Student Motivation & Academic Performance with Technology Integration

Running head: Research Implementation Plan
7
October 28
In 1-2 paragraphs, describe your current research question or
thesis statement, and how it is relevant to your educational
setting.
My current research question involves motivation of students
through technology. I want to know if technology 1) increases
the motivation for math students in their desire to learn and 2)
if they perform better academically with technology integrated
into the curriculum. It seems that the first part of my research
will be subjective and the second part objective. In my head
they blend together nicely as proof-through-research of the
advantages (or not) of utilizing technology in teaching
mathematics. I have reasons for wanting to gain data on this.
Primarily, I believe that the lives of our 21st century students
will be inundated with technology for practical use. No longer
will technology be used for social networking or game playing.
Instead, I anticipate that the future holds uses for technology in
business which we currently cannot imagine. The students in my
classroom already think in terms of how to use technology not
only for simple research, but also in presentations and
demonstrations of their knowledge. I know that even at the
kindergarten level, the use of computers is becoming more and
more popular since set-up time is immediate, colors and shapes
are perfect and educational games can be played by two (for a
nice interpersonal approach).
A concern about measuring the improved academic performance
is that we are using new world technology up against old school
testing. I am going to be looking for situations where

technology is being used above and beyond arithmetic answers
to see how it is being perceived as assisting in the theory and
application of mathematics, rather than just doing the
mechanics. I am well aware of the standardized tests that my
students will face, and that they are not designed for technology
assistance. Perhaps I am looking at the next wave of educational
improvement. The pendulum swings slowly in education.
Preparing my students for their 21st century lives and at the
same time preparing them to pass a standardized test from my
20th century life is the challenge I face in my classroom.
Through research (with positive results), I like to think that I
will be a step ahead when the day comes and technology is
properly insinuated into the math curriculum.
November 1
My topic of research is: Are students better motivated and do
they perform better academically when allowed to learn
mathematics through the use of technology.
1. Developing and Validating a Reliable TPACK Instrument for
Secondary Mathematics Preservice Teachers
J. Zelkowski, J. Gleason, D. C. Cox, & S. Bismarck
Vocabulary:
TPACK - The specialized knowledge that teachers require to
effectively integrate technology into teaching practices is
currently referred to as technological, pedagogical, and content
knowledge (TPACK)
PSTs’ - preservice teachers’ (PSTs’)
TK - Technology Knowledge
CK - Content Knowledge

PK - Pedagogical Knowledge
What is the topic (focus) of the study?
The researchers sought to develop a valid and reliable, content-
specific survey with regard to monitoring and assessing the
specialized knowledge that teachers require to effectively
integrate technology into teaching practices of mathematics
(TPACK). The survey specifically looked at preservice
secondary mathematics teachers. In other words, the survey
helped to determine how well were these preservice teachers
were developing their TPACK.
What are the research question(s)?
There were two minor questions answered in the research but
the most important question was how best to control the power
of technology in the mathematics classroom. The minor
questions were what technologies are relevant to the teaching of
mathematics and what mathematics can be taught with the
addition of technology.
Who are the study participants?
In an effort to maximize available diversity in a sample, data
was collected from a variety of secondary mathematics teacher
preparation programs across the United States. Diversity
included size of institution, type of institution, size of
secondary mathematics education program, demographics of
student population, experience of faculty teaching program
courses, and geographic location. The total number of
participants (acceptable surveys) was 294.
How was the study conducted?
The instrument used for collecting the data was a survey.

Students in teacher preparation programs completed a survey.
The questions were centered around three topics; TK -
Technology Knowledge, CK - Content Knowledge, and PK -
Pedagogical Knowledge.
What did they find in the end?
The instrument was considered to be reliable and valid.
However, since preservice math teachers can be exposed to new
ways of thinking during coursework and improve or diminish
their sense of self-efficacy, the researchers saw a more holistic
result from the research: the study provides an opportunity for
programs and educators to understand their learning
environment to improve TPACK development in PSMTs
This study was not specifically about what students know, but
rather an objective assessment of what they think they know.
The participants’ personal beliefs change positively and
negatively over time during preservice preparation. This
instrument gives researchers and educators the ability to
reliably measure these beliefs regarding TPACK and the
contributing factors of PK, TK, and CK during preservice
preparation programs. Preservice math teachers (PSMTs) can
easily be overconfident or lack confidence.
2. Integrated Technology, Mathematics, and Science Education:
A Quasi-Experiment
Chris Merrill
It is of interest to note whether an integrative approach to
teaching and learning technology, mathematics, and science
education is valid and worthwhile or leads to improvements in
student learning, if there are various barriers at the secondary
level which seem to effect the implementation of these

integrated approaches, and if there is an effective formal
assessment tool to indicate whether students actually experience
an improved learning effect due to the integrated format.
The major questions addressed in this study were:
1. Is there an immediate cognitive learning effect when
technology, mathematics, and science education (TMaSe) in
integrated in instruction?
2. Do students who are taught with the integrated TMaSe
perceive the necessary connections between technology,
mathematics, and science content and concepts?
3. Does TMaSe improve over a long-term period through an
integrated teaching and learning approach?
The sample was 71 high school students out of 225 enrolled
students in a small high school in the United States. The 71
were chosen because they were enrolled in six technology
education classes.
There were two groups in the quasi-experimental design. The
six classes were randomly assigned to either the experimental
(3) or comparison (3) group. Each Monday a pretest was given
(63 multiple choice questions and 37 open ended questions).
Over a period of two weeks, the experimental groups received

the treatment (six different lessons depicting an integrated,
hands-on curriculum). Content lessons were identical. The
comparison groups received workbook exercises to reinforce the
curriculum content. Six different lessons and activities were
created and implemented for both groups. Both groups had
instruction in addition to activities. The experimental group
used a technology based program to reinforce the instructional
content and the comparison groups used workbook activities to
reinforce the content they were presented. The time and content
were identical.
1. The experimental group did not have significantly higher
cognitive learning gains.
2. Both groups did experience similar and significant cognitive
learning gains.
3. Both the experimental and comparison groups experienced
significant gains in the number of terms and phrases that were
identified as being completely integrated.
4. The experimental group did not have statistically significant
increases in retention two and four weeks after treatment.
5. Both groups continued to exhibit cognitive learning gains at
two and four weeks after instruction/treatment.
3. Case Studies of Multidisciplinary Approaches to Integrating
Mathematics, Science and Technology Education
Robert C. Wicklein and John W. Schell

