In this week's application, we were to evaluate research methods. Below are four scenarios and with them, I provide a brief rationale for a research method that I feel would be the most effective in answering the question.
Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.
An interactive method called phenomenology within the qualitative research designs would be the best method used to answer the question. In this study, the researcher “collects data on how individuals make sense out of a particular experience or situation” (McMillan & Schumacher, 2008, p. 26). I chose this method because it specifically stated that long interviews are conducted with the subjects and the purpose is to gain their understanding on the issue at hand.
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
A true experimental design within the quantitative research is what I feel would best suffice to this scenario. McMillan and Schumacher tell us that, “in an experimental design, the researcher manipulates what the subjects will experience” (McMillan & Schumacher, 2008, p. 23). This is exactly what the researcher is doing in this circumstance. They are making comparisons with students that will and will not receive training on peer mediation. I would also classify this scenario as being a true experimental because there is random assignment of subjects to two different groups.
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
Secondary data analysis would best serve this scenario with an accurate answer to its question. In this scenario, the researcher (school counselor) does not need to spend time designing a study or collect data. He or she simply wants to utilize data that has already been collected.
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
This scenario screams mixed-method research. The ZASK-R Acceptance Preference Survey provides the researcher with quantitative results that can be shown and the follow-up interviews serve as a qualitative method because it explains why certain behaviors took place. McMillan and Schumacher gave us a great example that was clearly similar to this particular scenario: “For example, a study of how teachers apply the results of high-stakes tests to their instruction might use a written questionnaire to survey a large number of teachers, as well as qualitative interviews to probe the reasons for the use documented in the survey” (McMillan & Schumacher, 2008, p. 28). McMillan and Schumacher also point out that mixed-method research is becoming more popular because of the advantages it has by using a variety of methods to effectively investigate a variety of scenarios.
Reference
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
Sunday, August 16, 2009
Sunday, July 19, 2009
Week 3 EDUC 6653 (educ. research)
I plan to determine if high school students can improve their grade point average in a technology-rich classroom as opposed to a more traditional-based classroom.
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as their grade point average.
Why: Have a more accurate curriculum built towards modern learning. Methods are up to date with what students are learning on their own as well as rest of society. To increase the technological skills of everyone involved and make today’s classrooms more relevant (not just the students will benefit from an increase in technology).
Research Question: Will students that have computer access at home have a higher rate of success (higher GPAs)?
The question is addressing the factor of students that will be furthering their education by utilizing their resources at home. I am interested in knowing the statistical evidence behind such a question. I believe (with the help of my classmates) that I will be incorporating QUANTITATIVE research designs; particularly comparative and true experimentation.
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as their grade point average.
Why: Have a more accurate curriculum built towards modern learning. Methods are up to date with what students are learning on their own as well as rest of society. To increase the technological skills of everyone involved and make today’s classrooms more relevant (not just the students will benefit from an increase in technology).
Research Question: Will students that have computer access at home have a higher rate of success (higher GPAs)?
The question is addressing the factor of students that will be furthering their education by utilizing their resources at home. I am interested in knowing the statistical evidence behind such a question. I believe (with the help of my classmates) that I will be incorporating QUANTITATIVE research designs; particularly comparative and true experimentation.
Wednesday, July 15, 2009
ADJUSTMENT (educ 6653 week 2 assn)
I made a mistake with the last post. I was supposed to be more specific and choose a particular issue to research, not many (as I did). I intend on determining if students engaged in more lessons built around technology would have increased grade point averages to those that are presented with lessons in a more traditional way (i.e. lectures, bookwork, etc..). After reading many of the discussion posts, I have found that my research topic emulates that of many classmates. Rather than see that as a negative, I am going to be optimistic: it is obviously a topic of interest and one that will get researched often within these next few weeks. We can all learn from one another and get a well rounded answer to our universal question.
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as their grade point average.
Why: Have a more accurate curriculum built towards modern learning. Methods are up to date with what students are learning on their own as well as rest of society. To increase the technological skills of everyone involved and make today’s classrooms more relevant (not just the students will benefit from an increase in technology).
