MY Action Research Plan PROGRESS

Progress has been made since the last time I blogged about my Action Research Project (ARP). The process I devised was made to be very simple to follow and track. It has proved a success; thus far. First, I identified 9th grade students in each of my math classes. Then, I met with each one of my students so that I could inquire who would be partaking in extracurricular activities and become familiar with their interests in sports, organizations (groups and clubs), etc. I defined groups (Extracurricular versus Non-Extracurricular). Classes have not been told of the data being collected. I began teaching 9th grade Algebra I and met with involved teachers to address any questions on data collection.

As the end of the 1st Six Weeks is fast approaching, data will assist me with knowing what to expect from the students. As the 2013-2014 school year progresses, I will continue to advance through the course, like normal, taking data (email, grades, behavior, tardies, absences, and referrals) as weeks come to a close and accumulating data at the end of each six weeks. Analyzing, interpreting, and compiling the data will lead to my summary of findings. How does being in an extracurricular activity, in high school, affect a student's academic performance (grades), behavior, tardies, absences, and referrals versus students who are not involved? What does the data show? Noticeable trends and correlations according to the data. Charts and graphs of data findings. Summarizing the results at the end of the school year is what I look forward to, in addition to presenting the data to administration then staff, and reflecting upon changes that need to be made.

There have been significant advances in my research. 

EDLD 5301 Course Reflection

          As I reflect back on my experience in EDLD 5301 Research, I have, to my surprise, gained so much useful insight and knowledge on action research. The hands on approach has been awesome! Prior to the start of this course, I was not entirely sure what action research was so initially hearing the word "research" I was left feeling uneasy to say the least. I definitely did not know the difference between action research and traditional research. After taking this course, I enthusiastically look forward to conducting my action research and sharing my findings at project conclusion. My views on research have been turned completely upside down thanks to the readings, books, lectures, assignments, discussion forums, and blogs. I feel confident now. It is clear that if you want to see change then you must take action and carry out action research.       

          This course caused me to recognize the value in sharing information and experiences with my classmates. This class allowed me to step outside of my comfort zone with regard to technology. I am not tech savvy nor am I very involved with social media. The discussion board was extremely beneficial. Dr. Abshire forced us to create a blog site so that we could communicate to one another and provide each other with immediate feedback; comments; different perspectives; exchanges of ideas; suggestions/recommendations for changes that needed to be made on our action research projects; and plain motivation because we all needed it at some point throughout this course. The use of the blogs work well. They serve as a journal or log of our journey through the process. This collaboration was an integral part in each of our successes during this class. What I love the most about the blogs that we created is that it brought to my attention all of the other action research studies that are well underway. I look forward to following quite a few of them that interest me for they might be successful at my school. I love that informal environment. I am considering implementing blogging in my Algebra I lab classes. I know it will be a useful tool to my future as an educator and an administrator.
          Another highlight of this class is the importance of reflection. The Martin text stresses how essential reflection is to an action researcher throughout the research process since it allows for a deeper level of understanding to take place.
          I also enjoyed the readings that were included with this course. The two books we used, "Leading with Passion and Knowledge: The Principal as an Action Researcher" by Nancy Fichtman Dana and "Examining What We Do To Improve Our Schools: 8 Steps from Analysis to Action" by Sandra Harris, Stacey Edmondson, and Julie Combs both aligned really well with this course and contained a wealth of information significant to action research. For me, however, "The Dana Text" was a more interesting read.
          In conclusion, I have found this course to be helpful and relevant to my professional career. I have really enjoyed my journey and learned a lot from it. I am reminded of what Lou Holtz, NCAA Football and NFL head coach, stated in Examining What We Do To Improve Our Schools: 8 Steps From Analysis to Action. He said, “We aren’t where we want to be, we aren’t where we ought to be, but thank goodness, we aren’t where we used to be” (Harris, Edmonson, and Combs, 2010, p. 1) This statement reflects my feelings about carrying out action research after completing this course. As I begin my journey with my action research project, I am more knowledgeable and more passionate about doing action research. I know that the results of my action research will be beneficial to all stakeholders involved in the process. I look forward to the progress that comes with action research and the perpetual growth opportunities it provides for us as educators, principal-researchers, and future administrators.

References: 

Dana, N.F. (2009). Leading With Passion and Knowledge: The Principal As Action Researcher. Thousand Oaks, CA: Corwin.

Harris, S., Edmonson, S., Combs, J. (2010). Examining What We Do To Improve Our Schools: 8 Steps From Analysis to Action. Larchmont, NY: Eye on Education, Inc.

Action Research Plan UPDATES

Thank you for all of your comments and underlying questions after reading my Action Research Plan! I appreciate each one of them! There have been no revisions made to my plan based on receiving no suggested changes with the feedback I received from my site supervisor and other teachers.