Today’s school curricula use a segregated approach to
instructional topics which does not adequately address the how
students are to reassemble the topics into a coherent body of
knowledge.
Is the integration of mathematics, science, and technology
education the correct direction for education to go, or is it
simply a popular idea with little proof of success?
Administrators and teachers from four different high schools in
four different states.
Four high school demonstration sites were established in four
different states in the mid-western United States.
Multidisciplinary teams comprised of teachers from three
respective academic disciplines: technology education, science,
and mathematics as well as a school administrator and a school
counselor were established in each school. Support was in the
form of a resource team comprised of teacher educators from
the academic areas of technology education, science, and
mathematics as well as a state supervisor for technology
education. Each site developed its own multidisciplinary
curriculum for mathematics, science, and technology education.
Given a state of open-mindedness to integrating math, science
and technology curriculum by those who chose curriculum
(administration) and those who implement (teachers) it, the
student’s motivation to learn can be affected by the integration.
References
Daugherty, Jenny L., Reese, George C. and Merrill, Chris
(2010). Trajectories of Mathematics and Technology Education

Pointing to Engineering Design,Journal of Industrial Teacher
Education, (Spring 2010), Vol. 36, Number 1
Merrill, Chris (2001). Integrated Technology, Mathematics, and
Science Education: A Quasi-Experiment, Journal of Industrial
Teacher Education, (Spring 2001), Vol. 38, Number 3
Wicklein, Robert and Schell, John (1995). Case Studies of
Multidisciplinary Approaches to Integrating Mathematics,
Science and Technology Education, Journal of Industrial
Zelkowski, J., Gleason, J., Cox, D. C., & Bismarck, S. (2013).
Developing and Validating a Reliable TPACK Instrument for
Secondary Mathematics Preservice Teachers. Journal Of
Research On Technology In Education (International Society
For Technology In Education), 46(2), 173-206.
November 1
http://www.justanswer.com/expert/qa.aspx?mode=qa&rpt=3500
&T=14689172
Need Sunday November 2.
Revise your research question or thesis statement to align with
new understandings based on your literature review from last
week. For example, if your question or statement was originally
high level, dealing with a broad intervention such as
motivational strategies, you should now be able to narrow your
question or statement to describe a more specific approach. Post
your revised question or statement to the discussion board along
with a brief description of your topic.
I will give you the feedback as soon as I get it.
-----------------

&T=14689177
Need Tuesday November 4
If you will be conducting action research (EDGR 698): Based
on the various data collection approaches you learned
throughout this course, what collection methods do you think
will provide you with the most appropriate data to answer your
research question? Why are they appropriate? Answer this
question in 2-3 well-formed paragraphs.
---------------
&T=14689183
Need Thursday November 6
For your final assignment, you will craft a research
implementation plan. This document will describe how you
intend to answer your research question or address your thesis
statement. In 2-3 pages, describe your implementation plan
using the Implementation Plan Template . Support your
statements with evidence from the required studies and your
research.
Attachment: 2014-11-
01_025414_implementation_plan_template.doc
Attachment: 2014-11-01_025623_chapter_13.pdf
November 6
Research Implementation Plan
Insert Your Name Here
Concordia University - Portland
Educational Research Fundamentals for the Consumer
Introduction

Data will be collected through an experiment. Three classes of
Algebra will be instructed on the same material over a two week
period. Random students will be assigned work on absolute
value from khanacademy.org while the other students will use
the textbook for the topic of absolute value. Both groups will
also be provided identical teacher lecture. There will be two
formal formative assessments in the form of quizzes and one
formal summative assessment. Scores on the assessments will
be compared and analyzed with regard to differences in results.
The research question which is being examined is “does the use
of technology improve the reception of mathematical concepts?”
A basic assumption is that if the students are more engaged
through the use of technology, then their reception will be
improved and their assessments of the topic will be higher than
student who did not have the additional input of technology.
Students will go through the topic on khanacademy.org which
provides videos and assessments, explanations and re-teaching.
Data Collection Methods
Data will be strictly quantitative therefore, it will be collected
as percents which will then be averaged for the experimental
group (with technology) and the non-experimental group
(without technology). It is anticipated that if the technology has
made a difference in the students’ comprehension of the topic of
absolute value then the average percentage for the experimental
group will be higher than the average percentage of the non-
experimental group.
For the thesis paper, the data collection will expand to include
experiments done in other educational settings and will be taken
from data compiled by previous researchers on the effects of
technology on the study of mathematics or if the use of
technology has improved the reception of mathematical ideas.
Topics to be searched are technology in mathematics,
technology in science, integrating technology into teaching
practices of mathematics, preceptions in technology education,

and characteristics which secondary education faculty
(mathematics and science) identify with technology education.
Keywords are: technology, mathematics, science, and
integration.Implementation PlanThe plan will be implemented
as mentioned above in three mathematics classrooms (algebra),
over a period of two weeks focused on a specific topic (absolute
value) with half of the students utilizing technology assistance
from a specific website (khanacademy.org). The data will be
gathered from the summative assessment given at the end of the
two week period.Conclusion
Following the analysis of the percentage results of a summative
examination, a conclusion will be reached statistically using a
Z-test (due to the small sample) as to whether including
technology in the teaching of mathematics improves the
reception of mathematics as demonstrated through higher
percentages on a summative test.
The results of the experiment will be combined with other
various similar testings which have been done on this topic to
support the thesis “technology improves the students’ ability to
learn and retain mathematics.”References
Berry, R. Q. & Ritz, J. M. (2004). Technology education - A
resource for teaching mathematics. The Technology Teacher,
63(8), 20-24.
Daugherty, Michael & Wicklein, Robert Merrill (1993).
Mathematics, Science and Technology Teachers’ Perceptions of
Technology Education, Journal of Technology Education, Vol.
4, No. 2, Spring 1993

Chris (2001). Integrated Technology, Mathematics, and Science
Education: A Quasi-Experiment, Journal of Industrial Teacher
Secondary Mathematics Preservice Teachers. Journal of
November 8
Insert Paper Title Here
Instructor: Insert Instructor’s Name Here
A Research Report Presented to
The Graduate Program in Partial Fulfillment of the
Requirements
For the Degree of Masters in Education
2013
Insert Paper Title Here
Insert a brief introduction here (i.e. your topic, research
question/thesis statement, etc.)
Review of the Literature
This is the main section – the review of literature. Focus on
your study articles, and reinforce with your other supporting
articles. This section provides a synthesis and analysis of the
literature, which leads to your conclusions.
Subheading

Organize the literature review with subheadings if appropriate.
Analysis
Analyze the different perspectives from the literature (compare
and contrast). Opine these issues and discuss their implications.
Conclusions
State your conclusions from your literature review.
References
Insert your references in APA format here (Please use hanging
indent).
November 8
Literature Survey
Belinda Rector
EDGR 601
Dr. Emily Graves
October 31, 2014Technology and the Increase in Student
Reception in Secondary Mathematics
It is of interest to determine whether the inclusion of
technology in the teaching of secondary mathematics actually
increases the student’s reception of the subject. Research will
be done to investigate various approaches which have been
made which include technology in the mathematics
curriculum.Review of the Literature
1. Developing and Validating a Reliable TPACK Instrument for
Secondary Mathematics Preservice Teachers
J. Zelkowski, J. Gleason, D. C. Cox, & S. Bismarck

