraries and therefore, I come at the idea of action research from a slightly different perspective. While all librarians fill the role of teacher in one capacity or another, the connection isn't always as obvious in the context of a public library. In thinking about my own role as a potential teacher within the library, I realized that it's important that I bring my own prior experience and training to my job as well as to this class and assignment.

I currently work as a paraprofessional in a public library that has a very large per capita circulation and that was recently ranked first in the state by the American Public Library Index compared to other county libraries in the state that serve between 100,00 and 250,000 people. Despite this distinction, I've often wondered where the library would stand if it actually put forth the effort to market itself and to make its presence known. While figures show that 75% of the residents of this county have a library card, how many of them actually use it regularly? And how many county residents actually know what the library has to offer? I make it a practice to talk to the librarians that I work with and to learn as much as I can about the job and about the system that I work in and in doing so, I've found that marketing just isn't something they've taken the time to concern themselves with. With over ten years of experience in the retail industry, five of those in management, it seems obvious to me that marketing would serve this community well. Knowing this is only half the battle, though. While I'm not sure specifically how I'd like to focus my research, I know that I'd like to investigate just how marketing is used in other public libraries and how it's reflected in the success of libraries that put it to use.

Action research seems like the perfect tool to get me to that understanding. As mentioned in the text, "investigation of specific problems often reveals the multiple dimensions of the situation requiring attention, and investigation of each of those dimensions further illuminates the situation, revealing further possibilities for action." My original assessment is that this library hasn't learned the ideas of visual marketing, techniques used in most retail establishments to get the customer's attention and to show them what they might be missing out on. But my guess would be that, in completing this research, I may be able to find even more ways that the situation could be improved. The idea of naturalistic inquiry seems like the best route for my research, since hard data isn't really what I'm after and since studying subjective experiences on this topic might be the best way to go.

The biggest question I have about this project and this class in general is whether the ideas and processes will be easily transferable into the public library setting. As a former teacher, I can see where so much of what we've already read applies directly to teaching and to working in a classroom. I'm looking forward to translating that into my public library experience.

Katherine (Kate) Whyte

I am a fifth grade teacher in Haywood County at the smallest elementary school with only 250 students. This is my sixth year teaching and I love it. I am a dual track major and wish to someday move from the classroom to the library. I currently have 18 students with varying abilities levels and interests. This years fifth grade has struggled most of their school career with making gains and achieving growth. We have some high fliers but most of the students are middle to low in their ability level. They also have various other issues that have effected their education throughout the years. It is an interesting group to say the least.

However, as I was reading the Stringer text I felt their might be some hope for my students yet. Many times since entering graduate school we have heard the term action research and have even had to do different action research projects. The action research concept seems to be one that would be useful in many different settings. In the Stringer text, there are many examples of how it can be used in the classroom setting and also in the school setting with the faculty and staff. I like the idea that we are not merely looking at a problem to analyze the issue and hash out solutions but we are implementing them. You are taking basic researching a step further and making a difference. I feel this model will work great in my classroom to enhance my students understanding and ability to reason. Often times as a teacher we teach what our students need to know. We present the information and provide the students with time to soak it up and practice with it. We observe them struggle to make reason out of how we have presented the information and many times they seem to understand. When then test them to see if the knowledge of the concept has truly been learned. I feel that in this process as a teacher I have missed one key component. I feel that I have lately been concerned with the overall goal of making growth that I have failed to allow some time for reflection. I think as a teacher you must reflect on a lesson or activity to determine its effectiveness for your students. We do this often as a second nature and don't really think of the process. I would like to see if this same reflection process would help my students gain a great understand of things I am teaching them. I see my students just mainly going through the motions and not truly soaking it all in. After review of some math concepts we had learned at the beginning of the year this past week, it was clear that my previous approach is not working with this group of students. Many times we do an activity but do not take time to allow them to reflect/think about what it might mean or if they truly understand it. Or if they have an idea of a way to make it easier to understand for themselves and others. I have noticed lately that I teach a lesson to my class and do not follow it up with serious reflecting on their part. I would like to try to allow them each day a time at the end of the day to reflect on the day as a whole. I would first start this in a group setting: what they liked, dislikes, what worked, how to improve, questions. Then if I see success with this reflection time move to individual reflection about the day or a certain subject or a key concept. I am hoping that by allowing my students to reflect and take ownership of their own learning we might achieve a great understanding and love for learning. The Stringer text mentions entering a students life-world to better understand your students interpretation of knowledge and understanding so that you as a teacher can provide useful activities that will reach them. I am hoping through this reflection time I will be able to get a better sense of my students "life-world" and their way of reasoning, so that I might better enhancing their learning.

