Decision To Be Made

This weeks readings/listening really tuned me into some excellent ideas for action research.  I was motivated after listening to the three different leaders.  They all had different views on how to take on action research projects.  However, what I seemed to take away most is to not reinvent the wheel.  Prior to listening to Dr. Briseno, I felt I needed to start from scratch and figure it all out on my own.  Now, I see differently and do not feel so frightened by the thought of action research.  

I then investigated nine passions which could lead to some very beneficial "wonderings".  These passions included staff development, curriculum development, individual teacher(s), individual student(s), school culture and community, leadership, management, school performance, and social justice.  I took into consideration what Dana stated about pausing after each passion description, taking a break, thinking about the exercises, and "refueling" myself to continue. (Dana, 2009)  As I read each description, I "wondered" to myself how each passion could apply to "wonderings" for change at my campus. With the vast amount of opportunities for inquiry, I need to slow myself down and only decide what I and my site supervisor feel is most beneficial to our school.   

After meeting with my site supervisor, we are still undecided about the final decision.  Both of us felt it would be wise to take some time to think about what action research would best suite our campus.  At this time, here are the three options on the table:

1) Motivation of teachers and students:  I feel that with the changes that have been made in our district recently (the expectations, which of course have always been there; but then there are CAs, power walks, sped issues, etc) I feel that many teachers and students have lost their motivation.  I could use research related to motivation (using anonymous questionnaires, surveys, the possibility of PLCs in staff development, etc) to collect and analyze data.  This data would be shared with my administration to determine what changes are necessary on our campus to increase both teacher and student motivation.  *At this time, this is not a choice of my site supervisor.  She is currently beginning her own research into this and has asked that I assist her with the project.*

2) Reading Awareness/Disconnect: Many students at my school struggle with reading.  Many students (grades K-5) lack phonemic awareness skills, phonological awareness skills and initiative to read, low comprehension levels, and low fluency levels.  The lack of reading ability is causing gaps across the board in all content areas.  A significant number of our students are not reading "at" or "above" grade level at this time, which in turn is leading to delays and gaps in their learning.  I would like to conduct research that will allow me to investigate why so many of our students are struggling to read.  I am hoping that through research, I can gather the needed data, analyze and then reflect upon what needs to be done to better educate our students and enhance their reading abilities.  I am interested in answering the following questions: Where is disconnect and what causes disconnect? Is the issue related to curriculum guidelines/layout/progression?  Is the issue related to time constraints?  Is this low reading awareness found throughout the district?  Is it a trend based on gender?  Is the trend related to demographics?  Is disconnect related to teaching style/learning style issue?  

3) Increasing reading fluency through the use of technology: I would like the opportunity to analyze the use of technology in the classroom (iPad, iPod, and computer) and determine if it will enhance students’ fluency levels.  I am considering conducting research by splitting my class into two groups.  I will still provide all students with reading instruction through whole group and guided reading.  However, in addition to guided reading and whole group instruction, I will have half of my class receive an additional 20 minutes each day using iPads/iPods/computers to work on programs, which primarily focus on fluency.  I would like to find out if having this added time will benefit the group and fluency increases.  If I find that fluency is increasing for these students, I would like to have one teacher from each grade level follow the plan in their classroom for a period of time and record data.  In order to obtain my data, I will begin by gathering fluency levels for all students in my class.  I will then use the half/half trial and recheck fluency levels after one month.  I understand how important technology is in the world today, so I am thinking that by utilizing software programs, we will see an increase in reading fluency.

Now that week 2 is under my belt, I am ready to move onto week 3.  Here we go....