EDUC 6733 Action Research for Educators Reading Literacy Draft Part A The context of the classroom setting In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy? In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals. One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books. The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session. Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.

1. EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address
the context of classroom setting. Although, it is as important as
the teaching itself and understand it is essential in creating
learning environments in which every student can thrive.
According to Pallardy, context is a classroom’s characteristics
such as the composition of the student body, classroom
structures and resources. Furthermore, by establishing that
context is dependent on student learning we are able to come up
with an action research question that will be discussed in this
essay. The action research will be on the reading workshop; Is
motivation among students a big challenge when it comes to
reading literacy?
In addition, a reading workshop is one way to structure a class.
Developing strong reading skills in students is one of the key
goals in an educational program. Reading workshops encourages
the students to become better readers. To accommodate the
children’s variability, I assess the children through instructing
them to write journals on what they have read and giving them
vocabulary tests on that week’s reading. This helps when it
comes to identifying student with a reading problem and can be
able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom
setting of reading workshops is children’s motivation to read
books that they have selected. Their ability to choose the right
book and their commitment to stay with the book until they
finished is also a concern when it comes to their motivation
when reading books. These findings were drawn from the data
of the journals and vocabulary test that I had assigned to them.
The journals that they wrote the boys in the class performed

2. poorly more than the girls. There is also the fact that the boys in
the class didn’t find satisfaction in reading unlike the girls. The
boys also were not reading books of their own accord unlike the
girls in the class who spent hours with ‘series’ books and other
chapter books.
The classroom has 24 students; 52% are boys and 48% are girls.
The last two tests on vocabulary showed that girls performed
more than the boys. Also, the literature review was
discouraging: the boys were lagging the girls. This concerns
may be a product of the independent reading workshop and of
the freedom of children to choose their own books during that
session.
Through observation and interaction with the boys that excelled
in the literature reviews I noted that families had a strong
impact and the boys that saw their fathers at home read were
more likely to choose to read. Therefore, having spoken with
the school administration I invited some of the male role models
for the boys. I invited teachers, some of their fathers, other
school male employees to visit the class and talk about their
reading habits. Some of them were frank about their discovery
about reading for pleasure, sometimes not until adulthood.
Hearing some of the sorts reading preferred by the men, I
expanded the reading selection in my classroom including more
of non-fiction as I was convinced the boys would engage more.
In the next literature review, the boys had improved without a
doubt and in the vocabulary tests that I gave them after. This
showed that motivation is one of the problems that children
struggle with in a classroom setting. There are other solutions
to meet this problem to ensure that every student within the
class thrives and not only a specific group.
Part B
Literature Review Revised Research Questions
This second part of action research paper includes a
completed literature review of the topic that relates to my own
research questions. Also revised research questions such as,

3. how does communication and teaching style motivate student
learning while in school? How to identify and describe the
context environment of student learning? Does effective
teaching in the context area help influence student in literacy?
Furthermore, through my evaluation of the different literature, I
was able to relate through the various research studies which
have on the practices of the teacher in teaching, how to
motivate the learners in school, and regarding the context of the
class; which where I major on my research question. In
addition, the major premise of my research question is that the
context around the environment of the students and the
communication style of teachers is very essential through the
way in which a teacher can structure a good environment of
learning for a student.
As matter of fact, the existing theories from the conducted
literature materials explain that, making the choice of how to
structure the class cannot entirely be based on the choice of the
administration but also the choice that an individual teacher
makes which relates to the personal abilities. Furthermore, this
is in line with my research question that the context of the
classroom can be defined through the way in which the teacher
is able to make a choice of how to manage the daily concerns of
teaching which indirectly makes the idea which the students
will develop (Mertler, 2014). As a result, from the analysis and
evaluation of the different literature and my research question;
the context of the classroom, I have learned that the concept of
the classroom is very vital for the creation of a learning
environment in which the students will be able to succeed.
Next, through the literature materials which also discuss the
challenges which are experienced while trying to motivate the
students, validated and maintained the same idea of the research
question.
For instance, the teachers will always aim in trying to motivate
the students which will eventually engage the students in
learning what is required in the class environment. Therefore,
based the research question review my validated research