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as their grade point average.
Why: Have a more accurate curriculum built towards modern learning. Methods are up to date with what students are learning on their own as well as rest of society. To increase the technological skills of everyone involved and make today’s classrooms more relevant (not just the students will benefit from an increase in technology).
Sunday, July 12, 2009
Week 2 EDUC 6653 (educ. research)
I plan to determine the most effective method of independent fund raising that will help provide our high school social studies department with adequate technology. I also plan to determine how much more proactive students are in a technology-rich classroom as opposed to a more traditional-based classroom.
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as the most effective method for fund raising and a proper "how to" access such needed tools.
Why: have a more accurate curriculum built towards modern learning. methods are up to date with what students are learning on their own as well as rest of society. also to increase the technological skills of everyone involved (not just the students will benefit from increase in technology).
Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as the most effective method for fund raising and a proper "how to" access such needed tools.
Why: have a more accurate curriculum built towards modern learning. methods are up to date with what students are learning on their own as well as rest of society. also to increase the technological skills of everyone involved (not just the students will benefit from increase in technology).
Sunday, June 28, 2009
Week 8 Reflection (EDUC 6711)
I have learned a lot from this class. I know that seems to be endless rhetoric when you reach the end of many WONDERFUL classes offered within our Walden program, but this one has taken the cake thus far. I have learned immensely about things that I have never been aware of and that are so easy to access and use.
In my initial week's assignment regarding our personal theory of learning, I mentioned that I involve more of the applications within the Social Learning theory because many of my lessons are driven by student participation through such activities as discussions and utilizing one another to take part in the group's learning. I still feel that way and value the purpose of discussion and interpersonal relationships. However, after this class, I am eager to incorporate many new, enriching components to liven up the occasionally dull discussions that so many introverts dread and extroverts relish in.
Such activities that involve using a smart board or projector for taking students through a virtual field trip is one technological tool that I grew interest in due to the fact that I am a social studies teacher. Once introduced to Amy Petitgout's 8th grade social studies class in New Jersey (Laureate Education, Inc., 2008), I began to think of endless amounts of topics that I could incorporate such a wonderful classroom tool. Making time lines and re-enacting certain historical stories have a tendency to end up in Dullville and gradually lose student interest. When done right and given adequate planning, my students would love such an activity and almost wouldn't even realize that they would be accomplishing the same tasks as they were before when they were bored.
Another technological tool that I definitely intend on purchasing and implementing within the next school year is Voice Thread (http://www.voicethread.com). This is right up my students alley. Most of my students are ridiculously proficient in social networking realms (texting, Facebook, myspace, etc...). Voice Thread (http://www.voicethread.com) provides students with similar networking features and can accommodate a vast amount of educational purpose. I like to think that my chosen technological tools can be used to help solve our "boredom crisis" in our Social Studies wing. This leads me to my long term goals.
As I said above, we have an issue in my social studies department. I am the youngest teacher in our department by nearly 13 years. Of the ten social studies teachers on staff in our building, 8-9 lecture daily and have a weekly quiz of some sort and move each lesson, chapter by chapter, section by section. I understand that certain subjects require following curriculum that is provided by the state (ours is the OGT = Ohio Graduation Tests). However, using these tools would not only provide useful information to the students, but it would be relevant. Whether we like it or not, technology is a bear that is never going to hibernate again. Why not educate our students and prepare them for a life that they will be experiencing and provide them with skills that are needed for this time of day? My first long term goal will be to teach a full year without using a textbook (aside from a resource for certain research). Unfortunately, there will be days that we will not be able to access our computer lab of 30 (shared by nearly 1300 students and faculty daily). Aside from using textbooks for research, I intend on creating a curriculum without the dependency of a textbook written through someone else's perspective. I intend on teaching my students how to challenge what is presented to them and not accept the first thing they hear or read as the ultimate truth. I intend on doing so by incorporating technology.
