res 5153 module 4 analysis
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Mathematics
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Feb 20, 2024
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Action Research Proposal: Research Procedures 2
Kristin McCarthy
American College of Education
RES5153 – Research Methods
Dr. Angela Lee
December 9, 2023
2
Action Research Proposal: Research Procedures 1
For the past three years I have been a fifth grade math teacher at Darby Township School (DTS). DTS is one of four district’s grade 1-8 schools. The district also has a school solely for kindergarten, and one high school. Data from Future Ready PA Index (2022) noted that the school is made up of 80.3% students who are economically at a disadvantage, while .9% are homeless, and .8% are in foster care. Three.3% of our student population are ELL. Also, 14.1% of students are in special education, while .4% are gifted.
Problem The problem is that a significant number of 5th-grade students in the school are scoring below basic in math on the Pennsylvania System of School Assessment (PSSA). Examining Darby Township School’s data on fifth grade students, there was a 12.7% reduction in points for Mathematics. Math skills that are developed in 5th grade lay the foundation for more advanced concepts in middle and high school. Below-basic scores suggest a gap in understanding fundamental math principles, potentially hindering future learning. Addressing below-basic math scores is crucial for ensuring the academic success of individual students, maintaining educational equity, and meeting broader educational and accountability goals. It highlights areas where targeted interventions and support can make a significant positive impact on student learning and future opportunities. This is indicating a need for targeted intervention to improve their math proficiency.
Purpose
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The purpose is to implement small-group differentiated instruction more into the students learning environment, and recognize whether there is improvement in the student’s achievement on their 5th-grade math PSSA.
Research Questions
This research aims to investigate the potential impact of incorporating small-group differentiated instruction on the PSSA math scores of 5th-grade students. “Differentiated instruction is an approach that enables teachers to plan strategically to meet the needs of every student” (Corley, 2005). The primary research question guiding this study is whether the implementation of small-group differentiated instruction by math teachers and math interventionists can lead to a measurable improvement in the PSSA math scores of 5th-grade students. The following research questions will guide the literature review of the action research study:
1.
Will incorporating small-group differentiated instruction improve the PSSA math scores of 5th grade students?
2.
Why would small-group differentiated instruction by math teachers and math interventionists impact 5th grade students PSSA math scores to enhance from below basic?
3.
How will PSSA math scores improve from below basic to a higher level of achievement when small-group differentiated instruction is implemented?
Literature Review
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In examining the existing body of literature, a comprehensive review of articles related to
improving math scores among 5th-grade students on the Pennsylvania System of School Assessment (PSSA) has revealed common themes and strategies. These articles collectively address the challenges associated with below-basic scores and propose interventions that may contribute to academic enhancement. The synthesis of these articles identifies recurring themes, offering valuable insights into effective approaches for elevating math proficiency in 5th-grade students.
Differentiated Instruction
Several studies underscore the effectiveness of differentiated instruction in improving math outcomes. “Differentiated instruction allows the teacher to tailor the curriculum to meet the needs of individual students” (Stager, 2019, p. 2). This approach tailors teaching to individual learning needs, allowing educators to address specific gaps in understanding among students. By providing varied instructional methods and content, differentiated instruction caters to diverse learning styles, fostering a more inclusive and supportive learning environment.
Differentiated instruction, supported by a wealth of research, involves tailoring teaching methods to accommodate diverse learning needs. One evidence-based instructional strategy within this approach is the implementation of tiered assignments. “Differentiated Instruction (DI) was a suggested practice for effectively implementing RtI to serve diverse learner needs in general classrooms” (Bondie et. al, 2019, p. 337). Tiered assignments involve presenting students with tasks of varying complexity based on their readiness levels. This strategy has shown a significant positive impact on student achievement in mathematics.
Through research, it has been proven that “the stronger the mathematics self-efficiency of fifth grade students is, the
better their mathematics learning motives are, which, in turn, advance their mathematical
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problem-solving skills” (Lai et. Al, 2020, p. 12).