-- Erin Jaynes (Nikki)

Since the school systems now have a hiring freeze and I will finish with my MLS in the middle of a school year, it seems to me that I will most likely be stuck in my current job for at least another year and a half. Therefore, it makes sense to me that I relate my project to my current job.

I work at Mission hospital as a Unit Secretary on a unit that is currently undergoing some major changes. Due to staff dissatisfaction with our Manager, a mediation team was brought in, assessed the problems, talked with staff and observed the changes for a period of time. When no improvements were made and staff satisfaction was still low, our Manager resigned. We now have a new Manager, the only man in our entire department, and he is making some changes. Some of the changes he wants to implement affect the way that my position currently performs. For example, there are tasks that we do that require us to leave the main desk for short periods of time. He wants that main desk staffed at all times, no exceptions. Because we are in the beginning of this process, I plan on seeing him on Monday and asking permission to survey the current Unit Secretaries and Assistants, possibly even the nurses to ask for ideas and suggestions for how to make this happen. This will probably involve reassigning the duties that we have that require us to the desk to other people. I also feel that the results of such surveys may help identify other issues he may want to address in the near future. I have a slight sense of dread (I despise confrontations of any kind and, to me, seeing my Manager in his office about anything is equivolent to a confrontation) but am also excited about the possibility of change to my current role and other roles that affect it.

How does this idea sound to all of you? Any suggestions are greatly appreciated. If I need to be more specific about any of the details, just say so.
~Sherry Fender

First, I must address the obvious conundrum: how can I effectively implement an action research project/experiment when my audience is constantly shifting and changing? A public library has a very diverse and varied patronage. Pack Library isn’t a classroom. The patrons of Pack don’t have to be present for attendance count every morning like students in a school do. The subject of the research project cannot really be a controlled, steady group of people. In thinking about my potential project idea, I see this as my first hurdle.
In the first two chapters of Stringer, the reader is encouraged to seek out a problem in their school (or for my purposes, the public library) and apply the action research method to help come to a better understanding of the problem and to hopefully improve the problematic situation. The entire time I was reading, I only had one problem in the back of my mind. Pack Memorial Library has a very high level of patronage from the homeless population of Asheville. The employees of Pack are constantly trying to figure out how best to deal with the homeless that frequent the library. Obviously, a huge concern is the fact that the library sometimes seems to transform into a homeless shelter instead of a public library. The employees at Pack want to see the entire cross-section of the Asheville population represented in its patronage. Unfortunately, this complicated and nuanced relationship between Pack Library and a portion of Asheville’s homeless population has led to some decisions that have been to the detriment of other library patrons. Several pieces of comfortable furniture have been removed to discourage loitering. Two outdoor benches were recently removed because fist fights were constantly breaking out among certain homeless people who frequent the library. Clearly, these measures are only addressing a symptom instead of a problem.
I would love to work with the homeless people that patronize the library for my project, but there is no consistent group of people to work with.
Eureka! I initiate an action research plan with the staff at the library instead of the patrons. This, in all reality, is probably the best first step anyway. The entire library staff needs to be on the same page with a common mission in order to evaluate what the situation is and what can really be done to improve it.
I do believe data from the homeless patronage can be gathered, studied, and transformed into some sort of positive change eventually. However, I think the most obvious initial approach in addressing the problem is with the employees of the library. This speaks to the necessity of a “systematic” inquiry. Starting from the inside and moving outward within the spiral of the problem seems to make the most sense.
The Pack Library homeless problem seems to be a good fit for the application of action research. I believe it is particularly fitting because it hasn’t really been observed and examined with a critical eye. The problem is a complicated one, therefore would greatly benefit from the “systematic execution of carefully articulated processes of inquiry” (Stringer, 2008: p.4).
Lyme Kedic

