Data Collection
Research is not complete without collecting data; data collection gives your research a complete picture. I am already intimidated by the task of collecting data, and the associated paperwork. Although I can hardly keep abreast of the work that needs to be completed for both district and state, however, I am encouraged by the fact that most of the data collected shall constitute part of my research (Dana & Yendol-Hoppey, 2009, p. 73).
The same data shall be used to fulfill different purposes. This way, I shall not only get the much-needed information to complete this research, but it shall also yield a complete picture of the study. Four forms of data collection have been earmarked for use in this study namely standardized tests, interviews, student work examples, and field notes.
Field notes are my first strategy of collecting data. This strategy shall enable the researcher to obtain information regarding the whereabouts of the student. This can be achieved by forming large groups, small groups, or even by integrating this activity with the students’ independent reading time (Dana & Yendol-Hoppey, 2009, p. 74). The information obtained using this strategy can be recorded in a number of ways. I intend to record data using a coded form to facilitate recording of the responses. Students can be apprehensive of my note-taking, and this could be a concern. To counter this, a journal or notebook could come in handy, so that I can explain to the students that I am also trying to get my work done (Dana & Yendol-Hoppey, 2009, p. 74).
Document-student work collection shall constitute strategy 2. This shall be done every day. However, it is important that I examine this form of data differently. This way, I can be able to select the work that best illustrates the literacy levels of the respondents (Dana & Yendol-Hoppey, 2009, p. 81). I also need to analyses how the respondents work, either independently or with their peers. This way, I am better able to select how and when the respondents are making the best progress, or faced with the worst trouble.
Interviews shall form the third strategy (Dana & Yendol-Hoppey, 2009, p. 84). Before commencing on the activity of data collection, I intend to first conduct a reading attitude survey. I intend to conduct sporadic interview on the students to determine their attitude on reading, and to get their opinions on the various strategies that I shall have introduced.
Quantitative measurement is the tenth type of data collection that I intend to adopt (Dana & Yendol-Hoppey, 2009, p. 99). I intend to make use of the Texas Primary Reading Inventory (TPRI). This particular assessment is undertaken four times; before the research begins, at the start of the research, when the research is halfway complete, and when it has been completed. I also intend to incorporate Progress Monitoring on a fortnight basis in order to evaluate the progress of the research. Once this data has been collected I hope to obtain answers regarding the applied strategies. My intention is to distinguish between the strategies that do not work, and those that works. Dana and Yendol-Hoppey opines that if one is to utilize all the data collected in an efficient manner, “standardized test scores and other assessment data can provide valuable information for the teacher researcher, but need to be interpreted carefully and considered along with other data sources as well.” (Dana & Yendol-Hoppey, 2009, p. 103).
Data Analysis
Once the data has been collected, it needs to be analyzed. This is both a terrifying and exciting step. Dana and Yendol-Hoppey argue that “analysis is like a jigsaw puzzle, it can be dark and murky at times.” (Dana & Yendol-Hoppey, 2009, p. 118). My intention is to make use of triangulation method of analysis. Triangulation entails the application of more than one from of collected data (Dana & Yendol-Hoppey, 2009, p. 112). Triangulation may result in a layered analysis and eventually, “convergent validity” (Farmer, Robinson, Elliott, & Eyles, 2006, p. 378). Triangulation method of data analysis has its disadvantages as well. For example, triangulation could cause and magnify bias and errors (Farmer, Robinson, Elliott, & Eyles, 2006, p. 379).
The analysis of the potential errors and biases is important, along with the common layers. An evaluation of these biases and errors could in fact enable the researcher to discover new inquiries and questions that requires to be scrutinized carefully. Besides creating more research, the triangulation tool also generates more wonderings (Dana & Yendol-Hoppey, 2009, p. 74). The researcher also intends to make use of the four step process of analysis. Top do this, I intend to first spread out the data collected, and scrutinize it closely, like a puzzle (Dana & Yendol-Hoppey, 2009, p. 118). Such a careful scrutiny of the data results in sorting and groupings and some of the likely questions to emerge are, “What do I notice about these pieces?” (Dana & Yendol-Hoppey, 2009, p. 119). I also intend to take notes even during the grouping and sorting process. This will help me to establish a picture of change, and also form a platform for launching the next step.
Once the information has been obtained, there should be a way of making sense out of it. During this step, I intend take notes and read on such questions as, “What sorts of things are happening in this data and how many pieces of data fit together?” (Dana & Yendol-Hoppey, 2009, p. 120). It is important that the individual pieces of this puzzle manifest changes. In order to observe various sections of the puzzle, I need to organize the different pieces into such groups as standardized tests and interviews.