By customizing content and tasks, differentiated instruction addresses individual learning preferences, fostering a more inclusive and supportive learning environment for 5th-grade students aiming to improve their PSSA math. Small-Group Learning
A recurring theme in the literature highlights the benefits of small-group learning environments. “Diverse group of learners need and environment where they can learn and reach grade-level standards” (Newton, 2021, p. 5). These studies emphasize that smaller instructional groups enable teachers to provide targeted support and address individual challenges more effectively. Collaborative learning within small groups not only facilitates peer interactions but also allows for personalized attention, leading to increased engagement and understanding.
Small-group learning environments, supported by evidence, are recognized as effective instructional settings for improving student achievement in mathematics. “Teachers can use a small group in learning to invite students to talk more and critique more” (Crisianita & Mandasari, 2022, p. 63). Collaborative learning frameworks have a positive impact on student results. Cooperative learning involves students working together in small groups on collaborative tasks, such as peer tutoring or problem-solving activities. Educators should be incorporating cooperative learning into all aspects of learning as it is deemed to be the “most important and most successful teaching method reform in the last decade”
(Cheng, 2023, p. 1).
This approach enhances engagement, facilitates peer interactions, and provides opportunities for students to explain and reinforce mathematical concepts, making it a valuable strategy for addressing below-basic math scores among 5th-grade students.
Formative Assessment Strategies
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The literature consistently emphasizes the importance of formative assessment strategies in gauging student progress and adapting instruction accordingly. Evidence suggests that regular formative assessments, both formal and informal, play a pivotal role in identifying areas of weakness, enabling teachers to tailor interventions to meet specific student needs. A data-
informed approach, supported by evidence-based formative assessments, is considered essential for sustained academic improvement. “Students who were taught by employing formative assessment strategies improved” (
Wafubwa & Csíkos, 2022, p. 127).
Formative assessment strategies, supported by extensive research, play a pivotal role in addressing below-basic math scores among 5th-grade students. “Black and Wiliam’s theoretical framework on formative assessment” (Barana et. al, 2019, p. 80) highlights that utilizing exit tickets and quick checks enables teachers to assess student comprehension in real-time. These brief assessments serve as valuable tools for identifying misconceptions and adjusting instruction
accordingly. “
A basic misapprehension about formative assessment is that the teacher is responsible for setting all the students straight” (
Burkhardt & Schoenfeld, 2019, p. 48)
. By integrating formative assessments into regular teaching practices, educators can provide targeted support, fostering continuous academic improvement.
Research Procedures
The purpose is to acknowledge that the below-basic scores on the 5th-grade math PSSA include a range of complexities, involving both immediate and long-term objectives. A mixed-
methods approach would be best suited for this action research proposal. This approach is chosen to ensure a comprehensive and triangulated understanding of the intervention's impact on 5th-grade math scores. (American College of Education, 2023). Quantitative data will offer statistical evidence of changes in PSSA scores and provide a broad overview of student
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performance. Qualitative data will complement this by offering a deeper understanding of the contextual factors influencing the intervention's success, including student engagement, teacher practices, and the overall classroom environment. The action research study will be guided by the following research question: How will PSSA math scores improve from below basic to a higher level of achievement when small-group differentiated instruction is implemented?
Methodology and Design
This action research proposal will employ a mixed-methods approach. The mixed methods design integrates quantitative and qualitative data collection and analysis techniques, offering a comprehensive understanding of the research question. According to Strijke et, al. (2020, p. 269), the mixed methods research focuses on deepening the understanding of generalizable, often quantitative research, and focuses on creating generalizable outcomes from a
qualitative approach. By incorporating both quantitative data, such as test scores, and qualitative data, including observations and interviews, this mixed methods approach ensures a thorough examination of the action research proposal. Through the synergistic application of mixed methods and the action research design, this study aims to illustrate how heightened desired behaviors can positively influence test scores, ultimately enhancing the overall educational experience for students.
The research design strategy that will be used is a quasi-experimental design with a non-
equivalent control group. The rationale for this choice is rooted in the need to assess the effectiveness of the intervention while accounting for the practical constraints of the educational setting.
A quasi-experimental design allows for a more feasible implementation, as students in intact classrooms can be assigned to either the control or intervention group based on certain characteristics.
