Guest Researcher Dr. Mark Knight
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Guest Researcher Dr. Mark Knight

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Guest Researcher Dr. Mark Knight Guest Researcher Dr. Mark Knight Presentation Transcript

  • Conducting Action Research in the School Setting Considerations for school administrators Dr. Mark Knight Executive Director of College and Career Readiness Puyallup School District
  • Homework Your homework for today: • Identify a program, practice, or course of action in your current school setting. • What might cause you to question the effectiveness of that program, practice, or course of action? Disucssion #1 – Talk through the above items with an elbow partner Discussion #2 – Talk through the following with an elbow partner: • Who is currently evaluating the program, practice, or course of actions that you have selected? Why or why not?
  • Our Purpose Today • Discuss the possible reasons why a leader might want to conduct action research in the school setting. • Examine a practical example of an action research study in a school setting. • Generate potential action research topics in your school setting.
  • Conducting Research Discussion #3 - Why might a school leader want to conduct research in a building? • Possible reasons: • New leadership/personnel in key positions • Effectiveness of personnel • Evaluation of new program(s) • Evaluation of old programs (traditions, “sacred cows”…) • “Purposeful Abandonment”
  • • 25 years in public education (3 different districts) • 14 years as a high school administrator - Principal/Assistant Principal (2 different districts) • 2 years district office administrator My Background • 2009 – Doctorate in Education • Dissertation involving action research in the school setting
  • • Work that is so compelling that students persist when they experience difficulties. • Work that is so challenging that students have a sense of accomplishment and satisfaction when they accomplish the tasks assigned. Setting the Stage
  • 2% 9% 2% 11% 4% 13% 59% Student Population Amer. Ind. Asian Pac. Island. As./Pac. Isl. Black Hispanic White Fife School District 3550 Students in 7 Schools 1 Primary School (K-1) 2 Intermediate Schools (2-5) 1 Middle School (6-7) 1 Junior High School (8-9) 1 High School (10-12) 1 Alternative School 45% Free/Reduced Lunch
  • • Descriptive Reviews • Exemplar Lessons • Coaching for Design - WOW Academies Professional Development Progression
  • School/Classroom Data (State Assessments, Classroom Based Assessments, SAT/ACT…) Identification of Hard to Teach and/or Learn Concepts Specific Student Data (Previous grades, reading level, interest areas ….) Coaching (Working with a facilitator to blend specific student data with hard to teach and/or learn concepts) Lesson DesignLesson Delivery Student Assessment Coaching for Design Process C4D #1 #5 #4 #3 #2 #7 #6
  • Changing Demographics 0 10 20 30 40 50 60 70 80 90 American Indian Asian Black Hispanic Multi-Racial Pacific Islander White Free/Reduced 2009-10 1998-99
  • Students and Staff Solving Problems Diversity Summit – 5 Students/2 Staff Members Fishbowl Activity with Staff – Adult facilitator/5 Students Faculty Meeting w/Students – Selection of issues C4D – “Virtual Assembly” Video - Words That Hurt
  • Resulting Themes • Student Voice • Student voice is the opportunity for young people in the school system to provide their input into issues concerning their education • Engagement • A psychological investment in learning, comprehending, or mastering knowledge, skills, and crafts • Beyond compliance • Beyond motivation
  • A Problem of Practice How can a learning organization create the capacity for student voice to influence teacher practice around lesson design so that the end result is an increase in student engagement and overall achievement?
  • Sub Problem #1 Can such a process contribute to the professional and social needs of teachers resulting in a greater investment in their roles as designers of engaging work for students? Filter – Communities of Practice
  • Sub Problem #2 Can such a process contribute to satisfying the academic and social needs of students resulting in a greater investment in their educational setting? Filter – Equity in Education
  • School/Classroom Data (State Assessments, Classroom Based Assessments, SAT/ACT…) Identification of Hard to Teach and/or Learn Concepts Specific Student Data (Previous grades, reading level, interest areas ….) Coaching (Working with a facilitator to blend specific student data with hard to teach and/or learn concepts) Lesson DesignLesson Delivery Student Assessment Coaching for Design Process C4D #1 #5 #4 #3 #2 #7 #6
  • School/Classroom Data (WASL, Classroom Based Assessments, SAT/ACT…) Identification of Hard to Teach and/or Learn Concepts Specific Student Data (Previous grades, reading level, interest areas ….) Coaching (Working with a facilitator to blend specific student data with hard to teach and/or learn concepts) Lesson DesignLesson Delivery Student Assessment Specific Target Group Student Focus Groups Target Questions
  • Literature Informing the Study • Alcoff, Linda – Speaking for others • Cook-Sather, Allison – Student perspectives on education in a changing society • Fielding, Michael – UK students as researchers • Levin, Benjamin – Manitoba School Improvement Project • Mitra, Dana – Student Forum and the Bay Area School Reform Collective; Youth Development Assets • Smyth, John – Learner Centered Policy Constellation Student Voice
  • Engagement • Appleton & Furlong – Cyclical relations relate to levels of engagement • Brewster & Fager – Increasing student engagement and motivation • Kohn, Alfie – Student centered education • Newmann, F. – Engagement as a psychological investment • Schlechty, Phillip – Theory of engagement and roles definition to support engagement • Yazzie-Mintz, Ethan – High School Survey of Student Engagement Literature Informing the Study
  • Communities of Practice • Wenger & Snyder – Group comparisons • Coburn & Stein – Policy implementation Equity • Kahle, Jane – Dimensions of equity • L4L coursework Literature Informing the Study
  • Data Collection – Qualitative Research • Outside consultant hired to conduct interviews of participants • Group interview process • All interviews video recorded • Recordings transcribed • Groups/Participants/Quotes coded • Student Group (SG) • Individual Students (S1, S2, S3…) • Teacher Group (TG) • Individual Teachers (T1, T2, T3…)
  • The Results: Making Sense of the Data • Focus group preparation • Questioning • Selection of students • The group process • Changing perspectives • Concept development • Ownership • Interactions between teachers and students • Empowerment
  • Conclusions • The incorporation of student voice activities into the C4D protocol increases the engagement levels of the participants in the lesson design process. • The incorporation of student voice activities into the C4D protocol increases the perspectives of the participants around the roles that they play in relation to others in the educational system. • Given the limitations of the study with regard to the time boundaries, it is too early to tell if the student voice activities incorporated within the C4D protocol increase overall student achievement.
  • Changes Due to the Research • Building on the findings • 2009 FHS Staff Retreat • Staff Development (concepts and questioning) • Transfer of the work • Other buildings in the district • Other districts in the Standard Bearer Network • Transparency • Website
  • Questions Discussion #4 – With an elbow partner, discuss the questions that come to mind regarding this action research example Discussion #5 – If you were to develop an action research plan for your setting, what would be your focus? • Things to consider: • Participants • Broad to narrow focus • Quantitative/Qualitative