I do, however, want to answer a few questions that were posted as more than one person had similar inquiries.

Summary of Questions: What is the benefit of knowing this information and what changes can you implement from making these discoveries?

MY Answer: By the end of the school year, I hope to have enough evidence to determine if there are any effects on each of these aspects of a student's school life due to them participating in extracurricular activities. I teach freshman so this action research study will require younger students to conduct a self-evaluation and hopefully motivate students to find something to be a part of in their next few years of high school. It will shed more light on the direct correlation between academic achievement and extracurricular activities. Furthermore, it would be awesome if extracurricular activities were mandated. The betterment of our students is of utmost importance to educators. Extracurricular activities provide a positive outlet for students and help students academically and behavior wise. They also, however, raise self-esteem; develop school spirit; support students socially; promote physical and moral well-being; influence mental well-being; help mature spiritually; and can act as an emotional rock for students. Extracurricular activities should actually help students be better prepared to learn. 

MY Action Research Plan

Nydia Ledesma's Action Planning Template
Goal: How does being in an extracurricular activity, in high school, affect a student's academic performance (grades), behavior, tardies, absences, and referrals versus students who are not involved?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
-Identity 9th grade students in each of my math classes	-Nydia Ledesma -Clay Smith	August 19, 2013 – August 23, 2013	-Grade Book -Email -Spreadsheet	-Spreadsheet names and categories being addressed in Action Research Plan (ARP) -Organize all action research documentation
-Meet with each one of my students so that I know who will be partaking in extracurricular activities and become familiar with their interests in sports, organizations (groups and clubs), etc. -Define Groups (Extracurricular versus Non-Extracurricular) -Classes will not be told of the data being collected	-Nydia Ledesma	August 26, 2013 – September 27, 2013	-Spreadsheet -List from Extracurricular Sponsors	-Update spreadsheet of names and categories being addressed in Action Research Plan (ARP) -List students by activity
-Begin 9th Grade Algebra I Courses and Geometry K/H Courses	-Nydia Ledesma	August 26, 2013 – June 5, 2014	-Spreadsheet -Grade Book -Email	-Advance through course, like normal, taking data as weeks progress
-Meet with involved teachers to address any questions on data collection	-Nydia Ledesma -Clay Smith	August 26, 2013 – August 30, 2013	-Email -Grades -Behavior -Tardies         -Absences -Referrals	-Collect Week 1 Data on Spreadsheet
-Meet with involved teachers to address any further questions on data collection	-Nydia Ledesma -Clay Smith	September 2, 2013 – September 6, 2013	-Email -Grades -Behavior -Tardies         -Absences -Referrals	-Collect Week 2 Data on Spreadsheet
-Meet with involved teachers to address any last questions on data collection	-Nydia Ledesma -Clay Smith	September 9, 2013 – September 13, 2013	-Email -Grades -Behavior -Tardies         -Absences -Referrals	-Collect Week 3 Data on Spreadsheet
-Gather 1st Six Week Data: -Email -Grades -Behavior -Tardies           -Absences     -Referrals	-Nydia Ledesma -Clay Smith	October 7, 2013 – October 11, 2013	-Email -Grades -Behavior -Tardies         -Absences -Referrals	-Record Spreadsheet Data on 6 week periods rather than the first 3 weeks to see if a pattern has arisen
-Gather 2nd Six Week Data:          -Email -Grades -Behavior -Tardies           -Absences     -Referrals	-Nydia Ledesma -Clay Smith	November 11, 2013 – November 15, 2013	-Email -Grades -Behavior -Tardies         -Absences -Referrals	-Record Spreadsheet Data
-Gather 3rd Six Week Data:          -Email -Grades -Behavior -Tardies           -Absences     -Referrals	-Nydia Ledesma -Clay Smith	January 7, 2014 – January 11, 2014	-Email -Grades -Behavior -Tardies         -Absences -Referrals	-Record Spreadsheet Data
-Gather 4th Six Week Data:         -Email -Grades -Behavior -Tardies           -Absences     -Referrals	-Nydia Ledesma -Clay Smith	February 24, 2014 – February 28, 2014	-Email -Grades -Behavior -Tardies         -Absences -Referrals	-Record Spreadsheet Data
-Gather 5th Six Week Data:         -Email -Grades -Behavior -Tardies           -Absences     -Referrals	-Nydia Ledesma -Clay Smith	April 14, 2014 – April 18, 2014	-Email -Grades -Behavior -Tardies         -Absences -Referrals	-Record Spreadsheet Data
-Gather 6th Six Week Data:          -Email -Grades -Behavior -Tardies           -Absences     -Referrals	-Nydia Ledesma -Clay Smith	June 5, 2014 – June 6, 2014	-Email -Grades -Behavior -Tardies         -Absences -Referrals	-Record Spreadsheet Data
-Analyze, Interpret, and Compile Data	-Nydia Ledesma	June 6, 2014 – June 13, 2014	-Spreadsheet -Summary Sheet	-What does the data show? -Record noticeable trends and correlations according to data -Create charts and graphs of data findings
-Share results with field supervisor, administration then staff and make modifications and recommendations	-Nydia Ledesma -Clay Smith   -Marshall Caplan   -Heather Bergman	June 16, 2014 – June 20, 2014	-Action Research Documentation (Email, Spreadsheet, and Action Research Findings)	-Summary of Findings (How does being in an extracurricular activity, in high school, affect a student's academic performance (grades), behavior, tardies, absences, and referrals versus students who are not involved?) -Present data to administration then staff -Reflect upon changes that need to be made