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Population, Sample, and Professional Practice/Workplace Setting
This action research study will take place within a public school setting in the suburban region of Delaware County, catering to fifth-grade students. Delco School District is home to four K-8 schools, and one high school. This research investigates the impact of incorporating small-group differentiated instruction into the students' learning environment on enhancing their performance in 5th-grade math PSSA. “The attention of the learning difficulties risks on mathematics is essential to ward off the failure of students to optimize their potential in the learning process” (
Ardi et, al. 2019, p. 11)
. Each K-8 school has only one fifth grade math teacher in the building. This is the first year where there has been a math intervention block, whereas the intervention block would be geared towards reading skills only. This is also the first
year where a math interventionist is partaking in small group activities during the intervention block. An intervention block is held for thirty minutes, while a regular fifth grade math block is held for ninety minutes. While small groups are easily accessible during the intervention blocks due to the assistance of the math interventionist, the research feels that the time being dedicated to small-group differentiated instruction does not suffice. This may be subject to change in the future as additional research becomes necessary.
Data Collection Plan
The data collection for this study will involve classroom observations, surveys, collaboration with mathematics teachers, and the assessment scores of students. Classroom observation data will focus on the implementation of small-group differentiated instruction, aiming to understand how the instructional strategy is being applied in the classroom setting, and
how students are responding to it. Surveys will be utilized to gather feedback from both teachers
and students regarding their perceptions of small-group differentiated instruction. The goal is to
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explore attitudes, experiences, and perceived effectiveness of the instructional approach. Collaboration with colleagues is a qualitative data source that will allow teachers to gain insights
into their experiences, challenges, and successes in implementing small-group differentiated instruction. Quantitative data on students' assessment scores, specifically in 5th-grade math PSSA, will be collected to measure the impact of small-group differentiated instruction on academic achievement.
The data collected for this study will be both qualitative and quantitative, reflecting a mixed methods approach. The combination of classroom observations, collaboration with mathematics teachers, and surveys will provide qualitative insights into people's perceptions and experiences with small-group differentiated instruction. On the other hand, the students' assessment scores represent quantitative data, allowing for the statistical analysis of the impact of
the instructional strategy on academic achievement. By utilizing both types of data, the study aims to offer a comprehensive understanding of the effectiveness of small-group differentiated instruction on fifth grade math PSSA scores.
The data will be collected through a combination of methods. The researcher will directly observe classrooms where small-group differentiated instruction is being implemented. Detailed notes and observations will be recorded during these sessions. Surveys will be distributed to both teachers and students through Google Forms to gather their perceptions and experiences with small-group differentiated instruction. The survey responses will provide qualitative insights into the effectiveness of the instructional strategy. Collaborative discussions and interviews with mathematics teachers through Zoom will be conducted to gain qualitative information on their experiences, challenges, and successes in implementing small-group
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differentiated instruction. Numerical data on students' assessment scores, specifically in 5th-
grade math PSSA, will be obtained from existing records or school databases.
The collected data will serve as crucial evidence in addressing the research question: "How does the outcome of the implementation of small-group differentiated instruction into the students' learning environment improve their achievement on their fifth grade math PSSA?" Classroom observations, surveys, collaboration between math teachers and student’s assessment scores are the data to be collected in order to answer the research question. By combining these diverse data sources, the study aims to generate a comprehensive and well-rounded understanding of how the implementation of small-group differentiated instruction influences students' achievement on the fifth grade math PSSA. The triangulation of data will enhance the validity of the findings and allow for a more nuanced interpretation of the research question.