4. question is that classroom context for the students is a vital
motivation factor for their learning activities.
Secondly, the research question was aimed at identifying and
describing the context environment of the students in learning
while trying to shed a light on the relationship between the
teacher ’s styles of communication. Also, the research method
which I used based on my research question is the canonical
correlation analysis method. As a result, this will identify the
relationship which exists between the teacher communication
method and the context of the classroom. From the literature
material and relating to the research question, it can be
suggested that motivation through the classroom context set by
the teacher can be the result of all the organisms which are in a
position of choosing and trying to get satisfaction. How to set
the context in the classroom is one thing which is missing
through the coursework which merely based on the lesson
(Mandinach & Gummer, 2016).
For the purposes of teaching in a classroom, there are four
concepts which can be used; the topic, context, the function,
and the form. These are, able to give the learners what is
essential in the proper development of classroom context. Topic
what is being discussed in the classroom and can be asked
through the word; what.
In fact, the context is where and why a topic is being addressed.
On the other hand, the function is the intent of the topic in
question. It is simply the purpose of the context in the
classrooms. In fact, every time there is a form of
communication in classrooms, the function is the sole reason.
For instance, if there is no reason for the communication, then
the language which is used in the classroom will never be
developed. The form is what the language looks or sounds like
in the context of what is being discussed in the classrooms.
Also, the environment in the classrooms eventually changes the
concept of learning for any students. Considerable time is used
for learners sitting in the classroom where they will be able to
gain various skills which are very important for the achievement

5. of success in the larger society.
In addition, within the confines of my research study and after
having a successful completion I hope to make a great
contribution to the setting of the education to the larger
community. Furthermore, through the study, I hope to redefine
the discipline of classroom context and it is managed. Also, this
is because it is a crucial component of teaching. Furthermore, I
want to create a set of expectations which will be applied and
used in an organized classroom environment. Next, I hope to
establish the kind of routines, rules, and procedures which will
be effective in paving way for the teachers to assist the learners
in their process of learning.
In conclusion, this study hopes to establish an effective
teaching through the confines of the research question under the
context of the classroom. The research should diagnose that an
environment which does not have routines and good
expectations will make it difficult for the teacher in trying to
accomplish the job of teaching. Furthermore, when an educator
is constantly trying to redirect the students or in handling their
behavior issues, there is the likelihood that a proper teaching
concept will be lost. Nevertheless, the research also, on the
other hand, hopes to establish the consistency which has also
been contributed by the various literature. In fact, the
description of the literacy development in children who are
from a stable example of a home environment can be exposed to
bad situations and become unable to take part in proper
classroom context while learning. The study hopes to address
the negative influence of the literacy development of children
who are normally exposed to warning situations (Efron &
Ravid, 2013).
Plan for Action and Data Collection
In this paper is aimed at the design of the development and
improvement of the students learning and the teacher’s
effectiveness through a possible action plan. The research
questions which will be used in this discussion include how to
seek aspects in the teaching field which will be a means of

6. increasing knowledge among the students. How to improve the
teaching practice is also a research question which is also
looked at. In different parts, I will explain how to work with
other colleagues for the implantation of the action plan then
create a timeline for the project.
Part C: Making the plan
To address the research questions and the underlying problem,
it will different strategies in the action project.The strategies
which will be used; they include the enhancing of the well-
being of the school. Through the development of fostering and
ensuring the well-being of the students, it will ensure that the
learners are able to develop resilience and the respect of
diversity. Frequent assessment is also another strategy. This is
to try and create an environment which is effective to the
teachers and the students which will quid eths educators
through, the use of different forms of assessing. The plan will
also be aimed at monitoring of data for making informed
decisions making.
The changes of the initial plan in the teaching for the
improvement of learning would include the strategic plan on the
developing of the pre-assessments. It is one of the most
essential instruments in the development of the institution. It
will be to assist teachers on what concepts the students have
gotten. This will ensure that the teachers are able to make an
informed decision in the instruction based on the student’s
readiness.
Part D: Collaboration
Through the action research process, I will be working with
other teaching colleagues and the school departments. I will
also be working with students to ensure that the research
process is effective. In this action plan, through collaboration,
there is a lot of power in the relation which is among those who
are participating in the work. Each individual, the teachers, the
departments, and the students, have a contribution to the action
plan. This action plan involves a cyclical process of having a
share in the plan. It about giving and taking. Every individual is