I'm another one of the few public track students, so I can definitely identify with Kate and Lyme in their concerns about modifying action research methods for a non-classroom setting. At first I was slightly put off by how the text focuses so heavily on classrooms and teacher experiences, but as I read through chapter two, I found myself making frequent notes about how certain themes in the text could apply to my own research. I work as a teen services assistant in Spartanburg, SC, which may give me an advantage over other public librarians because I do have a more constant focus group. Over the past few years, our library has had several parents and community members express concerns about the content of our teen fiction. While I realize challenges are common for any librarian, my boss and I have been particularly distressed by community efforts to "clean up" our section because we feel that this popular literature has great value for the teens. In my research project, I hope to explore the ways in which realistic teen literature fosters literacy and captures reluctant readers.

I was struck by the section on phenomenology and interpretation (pp. 23-25), as its emphasis on the importance of individual human experience lends itself well to my argument. Teens have very different frames of reference than adults, and I believe that this is something that should be considered in their education and entertainment. Stringer refers to Denzin's idea that in human services, "practices are based on interpretations and judgments of people responsible for their development and delivery" rather than focusing on methods that are appropriate for those being served (24). I hope that an examination of our teens' life-worlds and methods of interpretation will illuminate some of the ways in which we can better serve them.

Another quote that I found particularly meaningful was Stringer's statement that when we deny others' life-worlds, it results in "negative feelings that inhibit the possibility of productivity" (20). By observing the teens using action research methods, I can get a better idea of their life-worlds and find ways to value them in the educational process. Action research will be particularly helpful both for the teens and for me, as I will be able to gather and analyze my information and then implement a plan based on my results while empowering the teens. Giving them a voice and an opportunity to be part of the research process will not only help me reach conclusions, but will also give the teens research and critical-thinking skills. With an increased understanding of how teens receive and interpret controversial literature, I hope to investigate existing educational methods and challenge teens to take ownership of their experiences rather than accept the established order.

Tara Smith

No, not really....that was just a feeble attempt at labeling a topic that is not so humorous: how can I make my Spanish class more meaningful to my students AND make them want to participate?

Since I have started my quest for my National Boards in World Languages Other than English, I have really forced myself to do even more reflection than I normally do. This constant reflection on my teaching methods and the amount of (or lack of) language skills that the students exhibit subsequently has caused me to feel like more of a failure as a teacher than I ever thought I could be. Don't ask me why, I just feel that nothing I try now, no matter how "innovative" or "out of the box" it is, either A: the students are not interested (yes, Kristen and Craig, I am right there with you) or B: they ask if they can just do "book work" or "worksheet assignments" instead of the online/technology based assignment.

Yes, I know that people tend to revert back to what they are most comfortable, but I am trying to not only make the Spanish language more of a real, tangible idea, not the stereotypical image that many of my students have that Spanish-speakers are either all from Mexico and/or all are employeed in the construction/landscaping/cleaning/nanny fields. I want my students to be able to USE the language in a real world situation. They understand that one doesn't necessarily have to travel out of even Cleveland County to utilize their language skills. So my research topic is this: What can I do to create a more motivated class that wants to use their Spanish?
I agree when Stringer says "the naturalistic inquiry...provides the mean sfor researchers to gain these types of insight by viewing events through a lens of understanding quite different from their personal ways of seeing the world" (p23). My view of the Spanish language is quite different from most, since I lived and studied in Spain and subsequently married a Spaniard, with whom I speak primarily in Spanish. Most of my kids are not Spanish speakers, have never traveled extensively (some have not even left this area), and have not had many positive interactions with Spanish speakers. So, I realize, like Stringer states, that I "must engage in systematice processes of inquiry as an ongoing feature of (my) classroom life in order to enable (my) students to attain effective learning outcomes" (p15).