The researchers sought to develop a valid and reliable, content-
specific survey with regard to monitoring and assessing the
specialized knowledge that teachers require to effectively
(TPACK). The survey specifically looked at preservice
secondary mathematics teachers. In other words, the survey
helped to determine how well were these preservice teachers
were developing their TPACK.
2. Integrated Technology, Mathematics, and Science Education:
A Quasi-Experiment
Chris Merrill
It is of interest to note whether an integrative approach to
teaching and learning technology, mathematics, and science
education is valid and worthwhile or leads to improvements in
student learning, if there are various barriers at the secondary
level which seem to effect the implementation of these
integrated approaches, and if there is an effective formal
assessment tool to indicate whether students actually experience
an improved learning effect due to the integrated format.
3. Case Studies of Multidisciplinary Approaches to Integrating
Mathematics, Science and Technology Education
Robert C. Wicklein and John W. Schell
Today’s school curricula use a segregated approach to
instructional topics which does not adequately address the how
students are to reassemble the topics into a coherent body of
knowledge.
4. Mathematics, Science, and Technology Teachers’ Perceptions
of Technology Education
Michael K. Daugherty & Robert C. Wicklein

The benefit of using technology to advance the teaching of the
sciences, mathematics in particular is an idea which has not yet
been proven. On the face of the topic, it makes sense that the
two would go hand in hand, however, as yet the results have not
been positive. Using two groups, one with technology and one
without, the students’ have reacted with very little difference
insofar as content retention, comprehension and ability to
extend the knowledge. This study examines a possible reason
for this lack of positive results and looks at the attitudes or
perceptions of what characteristics exemplify technology in
education. This study was based on a questionnaire sent to
teachers of mathematics, science and technology. The questions
asked were:
1. What are the characteristics that exemplary technology
education classroom teachers identify with technology
education?
2. What are the characteristics that associated secondary
education faculty (mathematics and science) identify with
technology education?
3. Is there a significant difference between the perceptions of
the exemplary technology education classroom teachers and the
perceptions held by associated secondary education faculty in
science and mathematics?
The results of the questionnaire found that those who are using
technology education in math and science have widely different
ideas as to how the process of improving education can be
obtained through technology.

5. Investigating the Relationship between High School
Technology Education and Test Scores for Algebra 1 and
Geometry
Richard R. Dyer, Philip A. Reed and Robert Q. Berry
As the emphasis continues to be placed on academic outcomes
through standardized testing, accountability has become the
focal point of education. Whose fault is it? What was done to
improve the scores of this school which was not done at this
school where the scores showed no improvement? The emphasis
on improving student achievement in the core academic areas
has led technology educators to try to demonstrate the links
between their courses and the core academic areas (Berry &
Ritz, 2004). A study was undertaken to compare End of Course
mathematics performance of students who completed courses in
illustration and design technology to those who had not
completed the courses. The research questions asked if those
with the extra courses performed better than those who did not
have the courses and if the students without the courses did
better after taking the courses on retake exams. The answers
were yes in both cases. The implications of this study are very
important as they have singled out a variable which, on the
surface, has little to do with mathematical perceptions.
The researchers imply that the problem with previous studies
(and the failure to connect technology with mathematical
improvement) lies with the lack of attaching contextual
importance of certain mathematical skills. At this time, the two
courses of illustration and design technology are not
significantly causal, but this was the first study I saw which had
definitely positive results connecting technology and
mathematical ability.Analysis
In a search to determine why technology has not made an
impact in educational advances in secondary education, various

surveys, quasi-experiments and case studies have been
undertaken to try to pinpoint the reasons for the lack of growth
in student reception of the topics in secondary mathematics.
Some studies studied the incoming new teachers, some studied
the perceptions or expectations of the secondary teachers who
are utilizing technology but not seeing important changes in
student reception and others looked at administration to see if
the problem was in the reluctance of those in control of the
purse strings and curriculum. One more studied the results of
using a multidisciplinary approach to integrating the
mathematics and science with technology education. Finally,
however, the last study considered here has found a possible
connection between improvements in score on mathematic
standardized testing but not necessarily on the student’s
improved reception of the subject. Connecting physical tasks to
the mental tasks may show increasing promise.
Conclusions
So far, and I have
not given up hope, the answer to whether or not technology
improves the reception of mathematics topics in secondary
school is not clear. None of the questionnaires, surveys, case
studies, quasi-experiments have seen the expected results. And
yet, the idea is so basic that it must be true. Integrating
technology with the teaching of mathematics simply must be a
lynch pin to improved learning. The stumbling block or avenue
to success has just not been found.
References
63(8), 20-24.

Daugherty, Michael & Wicklein, Robert Merrill (1993).
Mathematics, Science and Technology Teachers’ Perceptions of
Technology Education, Journal of Technology Education, Vol.
4, No. 2, Spring 1993
Chris (2001). Integrated Technology, Mathematics, and Science
Education: A Quasi-Experiment, Journal of Industrial Teacher
November 8
Technology and the Increase in Student Reception in Secondary
Mathematics
Instructor: Insert Instructor’s Name Here
A Research Report Presented to
The Graduate Program in Partial Fulfillment of the
Requirements
For the Degree of Masters in Education

2013
Technology and the Increase in Student Reception in Secondary
Mathematics
It is of interest to determine whether the inclusion of
technology in the teaching of secondary mathematics actually
increases the student’s reception of the subject. Research will
be done to investigate various approaches which have been
made which include technology in the mathematics curriculum.
Literature on this topic was found in the form of research
studies.Review of the Literature
Although there has been surprisingly little research on the topic
of utilizing technology in a regular mathematics curriculum,
several researchers have explored the incorporation of
technology. The results have not demonstrated a positive result
when technology is used in mathematics curriculum. Owing to
this lack of positive results, research was done to determine if
there were other causes which might have altered the expected
results. One study was done to examine the attitudes of various
members of the education community. The premise was that
there are educators who do not wish to add technology to the
teaching of mathematics. The idea of improvement resulting
from technology has appeared to be so basically intuitive that
most educators expect technology to make a large difference in
comprehension, application and retention of mathematics. As
mentioned, so far this has not been the case.
Several studies have approached this topic from different
perspectives. It stands to reason that any teacher who expects to
utilize technology in the teaching of secondary mathematics
should be well trained in the utilization of the technology from
the hardware needed to the software available. A study which
was done approached Preservice teachers and looked at the

