5301 Week 5 Reflection

I feel that I have been introduced to the great learning, reflecting, and change - inducing tool that is action research through EDLD 5301. When I first saw that I would be taking a research class, I thought I would be writing yet another essay full of academic references that would never be used. I could not be more wrong! I have since learned that action research is “a process of engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry” (Dana, 2009, p.2) Action inquiry differs from traditional research in that the researcher is able to contribute ideas at the end and make suggestions based on data that bring forth change.  Action research projects become useful tools for solving problems and making improvements in the educational setting.      Inquiry is important to the professional growth of an educator.  In this course I learned that inquiry does not have to be a separate and time -consuming activity.  Inquiry is most meaningful and effective when the educator is answering questions that directly affect their context.  Educators need to make inquiry an ongoing activity.  One suggestion Dana (2009) makes in her book is to collect articles or data of interest and schedule a time for reflection.      The first step of action research is to find a wondering.  Chapter 2 of the Dana text was an excellent help in providing nine suggestions for inquiry questions. Not only did this chapter discuss such issues as staff development and school performance, it also gave several examples of how questions should be written in an actual research plan. I decided to focus on the area of social justice for my area of research.  Using this chapter  as a guide and my classmates in the discussion boards as a sounding board, I chose to study cyberbullying.      After choosing my topic, I learning the process of planning for my action research. I used the 7.1 template from the Harris text (p. 85)  to organize my goals and actions. I had to think critically about how I wanted to achieve the end results of my study and the steps to get there. I also needed resources to support my activities and means of evaluating them for effectiveness.     I learned the most in this class through the process of planning my action plan and reviewing those of others. When I was finished typing my plan, I posted it to my blog.  I enjoyed reading others’ plans and making comments. I think we truly do learn better from others.  Next, I showed my plan to my site mentor. She was pleased at how I had thought out every step of my plan.      After planning for action, we studied ways for sustaining improvement.   Some of the techniques studied were force field analysis, Delphi method, nominal group technique, and the care model. (Harris et al, pgs. 94-97). Reading about these methods has reinforced how important working collaboratively is in effective research.      I am excited to put my plans and learning into action. I cannot wait to find out how the data supports my wonderings about cyberbullying.  I will share my results and suggestions, as well as any wonderings that emerge from the data collected. Resources:      Fichman, Nancy Dana (2009). Leading with passion and knowledge:  The principal as action Researcher.  Thousand Oaks, CA: Corwin Press. Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools.  Eye on Education Press.

Revised Action Research Plan

Action Planning Template
Research Questions: 1.How are negative comments made online and through text messaging affecting student behavior and attitudes at school? 2. What actions should the faculty of Vincent Middle School take to raise awareness of this situation?  3.What measures can we take to prevent these situations from occurring? Goals: To find out what seventh grade students know about how cyberbullying/ harassment affects their relationships with their peers, to research the best practices for teaching intervention of cyberbullying/ harassment, to teach students a unit on cyberbullying and harassment, and to reflect on the success of the unit taught.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Develop a survey to determine if students have been bullied/ harassed online or have made negative comments themselves. Ask questions to find out if these online comments have impacted their behavior at school.	Jennifer Schaefer Control group for feedback	3/2011- 4/2011	Online access Survey monkey Blog Control group School Email	Invite a control group of fellow teachers and EDTECH/ Leadership students to take a sample survey and make suggestions for improvement.
Have 7th grade students take survey to determine knowledge and attitudes of cyberbullying/ harassment and how it affects school behavior	Jennifer Schaefer  7th grade English teachers	4/3/2011- 4/8/2011	Online access Computer lab Survey monkey	-Ensure that at least 90% of seventh graders have taken the survey -analyze  results of survey
Plan and teach lesson on Impact of cyberbullying/ harassment -At the end of the lesson, students will retake the survey on knowledge and attitudes of cyberbullying/ harassment	Jennifer Schaefer  7th grade English Teachers School Counselor	4/2011-5/2011	School Counselor Data collected Web sites dedicated to teaching about cyberbullying Myaccess.com NEOs Computer Lab Survey Monkey	Students write essays on content learned -Students retake survey -Analyze data of survey for changes in knowledge and attitudes

Format based on Tool

How I am working on my masters:

This is how I am getting my masters. I work at night after teaching all day with my two year old fighting for my attention and my computer. He is addicted to youtube! 

Action Planning Template
Research Questions: 1.How are negative comments made online line and through text messaging affecting student behavior and attitudes at school? 2. What actions should the faculty of Vincent Middle School take to raise awareness of this situation?  3.What measures can we take to prevent these situations from occurring? Goals: To find out what seventh grade students know about how cyberbullying/ harassment affects their relationships with their peers, to research the best practices for teaching intervention of cyberbullying/ harassment, to teach students a unit on cyberbullying and harassment, and to reflect on the success of the unit taught.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Develop a survey to determine if students have been bullied/ harassed online or have made negative comments themselves. Ask questions to find out if these online comments have impacted their behavior at school.	Jennifer Schaefer	3/2011- 4/2011	Online access Survey monkey Blog Control group School Email	Invite a control group of fellow teachers and EDTECH/ Leadership students to take a sample survey and make suggestions for improvement.
Have 7th grade students take survey to determine knowledge and attitudes of cyberbullying/ harassment and how it affects school behavior	Jennifer Schaefer and other 7th grade English teachers	4/3/2011- 4/8/2011	Online access Computer lab Survey monkey	-Ensure that at least 90% of seventh graders have taken the survey -analyze  results of survey
Count 7th grade discipline referrals that involve cyberbullying/ harassment – compare number of referrals before and after the lesson	Jennifer Schaefer with assistance of assistant principals	12/2010- 3/2012	Office referrals	Evaluate the number of referrals to find out if the numbers have decreased
Plan and teach lesson on Impact of cyberbullying/ harassment -At the end of the lesson, students will retake the survey on knowledge and attitudes of cyberbullying/ harassment	Jennifer Schaefer and other 7th grade English Teacher	4/2011-5/2011	School Counselor Data collected Web sites dedicated to teaching about cyberbullying Myaccess.com NEOs Computer Lab Survey Monkey	Students write essays on content learned -Students retake survey -Analyze data of survey for changes in knowledge and attitudes