Data Analysis
The data analysis model that will be used for this study is a mixed methods approach. The first step would be to conduct qualitative and quantitative analyses separately. For the qualitative portion, begin by reading and re-reading transcripts and notes, to gain a comprehensive understanding. Look for patterns, relationships, or trends within the coded data. Be sure to continuously compare new data with existing codes and themes to refine the analysis and ensure consistency. Develop interpretations and explanations for the identified patterns and themes. As for the quantitative portion, it is important to make sure to check for missing data, outliers, and errors. Then apply inferential statistical tests, such as ANOVA. This will allow us to test hypotheses and draw conclusions about the population based on the sample. Afterwards, interpret the statistical results in the context of the research questions
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This will lead into the second step, integration. Merge the findings from both analyses to provide a comprehensive understanding of the research questions. This can involve comparing, connecting, or validating results from both data sources. Then one can continue onto step three, which would be interpretation. Interpret the integrated findings. Consider how the qualitative and quantitative data complement or contradict each other.
Choosing the appropriate data analysis model depends on the research questions, design, and nature of the data. The data analysis model that will be used for the collection of data is the sequential explanatory design. This model involves collecting and analyzing qualitative data first, and then using the qualitative findings to inform the design of the quantitative phase.
Proposed Implementation Action Plan
The key ideas in the Proposed Implementation Action plan is to assist with meeting the goal of improving fifth grade students' math PSSA scores from below basic to proficient or advanced. Starting off with the problem statement, which is how a significant number of fifth grade students in our school are scoring below basic in math on the PSSA, indicating a need for targeted intervention to improve their math proficiency. From there, we identify the research question and come up with an intervention strategy to help reach the desired goal of the action research proposal, keeping in mind the target population and sample population. The essential concepts from the proposed implementation action plan are elaborated further in this action research proposal. Detailed information about the Proposed Implementation Action Plan is available in Appendix B.
Communication Plans
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The findings of this action research proposal will be shared with educators, school administrators, professional development professionals, and students. Educators and school administrators are directly involved in the education system and have a vested interest in innovative teaching strategies that can enhance student outcomes. Sharing the results with this audience provides insights into the effectiveness of small-group differentiated instruction, offering them evidence-based practices to consider for improving teaching methods. Individuals offering professional development for teachers can use the results to tailor training programs. The findings may guide the development of workshops or courses focused on implementing small-group differentiated instruction, supporting educators in refining their instructional practices. While not a traditional audience for research communication, involving students in understanding the study results fosters a sense of agency and engagement in their own learning. Sharing the outcomes with students can empower them to recognize the impact of instructional methods on their academic achievements and contribute to a positive learning environment.
Reliability, Validity, and Ethics
Considering the action research plan for helping fifth grade students that score below basic on the math PSSA, it is important to consider what steps to take in order to assure that the data is reliable and valid. First, one would conduct a pilot testing of surveys and observations in order to discover any inconsistencies. Then, ensure standardized procedures for data collection, especially during classroom observations. Clear guidelines for observers, survey administrators, and interviewers can minimize variability in data collection processes, contributing to the reliability of the data. Next, provide comprehensive training for individuals involved in data collection. This includes observers, interviewers, and anyone administering surveys. Also document the research process transparently, including the methodology, data collection
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procedures, and any modifications made during the study. This transparency allows for the replication of the study and contributes to the validity of the research.
The Belmont Report outlines three fundamental ethical principles—respect for persons, beneficence, and justice—that serve as a foundation for ethical research involving human participants. Prior to involving participants in the research, clear and understandable information
will be provided, outlining the purpose, procedures, risks, and benefits. Informed consent will be sought, ensuring participants can make autonomous decisions about their involvement. This action will help to acknowledge the autonomy and dignity of individuals. There needs to be a major emphasis on the need to obtain informed consent. As for beneficence, the research design and interventions will prioritize the well-being of participants. Measures will be taken to ensure that potential benefits are realized, and any risks are minimized. Additionally, ongoing monitoring will be in place to address unforeseen issues promptly. As for the final principle, justice, Participant selection will be unbiased and reflective of the population under study. The research benefits will be accessible to all involved, and no group will bear an undue burden of risks. The study aims to contribute knowledge that can benefit society as a whole.
It is important to comply with ethical principles. Matter of fact, it protects dignity. Ethical principles safeguard participants from exploitation and ensure their dignity is preserved throughout the research process. It also builds trust. Adherence to ethical principles fosters trust
between researchers and participants, essential for the success and credibility of the study. Also, one must not forget the legal and institutional compliance. Upholding ethical standards is not only a moral imperative but also a legal requirement. It aligns with institutional review board (IRB) guidelines and regulations governing human research.