specialized knowledge that they would need to effectively
(TPACK) (Zelkowski et al, Developing and Validating a
Reliable TPACK Instrument for Secondary Mathematics
Preservice Teachers, 2013). The researchers attempted to make
the survey as valid and reliable as possible in order to gather
data on the preparedness of our future teachers for using
technology to teach mathematics.
Going directly to the heart of the matter, a research question
arises from the viewpoint of technology rather than
mathematics. It is of interest to note whether technology
education students achieve in technology better when their
technology education teacher correlates planning and
instruction with their science and mathematics teachers. So
rather than look just at the mathematics classroom, this
approach wanted to blend technology with science and
mathematics to see if there was more “drive” created to
understand technology if the student can see the usefulness of it
with respect to science and mathematics. When the results of
this student were not positive, it may be posited that since
today’s school curricula uses a segregated approach to
instructional topics when an attempt is made to integrate
subjects, the students are not “adequately” trained in how to
“reassemble the topics into a coherent body of knowledge”
(Wicklein and Schell, 1995). There also might be barriers
arising in attitudes from stake holders as to whether an
“effective formal assessment tool” (Merrill, 2001) exists which
can indicate whether students actually experience an improved
learning effect due to the integrated format.
First, it needs to be proven that technology is a viable way to
advance the teaching of the sciences; mathematics in particular.
It can safely be said that large numbers of people assume that
using technology in the sciences is a positive way to hasten the
learning of mathematics allowing students to “dig deeper” in
application. However, there has been very little done in the way

of actually proving this to be true. It is intuitive, but not
proven. One skeptical study took a look at the perceptions of
the teachers of three subjects, mathematics, science and
technology to try to determine if there was any difference in
being taught by an educator who firmly believes in the
technological approach to learning or by an educator who
mistrusts the viability of using technology (at this time) to teach
conceptual mathematics. Through a questionnaire sent to
teachers of mathematics, science and technology the researchers
probed for opinions as to the reasonableness of using
technology to teach mathematics. What was determined is that
those who believe in using technology in teaching and those
who do not have widely different ideas as to how the process of
improving education can be obtained through technology.
Eventually an investigation was done on standardized tests
scores. This is, of course one of the more important reasons for
schools to be concerned with the integration of technology in
the classroom. The emphasis on improving student achievement
in the core academic areas has led technology educators to try
to demonstrate the links between their courses and the core
academic areas (Berry & Ritz, 2004).
Analysis
In a search to determine why technology has not made an
impact in educational advances in secondary education, various
surveys, quasi-experiments and case studies have been
undertaken to try to pinpoint the reasons for the lack of growth
in student reception of the topics in secondary mathematics.
Some studies studied the incoming new teachers, some studied
the perceptions or expectations of the secondary teachers who
are utilizing technology but not seeing important changes in
student reception and others looked at administration to see if
the problem was in the reluctance of those in control of the
purse strings and curriculum. One more studied the results of
using a multidisciplinary approach to integrating the
mathematics and science with technology education. Finally,

however, the last study considered here has found a possible
connection between improvements in score on mathematic
standardized testing but not necessarily on the student’s
improved reception of the subject. Connecting physical tasks to
the mental tasks may show increasing promise.
Conclusions
So far, the answer to whether or not technology improves the
reception of mathematics topics in secondary school is not
clear. None of the questionnaires, surveys, case studies, quasi-
experiments investigated here have obtained the expected
results. And yet, the idea is so basic that it simply must be true.
Integrating technology with the teaching of mathematics must
be a lynch pin to improved learning. The stumbling block or
approach to successfully integrating technology with
mathematics has just not been found.
References
63(8), 20-24.
Merrill, Chris (2001). Integrated Technology, Mathematics, and
Science Education: A Quasi-Experiment, Journal of Industrial

November 10
Action Research Project
My chosen area of focus is the improvement in the learning of
mathematics through technology. This was chosen because it
seems obvious that technology should positively impact the
learning of mathematics and because there seem to be two very
opposite sides to the question research “does incorporating
technology into the mathematics curriculum improve the
reception, comprehension and retention of mathematics?”
The use of technology directly impacts how I create my lessons
in mathematics and whether or not technology can be is used to
further the comprehensibility of a lesson’s content. If it is
determined that students excel when allowed to approach a
mathematical subject through technology, I will need to further
my education about the use of technology in the classroom.
The goal of this project is to find substantiating studies which
demonstrate that utilizing technology in the teaching of
mathematics allows students to be more receptive to the
learning of mathematics. I can experiment with groups of
students over a two week period using a single topic to
determine if one group does better on a summative assessment
than another.
Frankly, I’m not clear how utilizing this approach helps me to
understand rather than prove. Doesn’t research in and of itself
seek to prove a statement or idea? If the action I take impacts
change, something appears to have been proven. I’m not saying
empirically proven, just clarified.
November 14

Does incorporating technology into the mathematics curriculum
improve the reception, comprehension and retention of
mathematics?
My chosen area of focus has been the improvement in the
learning of mathematics through technology. This was chosen
because it seemed obvious that technology should positively
impact the learning of mathematics and because there seem to
be two very opposite sides to the question “does incorporating
technology into the mathematics curriculum improve the
reception, comprehension and retention of mathematics?”
I considered that first the use of technology should directly
impact how I create my lessons and did not know whether or not
technology could be added to improve the comprehensibility of
a lesson’s content. I thought that if it can be determined that
students excel when allowed to approach mathematics through
technology, then teachers will need to further their education
about using technology in planning lessons.
The goal of this project was to find studies which have been
done on the use of technology in the teaching of mathematics. I
considered that by splitting two groups I could compare and
contrast their testing results on a two week mathematics unit.
However, over the course of the past two days I have thought
deeply about my question for this Action Research. It seems to
me that there are actually three approaches which might meet
the criteria I am researching. In the form of questions, the first
would be “Does the use of technology improve high school
students’ performance on unit tests?” The second research
question would be “Can continual review with technology
applications improve the ability of mathematics students to
utilize mathematical topics?” The third question would be
directed at a general math student. It would be “Does the daily
use of technology serve to improve the utilization of
mathematical applications for a general math student?”

