How Is My Research Relevant? A Work In Progress Recall

How Is My Research Relevant A Work In Progressrecall Action Research

How is My Research Relevant? A Work in Progress Recall, action research focuses on enabling teachers, researchers and leaders to be continuous learners (Mills, 2014). By this, action research is considered a “work in progress” (Brydon-Miller, Greenwood, & Maguire, 2003, p. 10) and is considered a “common formative assessment” (Buczynski & Hansen, 2014, p. 352).

The process of deliberate and repeated fine-tuning to the design is critical to successful implementation of action research. Therefore, part of the purpose of this assignment is to ensure relevancy of your research and to deepen the research endeavor. Your final project in this course involves preparing a comprehensive presentation of your findings. This assignment is the first step in putting your final project together. Through the collaborative conversations that occur during this week’s discussions, you will gain helpful information from classmates that may prompt a need for refining your research design as it evolves.

Remember, it is important that the data collection is aligned with the research question(s), which was required in the matrix from EDU671. Therefore, another purpose for this assignment is for you to use this assignment as an opportunity to revise and adjust the data collection portion of your study. Effective action research practice includes ongoing and deliberate thought in order to positively inform your study. Revisions are required as part of this action research process. Consequently, incorporating this information is essential to a comprehensive data collection process and presentation of findings that is due in Week Six.

For this assignment, you summarize the necessary modifications you made to your action research between the proposal process from EDU671 to this second week as you begin implementation of your study. Please address each of the components listed below in the content expectations and write your paper to meet the written communication expectations below. If modifications were not needed to a particular component, share what was in place originally and label it with the words NO CHANGE.

Content Expectations

  • Research Focus (1 Points): Describe the current area of focus for the research including required revisions thus far.
  • Literature (2 Points): Synthesize the literature you have found in addition to your matrix developed in EDU 671 that supports your proposal.
  • Defining Variables (1 Points): Describe your defining variables in specific and operational terms.
  • Research Questions (.5 Points): State your research question(s) in a list format making sure that there is a clear relationship through clear and concise wording to the action research project.
  • Intervention/Innovation (2 Points): Analyze the intervention/innovation as it pertains to the connection of the action research project to the field of education, the specific community, non-educational, or individual personal issue in which you are studying.
  • Data Collection (.5 points): Describe the type of data collection tools to be used in the study.

Written Communication Expectations

  • Two-to-three pages, not including title and references pages.
  • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement (.5 points): Include a minimum of two scholarly sources in addition to the course textbook, providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.

Paper For Above instruction

My current research focus examines the impact of collaborative teaching strategies on student engagement and achievement in middle school mathematics classes. Since my proposal in EDU671, I have revised my research focus to better align with recent educational initiatives emphasizing inclusive and differentiated instruction. The revisions aim to narrow the scope to specific teaching techniques such as peer tutoring, cooperative group work, and formative assessment practices, which are supported by current literature on effective instructional methods (Friend & Cook, 2017; Hattie & Timperley, 2007).

In synthesizing the literature, I have reviewed studies indicating that collaborative teaching strategies foster a positive classroom environment and significantly enhance academic outcomes. For example, Friend and Cook (2017) highlight that the deliberate structuring of peer interactions can lead to increased student motivation. Additionally, Hattie and Timperley (2007) emphasize the importance of formative assessment as an ongoing tool to guide instruction and improve student learning. This literature supports my proposal by establishing the relevance of collaborative methods and formative assessments in improving mathematics achievement.

Regarding defining variables, my independent variables are the implementation of specific collaborative teaching strategies, operationally defined as the use of peer tutoring sessions, group work activities, and regular formative feedback during lessons. The dependent variable is student engagement and achievement, measured through observation checklists, student surveys, and standardized test scores in mathematics. These variables are operationalized to ensure precise measurement and to facilitate the collection of reliable data.

The primary research question guiding this study is: "How does the implementation of collaborative teaching strategies influence student engagement and achievement in middle school mathematics classes?" Additional questions include: "Which specific strategies have the most significant impact?" and "How do students perceive the effectiveness of these strategies?" These questions directly relate to the overall goal of evaluating instructional interventions within the context of classroom dynamics and student success.

The intervention involves integrating structured collaborative activities into existing mathematics lessons, focusing on peer tutoring, cooperative group tasks, and formative assessments. This innovation is connected to the educational field by addressing the need for diversifying instructional practices to meet diverse learner needs. It responds to current research advocating for active learning environments that promote student-centered instruction (Johnson & Johnson, 2019). The intervention aims to improve student engagement, especially among students who traditionally struggle in mathematics, thereby supporting classroom equity and personalized learning.

Data collection will involve multiple tools: observation checklists to monitor classroom interactions and engagement levels, student surveys to gather self-reported perceptions of the strategies' usefulness, and analysis of standardized test scores to measure academic achievement. These tools will provide comprehensive data to analyze both qualitative and quantitative outcomes, ensuring a holistic understanding of the intervention's effectiveness. Data will be collected periodically throughout the intervention to track progress and inform ongoing adjustments.

In conclusion, these revisions and clarifications enhance the alignment of my research components, ensuring a focused and coherent study. Ongoing reflection and adjustment based on literature, classroom observations, and stakeholder feedback are vital for the success of this action research project. Incorporating continuous refinements will strengthen the validity and reliability of my findings and contribute meaningfully to educational practice and scholarship.

References

  • Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals. Pearson.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
  • Johnson, D., & Johnson, R. (2019). An overview of cooperative learning. Cooperative Learning: Theory, Research and Practice, 2nd Edition. Kogan Page.
  • Mills, G. (2014). Action research: A guide for the teacher researcher (5th ed.). Pearson.
  • Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Questioning changes: Questioning education. Action Research Journal, 1(2), 8-12.
  • Buczynski, J. A., & Hansen, H. (2014). Formative assessment and classroom diagnostics. Educational Leadership, 71(8), 352–357.
  • Additional scholarly sources to be included as applicable to support ongoing research.

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