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Throughout the action research proposal, make sure that the subjects and participants are protected. Participant confidentiality will be maintained through data anonymization and restricted access. Any identifiable information will be handled with the utmost care. Measures will be implemented to ensure participants' physical, social, and emotional well-being. This includes providing resources for emotional support and promptly addressing any unexpected adverse events.
Reflection
In this course on action research and action planning, I've gained a comprehensive understanding of the systematic and iterative processes involved in conducting research to bring about positive change. The course highlighted the significance of identifying a clear problem or goal, employing a thorough review of existing literature, and formulating research questions that guide the inquiry. The emphasis on mixed-methods approaches allowed me to appreciate the value of triangulating data for a more holistic understanding of complex issues. Additionally, the incorporation of action planning underscored the practical application of research findings, reinforcing the idea that effective research goes beyond data collection to implementable solutions.
This newfound knowledge holds substantial benefits for my professional practice and workplace. It equips me with the skills to identify and address challenges in a methodical manner, fostering a culture of continuous improvement. By integrating action research principles, I can contribute to evidence-based decision-making, ensuring that interventions are not only well-informed but also grounded in the unique context of my workplace. Moreover, the focus on ethical considerations and participant protection has heightened my awareness of the responsibilities inherent in conducting research, reinforcing my commitment to upholding the
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highest standards of integrity. Overall, the insights gained from this course empower me to be a more effective problem-solver and change agent in my professional sphere.
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References
Ardi, Z., Rangka, I. B., Ifdil, I., Suranata, K., Azhar, Z., Daharnis, D., ... & Alizamar, A. (2019,
February). Exploring the elementary students learning difficulties risks on mathematics
based on students mathematic anxiety, mathematics self-efficacy and value beliefs using
rasch measurement. In
Journal of Physics: Conference Series
(Vol. 1157, No. 3, p.
032095). IOP Publishing.
Barana, A., Conte, A., Fissore, C., Marchisio, M., & Rabellino, S. (2019). Learning analytics to
improve formative assessment strategies. JE-LKS. Journal of e-learning and knowledge society
, 15
(3), 75-88.
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to
differentiated instruction affect teaching. Review of Research in Education
, 43
(1), 336-
362.
Burkhardt, H., & Schoenfeld, A. (2019). Formative assessment in mathematics. In
Handbook of
formative assessment in the disciplines
(pp. 35-67). Routledge.
Cheng, H. (2023). Case study of cooperative learning in mathematics: middle school course
design. Journal of Mathematics Education
.
Crisianita, S., & Mandasari, B. (2022). The use of small-group discussion to improve studentsa™ SPEAKING SKILL. Journal of English Language Teaching and Learning
, 3
(1), 61-66.
Darby Township el sch. School Performance Detail - State Assessment Measures –
Darby Township El Sch - Future Ready PA Index. (n.d.). https://futurereadypa
.org/District/FastFacts?id=16821917514216120812022604408610913618717607
8214
Lai, C. P., Zhang, W., & Chang, Y. L. (2020). Differentiated instruction enhances sixth-grade students' mathematics self-efficacy, learning motives, and problem-solving skills. Social
Behavior and Personality: an international journal
, 48
(6), 1-13.
Newton, N. (2021). Guided math in action: Building each student's mathematical proficiency
with small-group Instruction
. Routledge.
Stager, A. (2019). Differentiated instruction in mathematics
(Doctoral dissertation, Caldwell
17
College).
Strijker, D., Bosworth, G., & Bouter, G. (2020). Research methods in rural studies: Qualitative,
quantitative and mixed methods. Journal of Rural Studies
, 78
, 262-270.
Wafubwa, R. N., & Csíkos, C. (2022). Impact of formative assessment instructional approach on
students’ mathematics achievement and their metacognitive awareness.
International
journal of instruction
,
15
(2), 119-138.