At this point, the second question really attracts my attention
because of the fragmented way mathematics is taught. For many
years the ideal approach to mathematics was to decompose ideas
into “doable” concepts and steps. The problem with this
approach which was discovered to be epidemic throughout
education was that after decomposing content, there was no
follow up conclusion which re-composed the details back into a
large idea. According to Wicklein and Schell, “school curricula
is a segregated approach to instructional topics which does not
adequately address the reassemblage of topics into a coherent
body of knowledge” (1995). Although this makes complex
subjects such as mathematics more manageable the colossal
price we pay is that we can no longer adequately see the long
term consequences of mathematical actions. I am sympathetic to
the time constraints we must place on our educational units but
I wonder whether technology might be one solution to this
fragmentation. There has been significant attention paid to
integration between school subject areas, but very little
attention has been paid to such an idea within the mathematics
classroom. The old adage that “mathematics is the queen and
servant of science” has caused the area of mathematics to be
bereft of meaning in and of itself. Toward that end I believe I
can examine whether or not continual review with technology
applications will improve the ability to connect mathematical
topics.
I believe that I can choose a small idea such as probability and
expand it to one of its larger purposes using prior knowledge,
recomposition, problem solving skills and higher order thinking.
The use of higher order thinking would be a driving force in
this approach to recomposing a decomposed topic. Central to
advanced learning is the concept of thinking. According to
Lauren Resnick (1987), higher order thinking does not depend
on algorithms, is complex and may yield multiple solutions. I
would like to use her strategy of integrating research into

discovering the meaning of mathematics.
In addition, it has long been known that without apparent
application, knowledge may not be seen as meaningful and thus
not easily transfer to other learning situations. Simply telling
students what the application might be is almost as useless as
not knowing the application in the first place. The use of
technology to activate potential knowledge through discovery is
the aim of this action research. I would like to follow a program
done in Colorado where technology was used to evaluate
problem solutions found without technology with the objective
of developing new problems. I find a challenge to be if this is
only two weeks, the students may not have the capabilities to
discuss topics at deep levels.
I have not found a workable prototype yet, but have several
areas and authors which I will be examining over the following
days.
References
Resnick, L. (1987). Education and learning to think.
Washington, DC: National Academy Press.
November 14
For teachers and administrators, action research is a user-
friendly, practical approach to conducting research.
• What strategy works best to improve reading fluency?

• I saw an interesting graphic organizer in a recent workshop;
will it really help my students to be more successful with
nonfiction text?
• After examining our grade level’s end-of-year assessment
results, we have identified one major area of focus: What is the
best method for teaching one-digit multiplication?
160 KAPPA DELTA PI RECORD • SUMMER 2008
These questions are common concerns of K–12 teachers and
administrators. More than ever, educators across the United
States are held accountable for their students’ learning and
subsequent performance on high-stakes tests. Teachers and
administrators must be able to identify clearly what techniques
are effective at improving student learning, which ones are not,
and how to develop a set of successful instructional practices
based on that knowledge
(Airasian 2001). Research is not typically something that many
K–12 teachers think about as part of their regular planning
regimen. Many teachers are so focused on getting through
each day that the mere thought of trying to incorporate research
into their professional practice may seem daunting and
unrealistic. That may be true for traditional forms of
research driven by quantitative and qualitative data analysis;
those types of research commonly are very involved and formal,
often taking many months and even years to complete. Sample
sizes typically need to be large (particularly with quantitative
designs). Results are shared usually in the form of scholarly
writing through peer-reviewed journals or in research-focused
professional conferences (Mason, Lind, and Marchal 1991).
Action research, on the other hand, presents a more user-

friendly, practical approach to conducting research. Using this
model, which is generally less formal than other types of
research, teachers and building administrators conduct research
for one main purpose: to improve teaching and learning (Slavin
2006). Action research can
161
involve a single teacher or a collaborative team of two or more
teachers working together to focus on a mutual topic. Action
research projects can take on an even larger scope by involving
all teachers within a specific grade level, a particular
department, or an entire school. Another major difference
between the action research model and traditional forms of
research is sample size; it is possible to conduct action research
with a single student, if necessary. Further, the way results are
shared can vary from traditional research. Though sharing
results could
involve formal publication in journals or presentations at
conferences, reporting might consist of much less formal means
such as faculty meetings, professional development workshops,
or publication on the school district’s Web site. Moreover, an
action research project can span only a few weeks, or it can last
an entire school year and beyond.
Identify the Problem
Some basic steps comprise the K–12 action research model
(Sagor 2000). First, the teacher/researcher will identify the
problem. Problems occur every day at school. A teacher does
not have to look far to find them. Examples of problems might
include areas such as:
• poor attendance;
• lack of parental involvement;

• writing skills that do not meet grade-level expectations;
• reading comprehension skills that prevent a student or a group
of students from passing content-area assessments;
• bullying or aggressive behavior on the playground;
• poor performance on specific mathematics subtests; or
• an entire grade level that scores below expectations on
decoding skills.
The process of narrowing down a topic involves looking for
patterns in a recurring problem. For example, if a teacher
observes a problem once or twice, it may be a concern, but not
significant enough to warrant an action research study. If,
however, a difficulty lingers, the problem might be a good
choice for the focus of an action research study. After the
problem is identified, it must be articulated clearly. After
stating the problem, the teacher/researcher should be able to
answer these questions: How do you know this is a problem? On
what are you basing your
belief? What evidence do you have that this is truly a problem
worth investigating?
Questions
The next step is the formation of specific researchable
questions. Typically, three to five questions are common for
most K–12 action research investigations. Constructing the
wording of these questions appropriately is important; each
question should be as narrow, as specific, and as researchable as
possible. Avoid framing questions that are vague; they must be
answerable through collection and analysis of data after

administering a specific “treatment”
or instructional strategy over a predetermined period. To
develop a set of appropriate action research questions, the
following elements are necessary: the student population, the
desired result, and the specific strategy for achieving the end
result.
Here are some examples of questions for consideration for
action research investigations with a literacy focus:
• Will students’ desire and attitudes toward reading change if
they are shown some kind of success?
• Is it possible for students to incorporate the use of word walls
in all areas of their education?
• Will providing my students with daily practice actually help
them to achieve success?
• Will implementing the three-cueing system with first- and
second-grade Title I Reading students increase flexible reading
skills and lead to higher reading levels?
• Do interactive word walls improve the quality of writing
journals for kindergarten students?
• Will the use of graphic organizers help improve my tenth-
grade students’ performance on social studies unit tests?
Notice the significant difference in the wording among these
sample questions. In the first three, the language is ambiguous
and confusing. Not all of the three required elements are
apparent (student population, desired result, and specific
strategy for achieving the end result). Achieving a successful
action research projectwould be quite difficult using those
questions in theirpresent form. The last three questions, on the

