Data analysis is an important aspect of a research after data has been collected from a project. Collection of data before and after the project reveals the outcomes of the inputs given to the project. May first collected data from a student who was his new assistant.
This student was part of tier three plan that helped students focus on the importance of the project. The student’s role in the project was to collect data that would help May find out important information regarding his teaching and behavior that had been going on in the classroom.
One of the methods that can be used to collect data is triangulation. In this approach, multiple sources of data collected are used to narrow down to the information required so as to make a strong research project (Dana and Yendol, 2009).
Information collected at different lengths of time is analyzed so that a particular pattern is observed. This is a characteristic of triangulation, implying that it analyzes data that was collected at different times (Swenson, 2007).
The student, who collected information at different time intervals and recorded them, gave May important information that helped her draw a plan. The four findings of the report were directly related to issues that May was to address in Class. The findings of the first report revealed that students at one time abandoned their tasks when the teacher left the classroom for a short time.
Among the main issues that May will discuss is this scenario. According to normal routines of the school, when a teacher goes out of a lesson for a short time, student should continue writing down their agenda in preparation for the next class. This issue concerns procedure that ought to be addressed.
When collection of data progresses, majority of the students begin to participate actively rather than being passive, hence, helping them become motivated and part of the project. In addition, the report reveals that some students sit at the back of the classroom. These students usually talk a lot while in class hence creating an uneasy atmosphere in the classroom.
Students suggested to May to rearrange the seating positions in a manner that those seating behind and that are believed to be noise makers will be seated in front. To demonstrate this, May moved one of the students as they had suggested in order observe how it would work.
Due to the fact that the student assistant was responsible with her work, she took the responsibility of helping May in coming up with a solution that would help solve the problem of uneasy classroom.
The data collected showed progress that was made each week, while the findings by the student were helpful for May to create a plan and formulate strategies that would be needed throughout the research. From the findings, students continuously became engaged in their work every passing week of the study and that they had interest in the lessons they were learning. They begun working as a group so as to meet the goals they had set.
From Mays’ graphs, you can observe steady progress in class participation. The visual graph that May gave his students to track their progress gave them ownership in the project (McDaniel R., 2009).
According to Robin McDaniel (2009), students of these days are used to hands on learning because it gives them ownership of the project which in turn helps them stay engaged. Giving students challenges encourages them to look for solutions of problems given to them. When visual clues are used, they remain on track and are informed of their progress in every step.
From the information given by the assistant student and graphs of students, May would set new goals though, I would suggest that she challenges the students to complete their agendas and be ready to work within a short time than before.
Together as a group, the students would be willing to accomplish the new goal within a short time. I would also consider setting up a good atmosphere in the classroom. I would give the students an opportunity to design goals that are attainable and use charts to create visual reinforcements.
Another group to be observed was the tier groups given to some students in May’s class. They were each given a tracking chart to help them stay on track with others in class. Although the two students made progress Leah’s progress was steady compared to Anthony as they struggled to meet goals set for them.
Leah had an easy time meeting the goals with little effort. I believe that Leah should be moved gradually to tier one group while Antony should continue with his individual goal sheet and personal graph. His goals should be increased in small increments so as to achieve success on a daily basis.
Another approach that May can use to enable students succeed is by appointing two teacher assistants. Using them more responsibly would give them personal challenges to work hard as well as meet classroom goals. This would enable students struggle to meet their set individual goals thereby, enabling them stay focused in class.
The most critical part of a project is the outcome. Whether the strategies that were used are successful or not does not matter, what matters is the fact that the a research project was completed and that there was an outcome. The outcome can then be shared with other professionals.
If your research produces results that are helpful to the school or district, then your information should be shared with other professionals that you work with. Ethically, one should share his or her research findings in order to get divergent views and observations from others. Sharing of work has been likened to a stagnant pond. Change can be created in such a pond by triggering ripples in the water (Dana and Yendol, 2009).
The best approach to use when sharing this information is by sharing it with colleagues at a professional development session. Power point slide presentation is the best way to present your information to such an audience.
Your presentation should be structured in a manner that it shows the progress of the research project from initial stages to the final stages. Start from questions that led you to conduct the research, explanations and respond to questions from the audience (Walden University, 2011).. From the discussions, you would get varied observations that would strengthen you research findings.
Although I might not give a perfect presentation because of fear, this would be a good way to begin or start a school calendar year. That is, seeing professionals talk about how to change stagnant policies that have been unattended for many years. In that regard, I believe that research projects can be used to adequately prepare students to meet challenges of the outside world.
References
Dana, N. F., & Yendol, D. (2009). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, CA: Corwin Press.
McDaniel, P. (2009). How to Create Engagement in the Classroom. EHow Demand Media, Inc. Web.
Swenson, M. (2007). Triangulation: A Transcendental Process. Interpretive Leadership. Web.
Walden University (2011). A case study: Living the process of inquiry with a real teacher-researcher study. Web.