Watts‐Taffe, S., Laster, B. P., Broach, L., Marinak, B., McDonald Connor, C., & Walker‐
Dalhouse, D. (2012). Differentiated instruction: Making informed teacher
decisions. The Reading Teacher
, 66
(4), 303-314.
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Appendix A
Problem Statement, Purpose Statement, and Research Questions Alignment
Problem
Purpose
Research Question
A significant number of 5th-
grade students in our school are scoring below basic in math on the PSSA, indicating
a need for targeted intervention to improve their math proficiency.
The purpose is to acknowledge that the below-
basic scores on the 5th-grade math PSSA include a range of
complexities, involving both immediate and long-term objectives.
Research Question One: Will incorporating small-group differentiated instruction improve the PSSA math scores of 5th grade students?
Research Question Two: Why would small-group differentiated instruction by math teachers and math interventionists impact 5th grade students PSSA math scores to enhance from below basic?
Research Question Three: How will PSSA math scores improve from below basic to a higher level
of achievement when small-group
differentiated instruction is implemented?
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Appendix B
Proposed Implementation Action Plan
Problem:
Identify the problem (issue, concern, need) and state how it presents in the workplace.
The identified problem is that a significant number of 5th-grade students in our school are scoring below basic in math on the PSSA, indicating a need for targeted intervention to improve their math proficiency. In the workplace, this issue presents as a critical concern for both educators and administrators. The impact is evident in the overall academic performance of the students and the school's standing in terms of standardized testing. Teachers are grappling with the challenge of addressing the diverse learning needs of students who are struggling in math, impacting the overall
classroom dynamic and potentially affecting
the morale of educators.
Research Question:
State the research question aligned with your targeted best-practice solution or intervention from the action research proposal. How will ____ improve ____?
1.
Will incorporating small-group differentiated instruction improve the PSSA math scores of 5th grade students?
2.
Why would small-group differentiated instruction by math teachers and math interventionists impact 5th grade students PSSA math scores to enhance from below basic?
3.
How will PSSA math scores improve from below basic to a higher level of achievement when small-group differentiated instruction is implemented?
Target Solution/Intervention Strategy:
Identify the best-practice problem solution or intervention strategy you plan to implement in your action research.
The best-practice problem solution or intervention strategy to be implemented in the action research is "small-group differentiated instruction" led by both math teachers and interventionists.
Goal:
Specify the goal of your targeted best-practice solution or intervention strategy.
The goal of the targeted best-practice solution, which is the implementation of small-group differentiated instruction for 5th-grade students scoring below basic in math on the PSSA, is to significantly improve their math proficiency.
Target Population: What population is impacted by the problem (issue, concern, need), may participate in the study, and may benefit from the solution or intervention strategy?
The population impacted by the identified problem of 5th-grade students scoring below basic in math on the PSSA includes the students themselves, as well as the educators, parents, and administrators within the school community.
Sample Population: Who from the target population is participating in the study? What sampling strategy did you use to identify them?
The participants in the study include 5th-grade students, math teachers, and math interventionists within the school community. The sampling strategy employed is purposive or
criterion-based sampling, specifically targeting individuals who meet certain criteria related to the identified problem.
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Action Steps
Person(s) Responsible
Timeline
Resources
Evaluation:
Data
Outcomes:
Step 1: Collection of student academic and behavioral information
Researcher/
Teacher
Over 2-3 years
Math PSSA scores for fifth grade
Beginning-of-
year/end-of-
year data
Step 2: Observations
Researcher/
Teacher
Over 2-3 years
Notes from observations
Insights from the experiences of
the staff
Step 3: Survey
Researcher/
Teacher
Over 2-3 years
Google Forms Themes
Step 4: Discuss findings with staff
Researcher/
Teacher
Yearly
Data from surveys
Collect further
input
Step 5: Present the results to administrators
Researcher/
Teacher
Once research is
completed
All of the above
Where are opportunities for modifications?
Reflection:
Reflect on how closely your outcomes matched the goal you identified before the best-practice problem solution or intervention began. Was your goal met? Why or why not? What other outcomes occurred that you did not expect? What are the implications of this experience for you? For those you serve—clients, students, customers, patients, colleagues, the workplace?