So, like I said before: It really is the Spanish Inquisition, well....at least in my Spanish class...
Tina Mallén

While reading chapters one and two of Stringer, several different action research topic ideas kept running through my head. The chapters gave me a good foundation for which to begin my own project. As a teacher, I thoroughly enjoyed reading the case study abstracts from real classroom professionals. The one that I found most interesting was the scenario on p.7-9 in which a young teacher uses the process of action research to enliven her classroom. The teacher had the students identify the problems in their learning environment, then come up with working solutions. By empowering the students to give input, the teacher created a successful learning environment from which they all benefited. All teachers will have a class like the one that is described in this short story at some point in their careers, and it is encouraging, refreshing, and uplifting to learn how an action reseach methodology can help resurrect a struggling class dynamic. I think it is an important message that empowering students and giving them an active role in decisions that will shape their own education can create a more productive learning environment.
In my opinion, the most important quote in our reading is, "There is no 'one-size-fits-all' formula that teachers can apply to their teaching in all situations" (p.14). Therefore, what teachers are usually forced to do is implement a teaching style that is 'one-size-fits-most' and go with it; hoping that those we can reach will pull along the other struggling students. While this certainly isn't an ideal classroom practice, it is reality. We are not given classes that are homogenously grouped, and therefore we often must teach high-achieving students, low-performing students, special education students, etc. all in the same classroom. My action research idea will be to investigate one teaching strategy that could be effective in such a multi-layered class: Literature Circles.
As an eighth grade teacher, many of my students are at an awkward stage in their development, leading to an unenthusiastic approach to their education. I want to find out if literature circles can be successful with this age group. They are often used in elementary schools, or in self-motivated high school English classes, but literature circles are often an overlooked teaching method in the middle grades (or at least in my school.) My project will hopefully look like the following:
1. Look--I will research the effectiveness of using literature circles in the classroom, as well as at the implementation of them. I will need to find out how to use lit circles with students reading on different academic levels.
2. Think--After collecting data, I will prepare and plan a literature circles unit.
3. Act--Hopefully I can implement a literature circles unit by the end of this school year that students of all abilities can learn from and enjoy.
(Simple action research plan based on the Action Research Helix model p.4)
By researching, designing and implementing a literature circles unit, I hope to replace generic 'one-size-fits-all' teaching with a style that will be appropriate and effective for each individual student based on his or her interests and abilities.
I would like to have some feedback from others who have used lit circles in their classrooms, or maybe get some reasons why if you haven't. I know the basic principles behind using them, but any info you would like to share would be appreciated!

Amy Galloway

I have to admit, when I started looking into this class, I was wary of what we would be doing. I have heard the term "Research shows...." way too many times in my life. I know research can be very beneficial to the educational system, but sometimes it can be rushed and applied to individual classrooms without the true understanding for which it was intended. This created a negative connotation in my "life-world" (Stringer, 20). After reading the first two chapters of Stringer's book, I was glad to find out that the type of research we would be doing would directly relate to our personal classrooms or jobs, and not be something that was written by someone with a totally different class or curriculum. Stringer also stated something I was glad to see at the beginning of Chapter 2: There is no "one-size-fits-all" formula that teachers can apply to their teaching in all situations (Stringer, 14).
I am a 3rd grade teacher in the CMS school district. I am often surprised at what students come up with on a daily basis for excuses about why they can't or won't do classwork and homework. I have been asking teachers around me for years what ways they use to motivate their students. I wanted to look into why apathy and indifference could have crept into a third grader's mentality at the age of 8. I have looked at several different factors, whether it might be a rough home life, teacher delivery, or maybe even a repetitive curriculum (I know for a fact that third graders have studied solid figures every year since Kindergarten, and if they have been given the same old assignments, well, boredom might just be a factor!). I want to look into different ways to invigorate my students so that school is something thought-provoking and exciting, not just a rehashed mix of ideas they have seen over and over.
A second idea that I got from Stringer's book that our teachers have wondered for a while is the lack of parent involvement at school events. We have an active PTA board, but overall our school's participation in the PTA is around 15%, which is absurdly low for how many great parents we have! I would like to look into someways to get it going, and talk with parents about the what's and why's that cause them to not participate. I can't wait to see what everyone thinks about my ideas. Also, glad to see everyone back for this semester.
Matt Maurer
3rd Grade

