Action Research Case Study Proposal
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Liberty University *
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Course
747
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by cporter60
EDAS 743
A
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Responses
Volunteer Teacher
Ms. Carla Joyner 8
th
Grade Reading/Language Arts AVID Coordinator & NJHS Sponsor Reviewed Data
Ms. Joyner, along with other educators are working on finding ways to better their classes a whole when it comes to reading and writing within the 90 minutes allotted (Language Arts block). Ms. Joyner teaches using the reading and writing workshop model as suggested by the school division. She feels comfortable teaching them separately. But teaching both reading and writing consistently and effectively has been a challenge. Ideally the language arts block would give scholars enough time for a reading focus lesson, writing focus lesson, independent reading, independent writing, guided reading, and guided writing, and vocabulary. This platform by Newsela is also a great tool to keep scholars focus on their writing and not feeling so overwhelmed. The Charles County Public Schools is composed of 38 schools and 6 educational centers.
22 Elementary Schools
9 Middle Schools
7 High Schools
6 Centers:
o
Early Learning Center, La Plata
o
F.B. Gwynn Educational Center
o
James E. Richmond Science Center
o
Judy Center
o
Nanjemoy Creek Environmental Center
o
Robert D. Stethem Educational Center
The district’s minority enrollment id 80%. General Smallwood Middle School ranked a 3 out of 5 stars, when it comes scores
in testing and overall academics. When I sat down with Ms. Joyner we looked over the indicator for academic achievement, academic progress, progress in achieving English Language Proficiency and school quality & student success. Each of these categories were very low, giving a 45.3% in total earned percent.
Indicator: Earned Points:
Academic Achievement: 20.0 6.8
Academic Progress: 31.5 14.9
Page 1 of 6
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Progress on Achieving English Language Proficiency: NA School Quality and Student Success: 35.0 17.5
Data Results
Academic Achievement: 6.8
Percent Proficient Mathematics: 11.8%. 0.6 out of 5.0
Percent Proficient English Language Arts: 31.2%. 1.6 out of 5.0
Average Performance Level Mathematics: 1.6 2 out of 5.0
Average Performance Level English Language Arts: 2.1%. 2.7 out of 5.0
Academic Progress: 14.9
Percent Proficient Science: 21.6% 0.8 out of 3.5
Student Growth Mathematics: 49.4 6.7 out of 12.5
Student Growth English Language Arts: 35.3 5.1 out of 12.5
Credit for Well Rounded Curriculum: 81.1% 2.4 out of 3.0
The schools overall English Language Arts Data stood at a 24.1% this past school year and was last updated on 03/17/2023.
Topic
Integrating Reading and Writing Instruction During the Language Arts Period(s) While Integrating Learning Tables. Guiding Research Question
How will revising and implementing a Language Arts schedule to include focus lessons (reading and/or writing) and learning centers impact student achievement in Language Arts Classes? Citations Public info / media
. Charles County Public Schools. (n.d.). https://www.ccboe.com/about/public-info-media https://www.ccboe.com/academics/strategic-plan-data-dashboard-2022
Annotated Bibliography
Langer, J. A. (2001). Beating the Odds: Teaching Middle and High School Students to Read and Write Well. American Educational Research Journal, 38(4), 837–880. Page 2 of 6
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https://doi.org/10.3102/00028312038004837
This article examines the aspects of instruction that contribute to students' success in reading, writing, and English. It compared schools with more usual scores with those whose children perform better than students at schools with similar demographics, focusing on English language arts programs in schools that have been attempting to raise student performance. The study, which was conducted over a 2-year period in each of four states, involved 25 schools, 44 teachers, and 88 classes. Schools with underprivileged and diverse student populations predominated despite the sample's diversity, which included urban and suburban locations. Six characteristics that pervaded the surroundings and clearly distinguished higher-performing schools from more typical schools were identified via analyses.
I would like to consider with this article that skills and knowledge that need to be learnt must be carefully reconsidered, integrated for students' application in more extensive tasks, and given ongoing practice, discussion, and evaluation as necessary throughout time to be effectively revised in both curriculum and instruction. Leichtman, A. (2018).
Creating Spaces for Culturally Responsive Pedagogy amid Standards Driven Curriculum in Secondary School English/Language Arts Classes
(Doctoral dissertation, Florida Atlantic University).
This article breaks down what we all have had conversations about, whether it’s in the school buildings or at home. The conflict between what kids should learn in school and what they actually learn was also examined. Eight high school language arts teachers in South Florida were each subjected to two interviews and a classroom observation to gather information about how they
implement the current secondary school English/Language Arts curriculum while navigating Page 3 of 6
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EDAS 743
changes in the practice field and creating spaces for culturally responsive pedagogy. To consider how teachers' pedagogical practices conform to or challenge the structural and normative assumptions of the practice field, researchers examined teachers' reflections on their experiences, descriptions of the climate of their practice, and how teachers create spaces for culturally responsive pedagogy.
The results showed that all teachers used culturally responsive pedagogy in their classrooms
to accomplish state-mandated goals, albeit at a basic level, despite the limitations placed on their pedagogy by education reform, including uniformity of their practice.
McClurg, S. (2009).
Increasing middle school student achievement in reading and language arts with project-based learning methods of instruction
(Doctoral dissertation, Walden University).
This article examines the secret to increasing achievement and success in the classroom is creating new programs and inspiring pupils to learn (Newell, 2003). Teachers must experiment with a range of teaching techniques and approaches to continuously enhance the overall classroom environment. To meet the needs of their students, teachers must constantly adapt their teaching strategies (Newell). This article also explains how study offers information that will help educators,
administrators, and communities decide whether PBL is an effective program for teaching all children, regardless of socioeconomic level, in the classroom. Students have control over their learning environment when PBL is used in the classroom (Blumenfeld et al., 1991). They develop projects that will lead to a finished good or project that they present collectively. This approach promotes critical thinking, creativity, and cooperative learning. Many of the items they make are Page 4 of 6
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inspired by events and circumstances that happen in the real world.
In this article they stated that one teaching approach that is being used increasingly often in many schools is project-based learning (PBL). Students use existing knowledge, relate information to experiences in the real world, and present a final student-created project that serves as the answer
as part of this instructional approach (Simkins, 2000). The ability of students to direct their learning
settings with the teacher serving as a facilitator is one of the most crucial elements of PBL (Houghton Mifflin, 2006).
Tchudi, S. (1991).
Planning and Assessing the Curriculum in the English Language Arts
. Association for Supervision and Curriculum Development, 1250 N. Pitt St., Alexandria, VA
22314 (Stock No. 611-91150, $13.95)..
This article explains that there isn’t just one way to deliver a curriculum in schools and that its shouldn’t all just be the same. This article focuses on methods for creating, putting into practice,
and assessing curricula that are tailored to the requirements of specific schools and pupils. The theoretical foundations for this approach to curriculum are presented in Part 1 of the book, "The English Language Arts Curriculum in the 1990s." The history of the development of English language arts programs is given at the outset. The "new English" that has been developing over the previous three decades is then described, along with some of its more encouraging traits. The book's second section, "Successful Curriculum Development in the English Language Arts," lists the most recent curricula and curriculum development trends.
In certain parts of this article, they share that there are so many ways of implementing different programs in English Language Arts classes. Survey results from national Centers of Page 5 of 6
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Excellence in English are presented, and curriculum designers explain the steps that led to the development of their effective curricula. The curricular framework, the creation and implementation of an English language arts curriculum, and the (re)evaluation of the English language arts program's skills and standards are all topics covered in the many chapters of the article.
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