My Action Plan

Actions

1. I will cite all the references that I use in my instruction and ensure the students are aware of this.
2. I will teach the students how to cite references and resources and require the students to do so for all their work.
3. I will create a Ning social networking site for my classes and instruct the students how to participate and contribute to the site.

What information do I need to meet my goal?

• References on APA citation.
• "How to" information on using the various features on Ning.

How can I find the information that I need?

• Refer to the resources available through Walden about APA citation.
• Explore the Ning website and other web resources on using Ning features (ie. YouTube, Help section on the Ning website, etc.)
• Collaborate with a colleague that successfully implemented the use of a Ning site with his physics classes.

Steps Taken So Far:

• I purchased a yearly subscription to Ning.
• I have spoken with my colleague. He provided me a list of his lesson plans, rubrics, and links to his Ning site. I am to go over the documents, explore the Ning site, and meet him on Wednesday after our science department meeting to discuss any questions I may have.
• I have reviewed the documents on APA format and citation provided by Walden University.
• I have explored sites via a Google search on APA format and citation to see if there are student friendly sites available for my students to refer to.

My Personal G.A.M.E. Plan

Goals

Strengthen my confidence and proficiency in the following indicators in the NETS-T:

• VI(A) Model and teach legal and ethical practice related to technology use.
• III(A) Facilitate technology-enhanced experiences that address content standards and student technology standards.

What do I want to know or be able to do?

• I want to make APA citation a common practice by both myself and my students.
• I want to create a social network on Ning that allows students to blog and respond to content issues that they are currently learning.

What do I already know about the topic?

• I know how to perform APA citations.
• I know how to blog.

How will I know if I have been successful?

• My students will cite all their resources in their work.
• Citation of resources will be present on all work including my instructional tools.
• My students will use the Ning social networking site to communicate with me and others.
• My students will be proficient in communication via blogging.

Actions

1. I will cite all the references that I use in my instruction and ensure the students are aware of this.
2. I will teach the students how to cite references and resources and require the students to do so for all their work.
3. I will create a Ning social networking site for my classes and instruct the students how to participate and contribute to the site.

What information do I need to meet my goal?

• References on APA citation.
• "How to" information on using the various features on Ning.

How can I find the information that I need?

• Refer to the resources available through Walden about APA citation.
• Explore the Ning website and other web resources on using Ning features.
• Collaborate with a colleague that successfully implemented the use of a Ning site with his physics classes.

Monitor

1. Create digital copies of ALL my lesson plans and applicable instructional tools and ensure proper citation is present.
2. Add the presence of citation to grading rubrics used to assess student work.
3. Utilize the various features present on the Ning network.
4. Reflect upon the usefulness of Ning to both myself and my students and make appropriate modifications to increase utility.
5. Check for student understanding and ability to perform APA citations and modify lessons to address confusion/misunderstanding.

Evaluate and Extend

1. Reflect on whether or not I met my learning goals.
2. Determine the necessary modifications needed to achieve my learning goals.
3. Decide upon a plan of action to readdress my learning goals in the future.

Week 7 Application Resubmitted

Applying the Appropriate Research Method

In determining which research method should be applied to the four scenarios described below, I reference the work of McMillan and Schumacher in Research in Education: Evidence-Based Inquiry (2008).

Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.

McMillan and Schumacher explains phenomenology, “The typical technique is for the researcher to conduct long interview with the informants directed toward understanding their perspectives on their everyday lived experience with the phenomenon” (p.26). I believe that the qualitative research design of phenomenology should be implemented for this scenario. The researcher is trying to gain and understanding of the “phenomenon” of peer mediation and the issues that concern it by collecting data, in-depth interviews, that are narrative in nature.

Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.

I believe that the researcher in this scenario is implementing the True Experimental, quantitative research design. He/she is randomly assigning students to the two different groups. One group is receiving the intervention of peer mediation while peer mediation is withheld from the second group. McMillan and Schumacher explain the true experimental design.

The unique characteristic of a true experimental design is that there is random assignment of subjects to different groups. With random assignment, every subject used in the study has an equal chance of being in each group. This procedure, when carried out with a large enough sample size, helps ensure that there are no major differences between subjects in each group before intervention begins.

(p. 24)

Finally, the researcher analyzes numerical data, the number of office referrals received by subjects in each group, to determine the effect of peer mediation on the students’ behavior.

Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.