MY Week 2 Reflection

This week was extremely busy. Okay! Alright! EVERY week is extremely busy. While my two daughters (Kadence Lorelei (Age 3 1/2) and Keian Melodi (Age 2)) and my husband are extremely supportive, I wonder how I will keep up with everything once school starts in a few weeks and our role as educators continues for a new school year.

Watching the interviews of the school administrators was very educational. Their insight and suggestions toward action research will be very beneficial as we commence. The focus should be the needs of our school and our students. This learning was at the forefront during my action research topic decision.

This week I learned that there are nine areas of passion that are prime driving forces for many school administrators and the success of an action research project. My action research topic falls under more than one! It can be classified under Individual student(s), School culture/community, and School Performance.

My site supervisor and I met, in person, to discuss my action research topic and my internship plan. He is SUPER excited to embark on my action research journey with my first topic of choice. Yippee! Please see my research topic below.

Action Research Topic:
How does being in an extracurricular activity, in high school, affect a student's academic performance (grades), behavior, tardies, absences, and referrals versus students who are not involved?

Educational Leaders Use of Blogs

The use of blogs by educational leaders is extremely advantageous and useful. It can be a valuable resource and support system. It allows an educator to share their learning; thoughts; ideas; experiences; strategies; perspectives; successes; challenges; failures; and findings with other educators, the school community, the school district, and a varying audience on a global level. It also lets the educator simply journal and document inquiry for later reflection. It enables immediate feedback and collaboration without boundaries. This can spark change, inspiration, and creative learning environments. The end result that we all strive toward is student success. Educational blogs are a driving force to assist in this pursuit through our professional growth and development.

As an administrator, you can use blogs as a live news feed to relay information, answer questions, get data collection and analysis, and get feedback efficiently. Effective communication is thus enabled amongst followers keeping them involved and informed. Followers would include teachers, administrators, students, parents, and the school community alike.

MY Thoughts on Action Research

Oh, how I dread research...or so I thought.

I learned a vast amount of information about action research (administrator inquiry) after reading the required readings for Week 1. Action research is different from traditional research. According to Dana (2009), action research "refers to the process of a principal engaging in systematic, intentional study of his/her own practice and taking action for change based on what he/she learns as a result of the inquiry” (p. 2). Action research is very practical. It is based on specific needs for the improvement of a school campus/climate and keep it well balanced. It is research that takes place within the school opposed to outside research being implemented within the school. As educators, we have been using this valuable form of research all along, to some extent, because we constantly identify problems, research solutions, and then finally apply the research and implement new practices in an effort to improve our classroom. These steps are followed by evaluating whether or not the strategies and new practices were effective and if beneficial change took place or new measures need to be taken. Action research requires reflection. This promotes growth, important feedback, improvement, and "allows best practices to flourish" (Dana, 2009, p. 14). Action research provides a way for teachers and administrators to collaborate toward our goal, which is improving student achievement. It is through ownership during the process, because we are self-reflecting, which can be difficult for educators, as well as learning from each other that will bring forth the best results. I believe that what makes action research so powerful is the fact that it gives each one of the people involved first-hand information and ownership making it personal, which elevates its importance to those involved. As teachers and administrators, we are truly "the people who work in the trenches" (Dana, 2009, p. 5). The most effective results will surface when collaboration is prevalent. We are life-long learners and have to model this to our students and each other. Successful leaders lead by example. Throughout this process, I plan to post thoughts and information that illustrate my active research, data, findings, continuous administrator inquiries, and improvement in order to be an effective leader and help provide a school environment that encourages successful teaching and learning for both faculty, staff, and students.

There are endless ways that teachers and administrators could use action research. Personally, I plan to use action research to conclude if being in an extracurricular activity, in high school, affects a student's academic performance (grades), behavior, tardies, absences, and referrals. By the end of the school year, I hope to have enough evidence to determine if there are any effects on each of these aspects of a student's school life due to them participating in extracurricular activities.


Reference:

Dana, N.F. (2009). Leading With Passion and Knowledge: The Principal As Action Researcher. Thousand Oaks, CA: Corwin.