7. listened to and respected. It includes a group of teachers and
students who have a key interest in classroom issues (Efron &
Ravid, 2013).
This process will give a chance to the teacher in identifying the
need of the students which will enable them to have a plan for
the implementation of the action plan. This will be a strategy
which will seek the needs of both the teacher and the students.
The strategy will also be aiming at influencing the practice of
the school in relation to the group which is targeted. The type
of action which will be used is the Collaborative Action
Planning which was developed by Bewick Swan. It was aimed at
meeting the students and at the same time the needs of the
teachers. The action plan main aim was meant for the
improvement of the teachers taking part in the processes of the
school.
Part E: Timeline for the action plan.
The graphical representation below shows a timeline plan which
is aimed for use the rest of the action plan project. An example
of timeline plan shows it has been planned for use through a
period of one year from the year 2013 to 2014 with stages which
include; the analysis of the research question, making strategic
plans together with the objectives, the ideas to be used which is
are the tactics, the action plan implementation, and the control
measures for the entire project.
Part F: Methodology: Collecting Data
Collecting of data is a step involved in the conducting of the
action research project for the purposes of trying to answer the
research questions. In this step, first I identified the questions
which need to be answered which are of interest to the research.
The data that I collected entailed the data for the researched
questions. They were an important aspect in the gathering of
information to try and address the research questions (Mertler,
2016).
The data in this research is made of the teacher-made surveys; it

8. is one of the data collection tools which I used, and it involved
a standard researched test on the data collected. It also
consisted of surveys and conducted interviews. The reason why
I choose the particular data collection tools is that they were
made of a collection of the student portfolios, the observations,
and other sources of information like the questionnaire which is
also a collection tool.
The process which I applied in the collecting of data consisted
of another research which was conducted for the identification
of what practices are best and the research evaluated
techniques. The data in this research focus on an action plan for
the project. The collecting of interview and the survey data is
an example.
The data in this research have also been organized in a
formative manner with an aim of trying to make it easy for the
analysis. It has also been presented to others for the purposes of
also trying to organize the data.
The collaboration and the involvement with other colleagues
assisted very much in the implementation of the research. The
strategies which were contributed by the stakeholders involved
the setting of goal in implementing the effectiveness of the
teaching practices. The ideas which were shared by those I
collaborated with, included the giving of student evaluation test
to try and monitor their learning abilities. It brought new
insight into the plan since it solved the research question on
effective means of teaching students, which seemed hard to
solve earlier. The development of the timeline great
contribution to the development of the action plan. It created a
proper plan which aimed for is followed incrementally for the
success of the implementation part of the plan.
Part G: Methodology: Analyzing and Graphing Data Using
Triangulation
When the process of figuring out the focus and the collection of
data is through, there come in the process of trying to analyze
and making interpretations from the source. It a process which
involves the clear description and summarizing of the data. The

