After reviewing the IRB Proposal Development I realize that there is a lot more to take into consideration. After reading the literature by MertIer, I realized that my research topic (motivation and inspiration) was much too broad and not driven by data. I had to reflect on how to change my EQ into something that could be proven with data and limit the topic a little more. It has changed the idea of what I really wanted to do, but I am hoping that with before and after surveys I will still be able to include the motivational piece. After reading some of the research articles that were from the Touro Libraray I can see that there are some correlations. The surveys may contain some subquestions regarding motivation and drive towards their own learning.
I will need to have a journal of field notes to take notes on each of my subject matters while interviewing and goal setting to note any noteworthy responses by students. I have done some pre-data testing in three areas (PI, RI and Phonics Core Testing as a guide for instructional gaps in learning). I will set goals with below grade level students in reading comprehension and phonics and spend one-on-one time with these specified students in my Phonics Reading classes to set goals as 3rd, 4th and 5th graders. I will compare the data with a group of same grade level students that did not meet and set goals with me, but those that are nearing or at grade level. I will compare the time spent with discussing goals and compare data of both groups of students in November to see if their has been greater gains with students that knew the expectation/goal and connected with the teacher(me) to set actions of how goal will be met. Students will track their progress in their action plan and I will compare data between both groups of students. I need to possibly limit the number of students that I actually use data for. Right now two classes seem really overwhelmin to gather data for. I will need to be making letters of consent and pre/post surveys and be organizing with the six homeroom teachers to organize the information. I will need to organize a spreadsheet of checklists, rating scales and tests and their measure for each grade level and student for before and after records. Sharing data and outcomes will come to my direct staff, my cohort 16 and Napa Learns. I think that sharing will instigate and include the reflection process to examine what I use to do and what I will continue to do and encourage others to do moving forward. I still have no idea what the difference between Qualitative and Quantitative is. After reading and looking at the chart on P.61 and Table 4.1 I cannot make hide nor hair of it I am really not even sure why I need to know what approach I am going to use, so this could be concerning to my professors. I have done some pre-data testing in three areas. I will set goals with below grade level students in reading comprehension and phonics and spend one-on-one time with these specified students to set goals. I will compare the data with a group of same grade level students that did not meet and set goals with me. I will compare the time spent with discussing goals and compare data of both groups of students in November to see if their has been greater gains with students that knew the expectation/goal and connected with the teacher to set actions of how goal will be met. Students will track their progress in their action plan and I will compare data. Somebody please tell me this is going to get a little easier than the past few weeks have been. My learning curve is on overload. Screen reader support enabled.
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