other hand,each contain all the information necessary to conduct
asuccessful action research project. Each one clearly
identifieson whom the project will focus, the specific
intervention,and the ultimate goal.
Now reconsider the first three questions presented earlier to see
how some modifications make them more clear and appropriate
for action research:
• Will the daily implementation of the “bless the books”
strategy improve the reading interest and motivation of second-
grade students?
• Does the use of interactive word walls improve the quality of
fourth-grade students’ writing samples?
• Will providing my eleventh-grade American Government
students with weekly practice using
the Jigsaw strategy elevate their unit assessment performance?
Construction of the research questions is perhaps the most
crucial element of planning relative to a successful research
design. As questions are being formulated, consider how those
questions could be answered. For example, a question that can
be answered by consulting a textbook or by reading a journal
article is not appropriate for action research. To fit the model
for action research, an actual strategy, technique, or
“intervention” intended to elicit change must be implemented
for a specified length of time.
Table 1 provides a useful format for planning action research
questions. Before generating the wording of questions, clearly
identify specific elements of the desired result, how the desired

result will be attained, the specific student population, and how
the questions could be answered. After drafting this
information, the process for writing questions is relatively
simple.
Review of Related Literature
After research questions are drafted, the next step is to conduct
a review of related literature (Pyrczak 1999). What investigative
work on the chosen topic already has been conducted by
colleagues respected within the profession? If the research
questions already have been
answered, studying them again may be redundant. Many times,
reviewing the work of others also provides insight regarding
what additional avenues could be explored. Focus of the review
should start from a broad scope and gradually become narrower,
similar to that of an inverted pyramid. Consider, for example,
the research question: Will KWL improve my sixth-grade
students’ performance on science and social studies unit tests?
A review of literature would begin very broad in scope, perhaps
investigating effective teaching practices relative to content
areas. The review then would delve into
KAPPA DELTA PI RECORD • SUMMER 2008 163
Also in traditional research, qualitative research designs
typically have smaller sample sizes. Data sources tend to be
from focus group interviews, questionnaires that contain many
open-ended questions, classroom observations, and examination
of student portfolios. Researchers also may use descriptive
statistics, such as population mean, median, and mode, for
analyzing data (Pyrczak 1999).
Action research, in contrast, typically involves sources of data
such as teacher observation, examination of student work

samples, interest inventories, and performance on either
teacher-created assessments or commercially produced
instruments. Analysis of data might be completed through some
type of coding or through construction of criterion-referenced
scoring
guides or rubrics. A model such as “Rubrics for Success” might
be appropriate for an action research investigation, particularly
if numerical values were assigned to each level of success
(Ross-Fisher 2005).
Regardless of which type of research is conducted, a timeframe
should be established for carrying out each element. Setting
these parameters helps the teacher/researcher to remain
organized, focused, and on schedule.
Analysis of the Data
After the problem has been clearly defined, research questions
have been framed, the related literature has been reviewed, and
data has been collected, the next step is analysis of the data
(Strauss and Corbin 1990). As previously mentioned, the use of
criterion-referenced rubrics or other types of rating scales
usually works well with action research, as do teacher-made
tests, observation checklists, and other comparable approaches.
Certainly, when larger sample populations are present, using
some form of inferential analysis is possible; but formal
methods, such as those employed in quantitative designs, are
not typical of action research.
Keys to look for in action research investigations are patterns of
evidence—trends—over the duration of the study. As a
reminder, the underlying premise of action research is to
improve teaching and learning.
To accomplish that goal, the teacher/researcher must determine

whether and to what extent the intended result is occurring
within the context of the specific strategies or techniques
employed in the investigation. A common way to ascertain the
impact of a technique is to look at the pre- and post-assessment
data and compare the two. Has there been growth? If so, how
much? If not, how little, and why? What specifics about science
and social studies teaching and learning, respectively.
Gradually, the review would become more focused on specific
instructional strategies; and finally, on KWL specifically.
By the end of the literature review, the researcher should have
identified: (1) what other respected sources have written about
the topic; and (2) how the planned strategy, technique, or
approach for the project shows promise for success. Using the
concept of the inverted pyramid, as shown in figure 1, the
conclusion of the literature review should practically be
“pointing” at the intended strategy.
Methodology
After conducting the review of related literature, the next step
is to clearly define what specific methods will be required to
answer the research questions. The methodology is important
because it must align with what is being asked (Salvia and
Ysseldyke 2001). In other words, the “how” must fit with the
“what” in the design of the action research study. This element
of the action research design states exactly what data will be
collected, how it will be collected, and how it will be analyzed.
In traditional forms of quantitative research, large sample sizes
are common and standardized test scores often are a primary
data source. Many times, researchers attempt to draw
comparisons between two or more groups. Specific inferential
statistical methods, such as a two-tailed test (otherwise known
as a t-test), Spearman’s rank-order correlation coefficient, and
analysis-of-variance (ANOVA), are methods commonly used for

analyzing data of standardized test scores (Patten 2000; 2001).
are the patterns of evidence that lead to this conclusion? Is this
trend applicable to just one student in the group, to specific
students, or to the entire class? In short, use the available data
to “wring out” as much information as possible. Presenting the
data in charts, graphs, or tables is appropriate and useful. After
the data has been thoroughly reviewed and analyzed, each
research question should have been answered and conclusions
should have been drawn. If
they have not, then another data review is necessary. If
information still is not available to answer the questions, this
may indicate that there was a flaw in the study design and that
different data collection methods are necessary (Pyrczak and
Bruce 2003).
As with all research designs, action research does have its
limitations. For example, if a strategy is used with only one or
two students, the effect of that strategy cannot be assumed for
the entire class. The duration of an action research project also
has an impact on the strength of results; a study conducted for a
period of two or three weeks is not as conclusive as one
conducted for 10 or 12 weeks. Additionally, one must be careful
to isolate the specific strategy being used as the “treatment”
during the action research study so that the impact of that
strategy can be determined with confidence. For instance,
suppose that the desired end result is to improve reading
comprehension, and the strategy being used is KWL; however,
students also are exposed to other techniques, such as the DRTA
and graphic organizers. In this example, it may be difficult to
know with certainty which strategy had the greatest impact on
improving student comprehension. Therefore, conclusions
cannot be drawn with confidence about information that was

derived from the data.
Next Steps
After data has been analyzed, research questions have been
answered, and conclusions have been drawn, it is time to draft a
plan of action for the future and reflect on the experience
(Sagor 2000). This process might elicit a change in instructional
strategy connected with a particular unit of study, or perhaps a
modification in curriculum for a specific skill, or maybe
even a variation of the sequence in which students are presented
with certain concepts. A plan of action also could involve
recommending ideas for future research by the
teacher/researcher or building colleagues.
Reflecting on the entire experience near the end of an action
research project is also important. What were specific strengths
of the study and why? What were specific weaknesses of the
study and why? How does one know? What would one do
differently next time if given the chance to repeat the
investigation? To engage fully in this type of reflective
practice, the teacher/researcher might maintain a daily log or
journal that includes not only what took place, but also
anecdotal information and additional questions or concerns.
Don’t Forget to Share!
After the entire action research investigation is carried out in its
entirety, one last step needs to take place—that of sharing and
disseminating what has been learned with colleagues. As
mentioned earlier, the primary purpose of action research is to
improve teaching and learning, and not just for one classroom
exclusively. What a shame it would be for a teacher/researcher
to glean insightful information about how best to teach writing,
or decoding, or long division,