Writing Plan
In my quest to search for the meaning of a writing plan, I came across various definitions. One of the definitions that I found quite appealing indicated that a writing plan provides the direction for a particular project within a given timeframe. One way of developing meaningful goals and objectives is by highlighting my outstanding actions the previous year, assessing my successes, and summarizing my objectives for the coming year. Lamb (2009) states that the only way of knowing that you have reached your destination is first to know where you are headed. Empowerment, clarification, accomplishment and generative are the four most persuasive reasons why one would need to a writing plan (Dana & Yendol-Hoppey, 2009, p. 134). For purposes of clarity, the writer has to ensure that he/she has presented the topic in question to the reader(s) as if they had no knowledge of it at all. This is to facilitate a clearer picture of the information. In completing my research, I intend to make use of empowerment as a way of confronting my own assumptions, along with those of my peers. Ultimately, I hope to generate a tangible product that I can easily share with others. Consequently, I look forward to a limitless empowerment.
I look forward to sharing the findings of my research with my peers, parents, and the administration. This way, we can all motivate and empower the students, so that they can succeed in their learning. I share the preference for the inquiry template in visual learning with most teachers. The inquiry template enables one to disseminate factual information. Owing to time constraints, there is the need to ensure that the research is both engaging and concise. In accomplishing the research, I intend to provide engaging and effective strategies with a view to increasing the motivation of my students.
Plan for Dissemination
The current research would be quite beneficial to a number of key groups. To start with, we have my grade level team members. This group fully acknowledges the significance of motivating and engaging our struggling students to read, not to mention the importance of sharing research materials, experiences, and suggestions. The value of sharing information, research materials and experiences has been documented well by Dana and Yendol-Hoppey
“An unshared teacher inquiry is like the stone lying beside the pond. Unless that inquiry is
tossed into the professional conversation and dialog that contributes to the knowledge base
for teaching, the inquiry has little chance of creating change. However, once tossed in, the
inquiry disturbs the status quo of education practices, creating a ripple effect, …”. (Dana & Yendol-Hoppey, 2009, p. 188).
A thorough assessment of my goals, audience, objectives, sources, content access, availability, success and barriers will ensure that I get an effective dissemination plan. The goal here is to promote comprehension, understanding, a love for reading, and motivation among all the students within the school district. My intention is to share my research findings with the administration and all grade level teachers at my school. I also intend to share this information with parents, as well as my district. Nonetheless, the primary goal of undertaking this research was with a view to providing engaging, fun, and motivating ways for helping students in the kindergarten to enhance their reading skills, by using the audiobooks.
It is important that I first meet with members of my team to present my research at our weekly planning session. I intend to share certain key components of valuable articles with the group using power point presentation. In addition, our school library also has audiobooks, and I also plan on using them. This way, it is easier for my peers to offer suggestions and or/feedback in a familiar and safe setting.
I also intend to meet with my principle and explore the possible impact of sharing my research findings with my peers who could also be faced with struggling readers. Research findings indicate that audiobooks with accompanying texts have proved to be an effective tool for assisting struggling readers to overcome this difficulty. Audiobooks can also increase the fluency and comprehension of students in the upper grades. Also, these students are more likely to read more pages within a short time. The state tests require students to have increased reading comprehension, and this is a vital achievement for students between the third and fifth grades.
Teachers too will be in a better position to individualize the educational needs and plans of their students. When our students cultivate an interest in reading certain subjects, they are more likely to work either in small groups, or independently, at their own pace. They are also likely to end up learning more because they have a keen interest in the subject. In addition, struggling readers can also follow and listen to readings from books that are above their level of reading.
There is also the need to share this research with parents. eAudioboks can be downloaded on the internet and because many homes have access to the internet and computers, parents too can take an active role in assisting their children with reading.
The academic success of our children depends on the contributions made by each of the aforementioned groups. There is the need therefore to forge an alliance between teachers, and parents in order to promote audiobooks as a rewarding and exciting experience to enhance the reading skills of students at various grade levels and ages.
Tentative Timeline
The table below shows the provisional timeline for this research project. However, the timeline could change at any one given point since it is never a clear-cut process. Reinventions and changes are likely to be witnesses at various stages.
An inquiry research tends to be “murky”, “messy” and yet, “creative”. It is important that you remain patient and focused because you are likely to discover new findings that enable you to become an efficient teacher (Dana, Yendol-Hoppey, 2009, p. 189). Inquiry research entails improving your teaching skills to ensure the success of your students. This process has taught me the best way to formulate my wondering questions. I have also learned the need to solicit the help of others even as my research starts taking shape. The experience has also taught me how to seek the right research, collect the needed data and prepare a resounding conclusion for my research findings. I can now claim to know when and how to share my research findings, and the importance of including others in the project.
One’s teaching skills can improve tremendously through research. It is important therefore that we all view the entire process of conducting research and compiling the findings as a way of changing how our education systems and schools operate on behalf of our students.
Reference List
Dana, N. F., Yendol-Hoppey, D. (2008). The reflective educator’s guide to classroom research: learning to teach and Teaching to Learn through Practitioner Inquiry. London: Corwin Press.