I've been racking my brain for something to research and I think I was making this harder than it really is intended to be! Being someone who loves math, I was having a difficult time wrapping my mind around a qualitative research topic, rather than something I could quantitify. But I think that I have decided to look at (research) ways to increase the use and/or effectiveness of our media center and its resources. Since I hope to be employed there soon, I would like to have a plan put together when I do finally have the position. Right now, most classes K-2 go to the library once a week for book checkout and story time, but no skill or research instruction. I'd like to look at some ways to give them beginning instruction in research and information skills, as well as become more familiar with the Info. Skills curriculum for those grades. I've ONLY ever taught 5th grade (I even did my student teaching in 5th grade!), so as far as knowing what goes on in K-2 world, I've got nothing. Most classes 3-5 go to the library on a very erratic basis, fluxing between very minimal basic research and checkout, as well as the occasional storytime. The only hesitation I have at this point is that my topic might be to broad for me to be able to stay focused, and I'm not really sure what is "researchable" at this point. So, any ideas, thought, or snide remarks? :-)
-Amanda Ogle

As neither a teacher nor an employee at a public library, I am looking forward to the challenge of this action action research project and am still searching for topic that will bring about positive change in a given area and provide a high level of personal satisfaction. My main area of concern in choosing a topic is finding a meaningful issue that has enough of an audience/focus group as to allow the deep and evolving reearch required of action learning. Though I have not committed to one idea as of yet, I do have several ideas that I will be exploring as the coming week progresses.

I am in the public library track as well as an employee at an independent bookstore, so the aspects of action learning that most inspired me concerned community and the signficance of the "life-world" of each person and group found within an institution's service area. Stringer cites understanding cultural needs and differences as the "key to running a successful classroom [or library]" (p.20) and uses several examples from his experience with the Aborigines to illustrate the concept's importance. Similarly, a small bookstore owes a great amount of its success to its comprehension of community values, needs, and concerns. This knowledge of audience and service sommunity is seen not only in stock selection but through a schedule of author events and other special promotions. However, as mentioned in the text, both the bookstore and the library, even though they seek to serve the community, are often guilty of viewing things through a subjective lens. The library is forced to consider staff, budget, and circulation needs when discussing community service and the bookstore is, in the end, a business with an eye towards the bottom line. I was also struck by the democratic process involved in action research and how each party empowered the other through collaboration. A librarian's or bookseller's knowledge is a great resource, but this expert knowledge requires communication with a feedback from the community to realize its full potential (p.25), resulting in the life-enhancing experiences that Stringer mentions among the end results of action research. To this end I am exploring options in both the public library and my bookstore and hope that my final project will raise the level of service provided by either institution through a deeper exploration of community values and their applications in either setting and result in greater patronage from the community members.

Idea #1: The West Asheville branch of the Buncombe County Library System is host to an ethnically and econmoically diverse community of patrons, including many Spanish-speaking families. The branch hosts succesful storytimes for toddlers and young children during the week, but recently discontinued a bilingual storytime due to low attendance. The librarians failed to realize that the majority of its target audience consisted of two-income families, and the early weekday storytimes were just not practical for most families. I would be very interested in reevaluating the concept of a bilingual storytime that would be more accessible to Spanish-speaking families. I would also explore its appeal to the rest of the West Asheville community, which, according to head librarian Julie Newinsky, contains lots of younger families, white-collar and otherwise, concerned with offering their children a diverse and early education.

Idea #2: Independent bookstores counter their smaller selection and lack of discounts with an inventory tailored to community needs and frequent author events. In this option I would explore the effect of author events on the community's perception of the store, tracking both sales and customer opinions, and how the events could be more productive for both the store and, more importantly, the community.

I also work in the special collections section of the UNCA library, where I am putting a lot of archived information on the web for Ramsey Library's new and improved search pages. Special collections houses a wealth of interesting information about the western NC region and Asheville in particular but not many people are aware of its existence. The new webpage archives make the collection much more accessible but suffer from a lack of marketing and a limited (web savvy) audience. I would examine what is currently being done to prmote this new area of special collections, who is and who might be interested in using it, and how we could expand its user base through better promotion and public awareness. This is the last option at the moment, but it also one I just thought of while at work today, so I will be discussing things with the head of special collections Tuesday morning and may be able to enhance and refine this area of exploration.

-John Harrington

I see myself as a salesman of sorts. My "customers" usually do not want what I am selling or know what to do with it if they did. The ideal product right. I always start every staff development I do with a sales pitch. it may go something like this..."This ________ will change the way you teach and the way your students learn." Just because I believe that doesn't make it true though. I want some hard data to back up my claims.