I know that I have whined many times about my current lack of technology and I apologize. When I do that, I am venting because our administrators in charge present to the community that our technology is competitive and we are "cutting edge" when everyone that is behind the scenes knows that is completely a lie. Politics. Ugghh. Did I mention that I was a social studies teacher? My next long term goal is to apply for grants or some other means of financing for technology in our school, specifically our social studies department. There are many fortunate, successful companies that are willing to donate certain items that they may no longer need but are extremely resourceful in the classroom. Then we could have our vocational schools, or students that are capable, help restore or revamp the computers or tools to the teacher's needs and increase their resources. I tell my seniors that they need to apply for as many scholarships and grants as possible. It is free money and they are not going to hunt you down to give you their hard earned money. Why can't that same principle apply to me and my current situation? I know that I am amped up now as a result of this class but I don't mind. It actually serves as proof that I learned much about this class and was thankful to have been enrolled in it.
Dr. Orey (Laureate Education, Inc.,) had a great quote that I will always remember and use to prove a point when he said that we learned more when we went through student teaching or began our first teaching assignment than we did preparing to be a teacher. Students don't want to be talked to for hours on end in an environment that is dull, uninviting and uninspiring. They want to be challenged and pushed. They may not admit it, but when engaged in an effective learning environment that is safe and involves student centered lessons, they are usually active participants. It is my lifelong goal as an educator to work as hard as I can to not only establish and create such an environment but to never be complacent. thanks for reading this.
kevin
In my initial week's assignment regarding our personal theory of learning, I mentioned that I involve more of the applications within the Social Learning theory because many of my lessons are driven by student participation through such activities as discussions and utilizing one another to take part in the group's learning. I still feel that way and value the purpose of discussion and interpersonal relationships. However, after this class, I am eager to incorporate many new, enriching components to liven up the occasionally dull discussions that so many introverts dread and extroverts relish in.
Such activities that involve using a smart board or projector for taking students through a virtual field trip is one technological tool that I grew interest in due to the fact that I am a social studies teacher. Once introduced to Amy Petitgout's 8th grade social studies class in New Jersey (Laureate Education, Inc., 2008), I began to think of endless amounts of topics that I could incorporate such a wonderful classroom tool. Making time lines and re-enacting certain historical stories have a tendency to end up in Dullville and gradually lose student interest. When done right and given adequate planning, my students would love such an activity and almost wouldn't even realize that they would be accomplishing the same tasks as they were before when they were bored.
Another technological tool that I definitely intend on purchasing and implementing within the next school year is Voice Thread (http://www.voicethread.com). This is right up my students alley. Most of my students are ridiculously proficient in social networking realms (texting, Facebook, myspace, etc...). Voice Thread (http://www.voicethread.com) provides students with similar networking features and can accommodate a vast amount of educational purpose. I like to think that my chosen technological tools can be used to help solve our "boredom crisis" in our Social Studies wing. This leads me to my long term goals.
As I said above, we have an issue in my social studies department. I am the youngest teacher in our department by nearly 13 years. Of the ten social studies teachers on staff in our building, 8-9 lecture daily and have a weekly quiz of some sort and move each lesson, chapter by chapter, section by section. I understand that certain subjects require following curriculum that is provided by the state (ours is the OGT = Ohio Graduation Tests). However, using these tools would not only provide useful information to the students, but it would be relevant. Whether we like it or not, technology is a bear that is never going to hibernate again. Why not educate our students and prepare them for a life that they will be experiencing and provide them with skills that are needed for this time of day? My first long term goal will be to teach a full year without using a textbook (aside from a resource for certain research). Unfortunately, there will be days that we will not be able to access our computer lab of 30 (shared by nearly 1300 students and faculty daily). Aside from using textbooks for research, I intend on creating a curriculum without the dependency of a textbook written through someone else's perspective. I intend on teaching my students how to challenge what is presented to them and not accept the first thing they hear or read as the ultimate truth. I intend on doing so by incorporating technology.
