Deborah A. Romine EDOL 647 Dr. Lori Hollen A SECOND LOOK AT SECONDARY ENGAGEMENT IN THE CLASSROOM.
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Transcript of Deborah A. Romine EDOL 647 Dr. Lori Hollen A SECOND LOOK AT SECONDARY ENGAGEMENT IN THE CLASSROOM.
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Deborah A. RomineEDOL 647Dr. Lori Hollen
A SECOND LOOK AT SECONDARY
ENGAGEMENT IN THE CLASSROOM
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PLCIdea for extension studyPD comparing data
INTRODUCTION
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Initial Study
Action-research study investigated student engagement in the secondary classroom.
Dual enrollment pre-ap chemistry WKU
9th and 10th grade WEHSTraditional six period day
schedule
Extension Study
• Action – research study
• Investigated student engagement in secondary classroom
• Dual enrollment pre –ap chemistry WKU
• 11th grade BCHS
• 4 x 4 Block schedule
INTRODUCTION
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• Student engagement in secondary classroom
–Waning
–Transition point prior to high school
–Priorities change
–Why?
• What motivates them?
–What can be done to help students become more effective in the classroom?
–How can educators become more responsive to their students in order to increase student success?
PROBLEM
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Initial study
• What effective student engagement looks like in a secondary classroom.
• How do we motivate students?• Significant impact• Hands off by students• Get by approach• Educator’s responsibility to
reach student• Develop life long habits
Extension study
Do students enrolled in block schedules perform better than students enrolled in year long, traditional six period day schedules.
Significant impactWhich are better prepared
academically for post secondary education
PURPOSE
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Freshman v. Sophomore Grades 2011-2013
Grades in percentage out of 100
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76
78
80
82
84
86
88
90
1 2 3 4 56
Perc
ent o
ut o
f One
Hun
dred
Grades on Block Schedule: Red lab Green Class Average Grade
Junior Grades on Block Schedule 2012-2014
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Initial studySuccessful engagement in the
classroom Interaction Exploration Technology Authentic assessment
Students have needs Intrinsic factors Variety / challenging Student voice
What affects engagement?Attachment to
ParentsPeersTeachers
LITERARY REVIEW
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Extension StudyInconsistent data with class
time EOC vs. Standardized testing More research needed
Problems with traditional schedule Overwhelming
Block Less stress with block Less discipline Attendance improves GPA improves
Failures decrease students earn more credits
Traditional schedule is archaic
Block will decrease prep time decrease number of students
seen increase cooperative learning
time
PROBLEM STATEMENT
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Initial questions was why?Polling classes Sophomores not as diligent as freshmenJuniors not as diligent as freshmen
RESEARCH CONCERNS
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Initial studyWhat are the reasons for students
not studying outside of class? In what way(s) are the factors
listed in question one preventing students from becoming engaged in class?
What are the general concerns with the format of the class, and what affect are they having on students?
Extension studyWhat are the reasons for
students not studying outside of class?
In what way(s) are the factors listed in question one preventing students from becoming engaged in class?
Do students on block schedule perform better than students on traditional six -period a day schedule?
RESEARCH QUESTIONS
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Initial study Are secondary students effectively
motivated to remain engaged in the classroom?
Preliminary data indicated a decrease in student motivation in their tenth grade year.
In 2012, of the nearly 500,000 students polled in 37 states, Gallup found student engagement in the elementary schools at about 75%, while their secondary counterparts were engaged at less than 45% (Busteed, 2013).
Extension study Gullat (2006) found that student
achievement is higher within a block schedule than within a traditional schedule.
Gullatt (2006) said that students in a traditional schedule are “passive learners” because direct instruction is the best teaching method to use within the short time frame.
The extension research study will quantitatively analyze student assessment scores in the Pre AP, dual enrollment WKU chemistry class on block schedule.
PROBLEM STATEMENT
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Action Research StudyBoth the initial and extension studyDisciplined processChange in current processMethodical process
Develop and action plan Reflection Iteration Critical thinking Emancipation Collaboration
RESEARCH DESIGN
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Action PlanEducational PolicesOngoing reconnaissanceCyclic in natureFlexibleCollaborative
RESEARCH DESIGN
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Research Question Research TechniqueData Collection Sources and Techniques
Data Analysis Techniques
What are the reasons for the students not studying outside of class?
Unstructured open-ended / closed ended questionnaire
Exit slips / field notes
Bar graph to represent data analysis of student responses Tabulated response frequency with data graph Iteration Disassembling and reassembling responses Look for theme
In what way are the reasons listed above preventing students from becoming engaged?
Participatory Observation Exit Slips
Bar graphsLook for theme in data
What are the general concerns with the format of the class and what affect are they having on students?
Observation
QuestionnaireExit Slips
Theme in data
METHODOLOGY TABLE
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Implementation of Action Research for purpose of improving classroom practice
Close - ended / open - ended questionnairesParticipatory observationsLab and course grades analyzed accordingly
RESEARCH TECHNIQUES
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Pre AP Chemistry / Dual enrolled WKU studentsWEHS / BCHS9th , 10th and 11th grade studentsQualitative data collection
QuestionnairesQuantitative data collection
Course grades
DATA COLLECTION SOURCES AND TECHNIQUES