and then never share that information with others! What are the
most effective ways to disseminate what has been learned
through action research? Perhaps a faculty meeting after school,
a professional development workshop, or an article on the
school’s Web site might be appropriate. Presentation at a local,
state, or regional conference also might be an option.
A narrated PowerPoint® presentation sent throughout the
district via e-mail could be considered. The possibilities are
endless.
How educators go about sharing is up to them. The important
thing is to let others know what was done and what was learned.
Not only will the information allow colleagues to apply findings
from the research, but it also may open the door for future
collaborative action-research projects that will continue the
cycle of improving teaching and learning.
References
Airasian, P. W. 2001. Classroom assessment: Concepts and
applications, 4th ed.
Boston: McGraw-Hill.
Mason, R. D., D. A. Lind, and W. G. Marchal. 1991. Statistics:
An introduction, 3rd
ed. San Diego: Harcourt Brace Jovanovich.
Patten, M. L. 2000. Understanding research methods: An
overview of the essentials,
2nd ed. Los Angeles: Pyrczak Publishing.

Patten, M. L. 2001. Questionnaire research: A practical guide,
2nd ed. Los Angeles:
Pyrczak Publishing.
Pyrczak, F. 1999. Evaluating research in academic journals. Los
Angeles: Pyrczak
Publishing.
Pyrczak, F., and R. R. Bruce. 2003. Writing empirical research
reports: A basic guide
for students of the social and behavioral sciences, 4th ed. Los
Angeles: Pyrczak
Publishing.
Ross-Fisher, R. L. 2005. Developing effective success rubrics.
Kappa Delta Pi
Record 41(3): 131–35.
Sagor, R. 2000. Guiding school improvement with action
research. Alexandria, VA:
Association for Supervision and Curriculum Development.
Salvia, J., and J. E. Ysseldyke. 2001. Assessment, 8th ed.
Boston: Houghton
Mifflin.
Slavin, R. E. 2006. Educational psychology: Theory and
practice, 8th ed. Boston:

Allyn & Bacon.
Strauss, A. L., and J. Corbin. 1990. Basics of qualitative
research: Grounded theory
procedures and techniques. Newbury Park, CA: Sage
Publications.
November 14
CAPSTONE PROJECT DOCUMENTATION FORM
Action Research is an exciting, disciplined process of discovery
designed to integrate theory into one’s daily practice in a way
that improves educational practices and the individual
conducting the research. Action Research is the Capstone
Project in the Master’s of Education program for Concordia
University online. It gives the educator, as a scholarly
practitioner, the opportunity to examine relevant issues in his or
her own classroom or school which may complicate,
compromise, or complement the learning process—and to find
meaningful, practical, research-based answers.
In Action Research, teachers are empowered to design a
research-based plan, identify learning issues or problems,
review relevant literature that examines identified problems,
implement specific, research-based strategies, and discover
convincing evidence that supports or contravenes their teaching
strategies. The most exciting part of Action Research is the
teacher can often observe student improvement during the
project and can demonstrate, in a quantitative manner, the
improvement of student learning. Sagor notes, “Seeing students
grow is probably the greatest joy educators can experience”
(2002, p. 5).
The steps to the Capstone Project are detailed below. Read
through all of the steps before creating your implementation

plan. Save this form as a draft until all Action Research steps
have been completed and all responses are documented. You
will submit this form at different stages of completion
throughout EDU 698.
ACTION RESEARCH PROJECT
Name:
Insert text here.
Title of Project:
Insert text here.
Date Completed:
Insert text here.
IMPLEMENTATION TIME FRAME:
Number of weeks:
Insert text here.
TIMELINE of ACTION RESEARCH PROJECT:
Start Date:
Insert text here.
End Date:
Insert text here.
AREA OF FOCUS: What is your chosen area of focus? Why
did you choose this area? How does it directly impact you?
Insert text here.
RESEARCH QUESTION:
Insert text here.
DEMOGRAPHICS
DEMOGRAPHIC DATA: Where/What is the research site?
Who is directly involved? What statistics will give a clear
understanding of the context and culture of the research site?
(Do not use name as an identifier.) Provide references for
sources used.
Insert text here.
TARGET GROUP: Who are the students you are trying to
impact? (Do not use names - you must use another identifier.)
How do you think this strategy or content focus will benefit the

target group?
Insert text here.
BASELINE DATA: What are the baseline data that support your
choice for this area of focus? What patterns or trends do you
see in the data? What is your proof that an issue exists in this
focus area? (NOTE: You may not depend solely on
Standardized Test Scores.)
Insert text here.
ACTION PLAN
IMPLEMENTATION PLAN: What is your plan to implement
the strategy or content knowledge? How did you collaborate
with other staff involved with this issue?
Insert text here.
PROCEDURES & MEASURES: What are the steps you will
follow? How will you measure student progress?
Insert text here.
DATA COLLECTION: What data will be collected? How often?
What tools will be used? Copies of tools will go in appendixes.
Insert text here.
IMPLEMENTATION: (Describe the actual implementation of
your plan.)
Week 1: Insert text here.
DOCUMENTATION OF ADJUSTMENTS: How did the plan
change during the course of the Action Research timeline?
What prompted the change? What were the effects of the
changes?
Insert text here.
ANALYSIS & REPORTING
REPORTING RESULTS: What are your results and how will
you share them? How does the baseline data compare to the
ending data? What is the story told by your data?
Insert text here.
IMPLICATIONS FOR FUTURE: How will the results impact

your teaching in the future? How did the project inform your
decision-making as a professional?
Insert text here.
CONCLUSIONS: Did this study improve student performance?
Explain. Did this study improve your skills as a teacher?
Explain.
Insert text here.
REFERENCES:
Insert text here.
PERSONAL REFLECTIONS:
Insert text here.
November 14
CAPSTONE PROJECT DOCUMENTATION FORM
Action Research is an exciting, disciplined process of discovery
designed to integrate theory into one’s daily practice in a way
that improves educational practices and the individual
conducting the research. Action Research is the Capstone
Project in the Master’s of Education program for Concordia
University online. It gives the educator, as a scholarly
practitioner, the opportunity to examine relevant issues in his or
her own classroom or school which may complicate,
compromise, or complement the learning process—and to find
meaningful, practical, research-based answers.
In Action Research, teachers are empowered to design a
research-based plan, identify learning issues or problems,
review relevant literature that examines identified problems,
implement specific, research-based strategies, and discover
convincing evidence that supports or contravenes their teaching
strategies. The most exciting part of Action Research is the
teacher can often observe student improvement during the
project and can demonstrate, in a quantitative manner, the
improvement of student learning. Sagor notes, “Seeing students
grow is probably the greatest joy educators can experience”