9. process is purposed in identifying a consistent pattern across
the entire information of data. The final step in the planned
project is for answering the research question; it is the process
of proving the specific hypothesis.
I used the triangulation process to analyze multiple pieces of
information. It facilitated in the validation of the data through
the verification which was conducted from different sources
which were more than two. The triangulation process helped in
the conducting of various test which was consistent in the
obtaining of the analyzed information through instruments
which were purposed for the increased chance of control which
had an influence in the result.
The data visualization was very essential in the decision making
and in seeing the analytics which are visually presented. It
helped in the understating of the difficult concepts which are
essential in the identification of new patterns.
The data which was represented in the analysis revealed that the
teaching practice involved, need practical changes (Efron &
Ravid, 2013). The data helped in answering the research
questions which had been formulated. This is because of
consistency of data information which was subjected to various
tools of research. The data information revealed that the
practice of teachers needs assessment and improvement. This is
because of the inappropriateness methods used by teachers
while teaching. It also revealed that the learning of the students
are able to get knowledge in their learning process.
Comparing the analysis to the findings of the literature review
is that they relate and provide bases which support the review.
The literature review provides for strategies in the action plan
which are proven by the analysis of the data in the performance
of teachers and students. This provides for a chance to conduct
a proper research which can make an impact in my educational
setting.
References
Mertler, C. A. (2016). Action research: Improving schools and

10. empowering educators. Sage Publications.
Efron, S. E., & Ravid, R. (2013). Action research in education:
A practical guide. Guilford Press.
Efron, S. E., & Ravid, R. (2013). Action research in education:
A practical guide. New York, NY: The Guilford Press.
Chapter 2, “Choosing and Learning About Your Research
Topic” (pp. 13–38)
Chapter 3, “Approaches to Action Research” (p. 48)
Mertler, C. A. (2017). Action research: Improving schools and
empowering educators (5th ed.). Thousand Oaks, CA: Sage
NCTEW. (n.d) retrieved from http://www.ncte.org
Lawlor, L. A., Hansen, C. C., Zambo, D., & Horn, P. (2015).
Empowering teachers and engaging students. Educational
Digest, 80(6), 4–8.
Efron, S. E., & Ravid, R. (2013). Action research in education:
A practical guide. New York, NY: The Guilford Press.
Mandinach, E. B., & Gummer, E. S. (2016). Data literacy for
educators: Making it count in teacher preparation and practice.
New York, NY: Teachers College Press.
Mertler, C. A. (2014). Action research: Improving schools and
empowering educators (4th Ed.). Thousand Oaks, CA: Sage
EDUC 6733 Action Research for Educators
Assignment:
Completing Your Action Research Project Essay
MSED-Reading Literacy
Add the following part to your Action ResearchProject essay
document: Review your draft.

11. Part H:
Implications for Practice, Dissemination of Results, and
Contributions to the Field of Education
Respondto the following question below: 3 pages Using APA
style and references
1. What changes are you going to make based on the findings?
2. Describe your action steps using SMART goals (For
example., goals that are specific, measurable, attainable,
realistic, timely, and tangible).
3. What is your plan for sharing your research story and the
risks you are willing to take to share your story in and out of
your school environment?
4. How did you plan to disseminate results? For example, what
considerations did you make for reporting results to parents
versus reporting to your school colleagues? Consider how your
reporting mechanisms influenced others beyond the classroom
(e.g., families, community members, and other colleagues)?
5. How does teacher inquiry drive positive change in your day-
to-day professional life? Reflect on how this course has shaped
your understanding of the relationships among collaborative
teacher inquiry, continuous improvement, and professional
growth.
6. In looking at your findings and implications for practice,
what contribution can you make toward positive social
change in your educational setting; and, to the extent possible
within the confines of your research study, the greater
educational community?

12. 7. Consider how your findings and implications for practice can
be an influence for positive social change for all students,
especially those with diverse learning needs.
Helpful References:
Efron, S. E., & Ravid, R. (2013). Action research in education:
A practical guide. New York, NY: The Guilford Press.
· Chapter 8, “Writing, Sharing, and Implementing the Research
Findings” (pp. 238–244)
Stringer, E. T. (2014). Action research (4th ed.). Thousand
Oaks, CA: Sage.
· Chapter 8, “Reports: Informing Stakeholders” (pp. 210–230)