I had no idea what would make a good research topic until I read the Apathy Case Study by Lorise Dorry in the Stringer book. Her description of action research made the whole process sound so simple and . When I originally read her story I thought about researching why students talk ( ie. not pay attention) in some classes and not in others. I quickly came to my current idea after talking to my wife.

My wife (a 9th grade World History teacher), recently informed me that she was going to be eliminating the majority of her technology projects from her course syllabus for next semester. I was shocked, as I had helped her plan and implement all but one of the projects (so you know they were good ;). She indicated that student performance and knowledge of the subject manner was no higher after the projects than they were in previous years (ie tech. free). She said the projects were just to tiring and if the results are not there, why do all the extra work. She will still use technology everyday to present and teach, but the students will not get to "create" anything.

For me, having students create a living project with technology is what it's all about. I was always under the impression that if students could synthesize the data presented by the teacher with the aide of technology, then understanding would occur. If this not the case, then am I wasting my time? I don't think I am, but, I aim to find out "do technology projects increase student achievement

Jason Mammano

I am sure I am the last to post but it has been an extremely busy week. Final exams, grades were due for the semester, second job, I have three boys under the age of five, and my book did not arrive until Thursday, that being said, I like the action research approach. Stringer explains it well, "Action research is not just a formal process of inquiry, but may be applied systematically as a tool for learning in the classrooms and schools." I was apprehensive about the usefulness of this course. I was afraid it would be an intensive collection of data which would not be relevant to my classroom. Now I can visualize its validity and have determined my topic. I teach the most of the lower level math students at my high school. I want to base my project on how positive reinforcement effects discipline with the lowest performing students. I might also consider tying positive reinforcement's effect on student apathy. I am not certain if doing both is possible within the framework of the project.

Shannon Mosteller

Daniel Skinner
Alecia Jackson
RES 5040
17 January 2008

Preliminary AR Idea: Description

I made two visits to the Wake Forest University Professional Center Library recently and discovered an issue that is very interesting through interviews with staff (K. Irwin-Smiler & J. Sowards, personal communication, January 14, 2008). This private library serves law and management students, but the public has access to certain materials that are received free of charge from the United States government. This has created a thorny issue for the five reference librarians, especially for the four of the who serve the law students. Members of the public come to the library with legal concerns, hoping to gain the assistance they need through library resources. As they tell their stories, librarians have to be very careful about what they say because advice can be construed as the unauthorized practice of law--an action with serious repercussions. All four law reference librarians have JDs as well as an MLS or MLIS, so they have to suppress their legal training and respond solely from a library science perspective. Apart from this sensitive issue, the public patrons who come to the library take up time needed for legitimate work. It is only their responsibility to serve the public when they are using Federal Depository materials.
In American culture, law permeates and defines society. Skillful use of it is critical in successfully meeting many challenges in our “life-world” (Stringer, 2004), but effective use usually involves hiring a lawyer--an expensive proposition. With concerns about a possibly increasing gap between the American rich and poor even before recent economic downturns, there are reports that people are representing themselves more and more. Libraries have become a key resource for those choosing this path. Problems related to self representation are relevant to our communities and affect both academic and public libraries. Action research could be a good method to explore these concerns and develop solutions in partnership with the people trying to negotiate the legal system on their own. It would meet the criteria for action research Stringer described on page 4--engaging others and problem solving.
The models and paradigms discussed in the first two chapters were very helpful in conceptualizing the research project. For the preliminary description, I’d like to focus on Research Design. The literature review should be the first step. I already have one article and the interviews done at Wake Forest last week. Academic databases, news articles, and even commercial materials geared toward people who intend to represent themselves would be good sources of information. Ethical concerns involved the standard issues when conducting research with people, but it is not research on people, which avoids a great deal of ethical complications. One key thing to keep in mind is not to comment on legal issues--might be unauthorized practice of law.
It is not practical to wait around Wake Forest’s law library for people to mistakenly come there to address legal concerns, so an alternative way to contact a sufficient number of people who self represent needs to be found. A prison might be a good setting to initially explore this issue because they have libraries and patrons with legal issues. If permission is given by prison authorities, it might be possible to do an initial study exploring the issue. Insight gained from the experience could help define a more specific research course of action.

Reference

Stringer, E. (2004). Action Research in Education. Upper Saddle River, NJ: Pearson.

Life