I know that I have whined many times about my current lack of technology and I apologize. When I do that, I am venting because our administrators in charge present to the community that our technology is competitive and we are "cutting edge" when everyone that is behind the scenes knows that is completely a lie. Politics. Ugghh. Did I mention that I was a social studies teacher? My next long term goal is to apply for grants or some other means of financing for technology in our school, specifically our social studies department. There are many fortunate, successful companies that are willing to donate certain items that they may no longer need but are extremely resourceful in the classroom. Then we could have our vocational schools, or students that are capable, help restore or revamp the computers or tools to the teacher's needs and increase their resources. I tell my seniors that they need to apply for as many scholarships and grants as possible. It is free money and they are not going to hunt you down to give you their hard earned money. Why can't that same principle apply to me and my current situation? I know that I am amped up now as a result of this class but I don't mind. It actually serves as proof that I learned much about this class and was thankful to have been enrolled in it.
Dr. Orey (Laureate Education, Inc.,) had a great quote that I will always remember and use to prove a point when he said that we learned more when we went through student teaching or began our first teaching assignment than we did preparing to be a teacher. Students don't want to be talked to for hours on end in an environment that is dull, uninviting and uninspiring. They want to be challenged and pushed. They may not admit it, but when engaged in an effective learning environment that is safe and involves student centered lessons, they are usually active participants. It is my lifelong goal as an educator to work as hard as I can to not only establish and create such an environment but to never be complacent. thanks for reading this.
kevin
Sunday, June 7, 2009
Voice Thread
http://voicethread.com/#e531003
Here is the link to my Voice Thread. I simply found a few photos of my school and students and posed a simple question: why doesn't our district keep up with technology and teaching strategies like they do with our facilities? I was able to find a photo of our school from nearly 50 years ago. I used that to pose the question. To most of you, the photograph is simply a bunch of farmland with a few random sporting fields and one building. Now, there is a large complex and all of that land is accounted for. However, lessons that were taught in that building some time ago used strategies and methodologies that are still used today. Are today's students the same as that some 50 years ago? C'mon.
I also found a picture of our students during a Washington D.C. trip in front of the White House. I found this relevant because our federal government intends on including Education as one of the priorities in this economic restructuring and the White House is where our President will make and maybe sign some key legislation regarding such issues. I am re missed that I waited a little too long to divulge into learning about Voice Thread. This was a crazy last week of school for me and while it does feel good to be close to done, I feel as though I have created a mediocre Voice Thread as a sacrifice. Thanks for reading and till next week...
Wednesday, June 3, 2009
Social Learning Theories (week 5 app)
I really enjoy examples of real life scenarios to help further understand a concept or topic. Dr. Orey used a medical student as an example of how inert knowledge or Situated cognition is something that social learning theories attempt to resolve. He said that a medical student studies medicine for three years but has to take up a residency to learn how to apply those lessons learned in a real world setting. He uses this example to catapult the concept that social learning theories are intended to contextualize information and bridge what is being learned and how best to apply it. The jigsaw strategy that he mentioned was one that I have used before. I love that strategy and the kids generally respond well when I adequately prepare for it.
I understood social learning theories as teaching the whole thing and not breaking it up into parts. The difference between constructivism and social constructivism is that it utilizes other people (esp. through conversations and discussions). I definitely agree that social learning is how we primarily construct meaning. How and why did most of us adopt english as our primary language? Did we decide that was what we wanted to speak? No. At such a young age, we need that knowledgeable other that Dr. Orey mentions in his descriptions of ZPD (zone of proximal development). I agree that many of us conceptualize our own ideologies and belief systems as we grow older and mature. However, primarily we definitely learn through others.
Laureate Education, Inc. (Producer). (2009). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
I understood social learning theories as teaching the whole thing and not breaking it up into parts. The difference between constructivism and social constructivism is that it utilizes other people (esp. through conversations and discussions). I definitely agree that social learning is how we primarily construct meaning. How and why did most of us adopt english as our primary language? Did we decide that was what we wanted to speak? No. At such a young age, we need that knowledgeable other that Dr. Orey mentions in his descriptions of ZPD (zone of proximal development). I agree that many of us conceptualize our own ideologies and belief systems as we grow older and mature. However, primarily we definitely learn through others.
Laureate Education, Inc. (Producer). (2009). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
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