I believe that a mixed-methodology, exploratory research design should be implemented in this scenario. McMillan and Schumacher explain on page 28, “The purpose of … an explanatory design, is typically to use the initial qualitative phase with a few individuals to identify themes, ideas, perspectives, and beliefs that can then be used to design the larger-scale, quantitative part of the study.” Qualitative data can be collected on the students’ attitude about peer mediation. Once there is an understanding about the students’ attitude, the research can make certain adjustments to the peer mediation program or continue practices that seem to be successful. Finally, quantitative data, the number of office referrals, can be collected both before and after the adjustments are made. Analysis then can be done to determine if the adjustments lead to a decrease in the number of office referrals that are filed. There is a qualitative phase in the beginning that is used to later design a quantitative phase of the study.

Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.

The method that is used here is the Mixed-Method design of Triangulation. According to McMilan and Schumacher, in triangulation design, “… both qualitative and quantitative data are collected at about the same time” (p.28). The survey results make up the quantitative data while the qualitative results come from the interviews conducted. Both types of data are collected to make the most valid and appropriate conclusion about the feelings of those involved in the peer mediation process.

References

McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.

Applying the Appropriate Research Method

Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.

I believe that the qualitative research design of phenomenology should be implemented for this scenario. The researcher is trying to gain and understanding of the “phenomenon” of peer mediation and the issues that concern it by collecting data that is narrative in nature.

Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.

I believe that the researcher in this scenario is implementing the True Experimental, quantitative research design. He/she is randomly assigning students to the two different groups. One group is receiving the intervention of peer mediation while peer mediation is withheld from the second group. Finally, the researcher analyzes numerical data, the number of office referrals received by subjects in each group, to determine the effect of peer mediation on the students’ behavior.

Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.

I believe that a mixed-methodology, exploratory research design should be implemented in this scenario. Qualitative data can be collected on the students’ attitude about peer mediation. Once there is an understanding about the students’ attitude, the research can make certain adjustments to the peer mediation program or continue practices that seem to be successful. Finally, quantitative data, the number of office referrals, can be collected both before and after the adjustments are made. Analysis then can be done to determine if the adjustments lead to a decrease in the number of office referrals that are filed. There is a qualitative phase in the beginning that is used to later design a quantitative phase of the study.

Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.

The method that is used here is the Mixed-Method design of Triangulation. Both qualitative and quantitative data are collected. The survey results make up the quantitative data while the qualitative results come from the interviews conducted. Both types of data are collected to make the most valid and appropriate conclusion about the feelings of those involved in the peer mediation process.

My Research Questions and Design

My Research Questions and Design

My problem statement is:

I plan to determine which approach, project-based learning, particularly with end products involving technology learning tools, or traditional quiz and test learning, results in higher end-of-year standardized test scores for tenth grade students.

What: Using project-based learning

Who: Tenth Grade Students

Why: The students' achievement on the living environment regents is a major factor that will influence whether or not the school will remain open. I need to determine and apply the most effective method of teaching the content in order to raise their test scores.

Research Questions:

- What is the effect of using technology as a learning tool on student achievement on standardized tests? (Descriptive)

- Is project-based learning more effective than traditional quiz and test learning? (Relationship)

- Given the same content, is there a difference in student achievement on standardized exams when student learning is assessed by projects as opposed to quizzes and tests? (Difference)

- Does student centered instruction, particularly project-based learning involving the use of technology tools, increase student achievement on standardized tests over teacher centered instruction? (Difference)

- Does software such as Eduware, which uses technology when students take quizzes and tests, increase student achievement on standardized tests scores over pen and paper tests and quiz taking methods?

Research Method:

For this study I plan on implementing the quantitative, non-experimental research design of secondary data analysis. I can analyze data that had been gathered by others, such as student standardized-test scores and compare the achievement among groups that were instructed using project-based learning and teacher centered instructional methods.

Revised Problem Statement

My Problem Statement

My problem statement is:

I plan to determine which approach, project-based learning, particularly with end products involving technology learning tools, or traditional quiz and test learning, results in higher end-of-year standardized test scores for tenth grade students.

What: Using project-based learning

Who: Tenth Grade Students

Why: The students' achievement on the living environment regents is a major factor that will influence whether or not the school will remain open. I need to determine and apply the most effective method of teaching the content in order to raise their test scores.

My Problem Statement

My problem statement is:

I plan to determine what influences the achievement of tenth graders on standardized living environment regents exams between students who are assessed throughout the year by projects and those who are assessed using tests similar to the standardized test.

What: Using project-based learning

Who: Tenth Grade Students

Why: The students' achievement on the living environment regents is a major factor that will influence whether or not the school will remain open. I need to determine and apply the most effective method of teaching the content in order to raise their test scores.