(2002, p. 5).
The steps to the Capstone Project are detailed below. Read
through all of the steps before creating your implementation
plan. Save this form as a draft until all Action Research steps
have been completed and all responses are documented. You
will submit this form at different stages of completion
throughout EDU 698.
ACTION RESEARCH PROJECT
Name:
Insert text here.
Title of Project:
Insert text here.
Date Completed:
Insert text here.
IMPLEMENTATION TIME FRAME:
Number of weeks:
Insert text here.
TIMELINE of ACTION RESEARCH PROJECT:
Start Date:
Insert text here.
End Date:
Insert text here.
AREA OF FOCUS: What is your chosen area of focus? Why
did you choose this area? How does it directly impact you?
Insert text here.
RESEARCH QUESTION:
Insert text here.
DEMOGRAPHICS
DEMOGRAPHIC DATA: Where/What is the research site?
Who is directly involved? What statistics will give a clear
understanding of the context and culture of the research site?
(Do not use name as an identifier.) Provide references for
sources used.

Insert text here.
TARGET GROUP: Who are the students you are trying to
impact? (Do not use names - you must use another identifier.)
How do you think this strategy or content focus will benefit the
target group?
Insert text here.
BASELINE DATA: What are the baseline data that support your
choice for this area of focus? What patterns or trends do you
see in the data? What is your proof that an issue exists in this
focus area? (NOTE: You may not depend solely on
Standardized Test Scores.)
Insert text here.
ACTION PLAN
IMPLEMENTATION PLAN: What is your plan to implement
the strategy or content knowledge? How did you collaborate
with other staff involved with this issue?
Insert text here.
PROCEDURES & MEASURES: What are the steps you will
follow? How will you measure student progress?
Insert text here.
DATA COLLECTION: What data will be collected? How often?
What tools will be used? Copies of tools will go in appendixes.
Insert text here.
IMPLEMENTATION: (Describe the actual implementation of
your plan.)
DOCUMENTATION OF ADJUSTMENTS: How did the plan
change during the course of the Action Research timeline?
What prompted the change? What were the effects of the
changes?
Insert text here.
ANALYSIS & REPORTING
REPORTING RESULTS: What are your results and how will

you share them? How does the baseline data compare to the
ending data? What is the story told by your data?
Insert text here.
IMPLICATIONS FOR FUTURE: How will the results impact
your teaching in the future? How did the project inform your
decision-making as a professional?
Insert text here.
CONCLUSIONS: Did this study improve student performance?
Explain. Did this study improve your skills as a teacher?
Explain.
Insert text here.
REFERENCES:
Insert text here.
PERSONAL REFLECTIONS:
Insert text here.
November 14
1
2
3
Desired End Results
Higher test scores
Greater Retention
Better Application
Method for Achieving the Desired End Results
Eliminate the need for rote memorization
Connections between applications
Students derive the mathematics needed
Specific Student Population
High School
All grades 3 - high school
General math class
How the Question Could be Answered
Comparison between two groups

Specific questions such as “what would you use to solve”
Asking students what they would use and why
Possible Question
Does the use of technology improve high school students’
performance on unit tests?
Can continual review with technology applications improve the
ability of mathematic students to connect topics?
Does the daily use of technology serve to improve the
utilization of mathematical applications for a general math
student?
�This section should be a synthesis of what you have read and
not a list of the articles discussed individually. Also, in-text
citations should be used instead of listing the authors below
each title (author, date) and for quotes (author, date, p. )
�No first person
Case 2-4 Better Boston Beans
Better Boston Beans is a coffee shop located in the Faneuil Hall
Marketplace near the waterfront and Government Center in
Boston. The coffee shop specializes in exotic blends of coffee
including Sumatra Dark Roast Black, India Mysore “Gold
Nuggets,” and Guatemala Antigua. It also serves blended
coffees including Reggae Blend, Jamaican Blue Mountain
Blend, and Marrakesh Blend. For those with more pedestrian
tastes, the shop serves French Vanilla, Hazelnut, and Hawaiian
Macadamia Nut. The coffee of the day varies, but the most
popular is Colombia Supremo. The coffee shop also serves a
variety of cold-blended coffees.
Cindie Rosen has worked for Better Boston Beans for six
months. She took the job right out of college because she wasn't
sure whether she wanted to go to graduate school before

beginning a career in financial services. Cindie hoped that by
taking a year off before starting her career or going on to
graduate school, she would experience “the real world” and find
out firsthand what it is like to work a 40-hour week. She did not
have a full-time job during college because her parents helped
pay for the tuition.
Since Cindie is the “new kid on the block,” she is often asked to
work the late shift from 4:00 p.m. to midnight. She works with
one other person—Jeffrey Lyndell—who is the assistant shift
supervisor. Lyndell has been with Boston Beans for three years
but recently was demoted from shift supervisor.
For the past two weeks, Lyndell has been leaving before 11
p.m., after most of the stores in the Marketplace close down,
and he has asked Cindie to close up by herself. Cindie felt this
was wrong and it was starting to concern her, but she hasn't
spoken to Lyndell and has not informed the store manager.
However, something happened one night that caused Cindie to
consider taking the next step.
At 11:00 p.m., 10 Japanese tourists came into the store for
coffee. Cindie was alone and had to rush around and make five
different cold-blended drinks and five different hot-blended
coffees. While she was working, one of the Japanese tourists
who spoke English very well approached her and said that he
was shocked such a famous American coffee shop would only
have one worker in the store at any time during the working
day. Cindie didn't want to ignore the man's comments so she
answered that her coworker had to go home early because he
was sick. That seemed to satisfy the tourist.
It took Cindie almost 20 minutes to make all the drinks and
field two phone calls that came in during that time. After she
closed for the night, Cindie reflected on the experience. She
realized it could get worse before it gets better because Jeffrey
Lyndell was now making it a habit to leave work early. She had
to either approach him about it or speak with the store manager.
She felt much more comfortable talking to the store manager. In
fact, in Cindie's own words, “Lyndell gives me the creeps.”

Questions
Read the above case and write up an executive summary on the
case, including answers to the following questions.
· Evaluate the actions of the parties from the perspective of six
pillars of character.
· Evaluate the actions from the perspective of Kohlberg's six
stages of moral development.
· What ethical reasoning can you develop from this case?
· Include your opinions and your current leadership skills that
will influence the process for creating awareness of appropriate
ethical behavior.
October 6
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October 11
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need-monday-https-app-box-com-s-8hl.html
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