Three Theories

This week in my Master’s class I learned about three theories of how people learn and acquire knowledge. I think each offers valid points but I can’t help but see them in a time line format. Each one seems to represent the way people learned in a different time period.

Constructivism represents the past way of learning to me. People would use the information they acquired and build new ideas and theories based upon the knowledge the already knew. An example of this would be how families would have the same profession generation after generation. The father would be a blacksmith, the son would then be a blacksmith, and then the grandson would be a blacksmith. Each generation would learn and improve the techniques from the previous generation.

Connectivism represents the way I think people learn today. People may not know the answers to their problems but they reach out and connect with others and communities of others to find answers. People today view this ability to find the answers as knowledgeable.

The Cyborg theory is if a futuristic view of how people will learn. Since I do not see this theory as feasible in the near future, it is then classified as futuristic. I see this as the way people will learn in the future.

Assisting Students Transiting To Ninth Grade

Needs Assessment

The researcher set out to determine why some ninth grade students fail core courses after transitioning from the middle school to the high school. The researcher collected quantitative data through a survey of one hundred ninth grade students in athletics and twenty-five ninth grade content teachers.  The survey consisted of Thirty-five African American student's twenty-eight White students, twenty-two Hispanic students and fifteen others.  Results of the survey indicated that students failed classes when they struggled to understand concepts. Results of the study showed that students and teachers believe extra assistance in the form of tutoring would help struggling students. The researcher suggests recommendations that would benefit students who struggle academically in the transition from middle school to high school.

Objectives and Vision

 This research project seeks to find out why some 9th grade students fail core content classes and what can be done to assist them in achieving passing grades. It is clear from research that the 9th grade transition year from middle school to high school is one that concerns educators across the country in both rural and urban settings.  This information was gathered through a series of questions trough a survey. Many issues surrounding the failure of classes in the 9th grade have been identified and support by the research. It is the intent of the researcher to find a combination of educational practices designed for 9th grade students to be academically supported in their transition to high school for the intended purpose of achieving passing grades in their core content classes. The measurable goal for the researcher after implementing strategies for helping struggling 9th grade students in core classes will be the reduction of the failure rate in each core content class of English, biology, and algebra by 10% within a two year time period. The process for achieving this goal will be the implementation of programs at the high school designed to meet academic needs of those 9th grade students who need additional support in core content classes. 

Articulate the Vision

When my Action Research project is complete, I will have data to present to administrators, counselors, and faculty that will hopefully guide our conversations with students as they are making the transition to high school.  All of the faculty can be updated and enlightened on the advantages our freshman making a smooth transition. Freshman core classes have many factors that help these students continue to be successful.  Working together we can assist our transition students to succeed in all areas of instruction.  

Manage the organization 

The researcher will be working with office personnel in order to get a list of current ninth grade students who has ninth graders failed two or more core classes in their first semester. In this study, the researcher will use a combination of interview and survey in order to monitor the impact of the goal of reducing the failure rate of 9th grade students in core content classes.

An interview of current ninth grade students who failed two or more core content classes will be conducted in the spring by the researcher.  The questions will attempt to measure why the students failed core content classes and what can be done in order to assist ninth grade students in achieving passing grades.

Once the students for the research have been selected and interviewed, the researcher will interview the selected students. After students have been interviewed, the researcher will identify two ninth grade core teachers in English and biology.

At the end of the 8 weeks of research, the data collected will be presented to the teachers, administration and superintendent of the school district. The hope of the researcher's findings is to continue to support those 9th grade students coming from the middle school with high school academic programs that will give them the support they need to achieve passing grades in core content classes.

Manage Operations

        Identifying the need to gather information on ninth grade transition needs will guide the development and delivery of the survey instrument. I do not predict any conflict in collecting the data of the research. I will not force any student to participate - only encourage them, through the survey, to answer the questions completely and honestly to assist our campus in helping the incoming freshman. I believe if the message is clear, the students will be cooperative. Planning ahead and having the support of the faculty involved in helping me facilitate the survey will aid in avoiding any conflicts. I will hand the surveys on in boys and girls athletics. 

Respond to Community Interest and Needs

This plan is designed to meet the future goals of all of our students; therefore, all students, including those with diverse backgrounds are included. “It allows students to achieve excellence by preparing them for secondary and postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship.” (Alexander, 2010) The data collected in the action research will address the needs of our ninth grade students and assist faculty in meeting those needs by giving us the knowledge to have meaningful conversations with our students regarding the transition process.

References

Alexander, K. L. (2010). Achieve texas. Retrieved from http://www.achievetexas.org/index.html

Kerr, K. A. (2002). An Examination of Approaches to Promote Ninth-Grade Success

In Maryland Public High Schools. Educational Research Spectrum, Summer 2002.

Manning, M. Lee (2000a). A Brief History of the Middle School. Clearing House,

73(4), 192.

Mizelle, N. B., & Irvin, J. L. (2005). Transition from Middle School into High School.

National Middle School Association, 2005, 1-5.

 

 

Plan Of Action Revised

SIP or PIP (SCHOOL or PROFESSIONAL IMPROVEMENT PROJECT) PLAN OF ACTION

Why do some ninth grade students fail core content classes and what can be done to assist them in achieving passing grades?

SCHOOL VISION:  We pledge ourselves to the continuation of the tradition of excellence in which all students, with the support of family, school, and community, prepare for successful and productive lives.

GOAL:  The goal for the researcher after implementing strategies for helping struggling 9th grade students in core classes will be the reduction of the failure rate in each core content class of English, Biology, and Algebra by 10% within a two year period.

OUTCOMES:  The out come of this research plan is that 9th grade students failing core classes will be reduced in the next 2 years by 10%.

ACTIVITIES:
Study hall program for all incoming 9th graders that will allow:

1.    Tutoring time in the morning at lunch and after school to help students with their homework load.
2.    Opportunity for peer tutoring to occur by upperclassmen in core content curriculum

Providing a transition program in the summer between the 8th and 9th grades in order to introduce 8th grade students to the high school experience with the following activities:

1.    Introduce incoming 9th grade students to upperclassmen
2.    Introduce incoming 9th grade students to their core freshmen teachers
3.    Provide an atmosphere in which students feel a connection between their classmates and their school
4.    Introduce incoming students to the policies and procedures of the high school

RESOURCES/ RESEARCH TOOLS NEEDED:
1.    Surveys for teachers, parents, and students
2.    Student failure reports
3.    Professional development that will focus on the struggles and needs of our student population
4.    Funds to pay teachers to run the summer program
5.    Tutors for the before and after-school tutoring program

RESPONSIBILITY TO ADDRESS ACTIVITIES: Core Teachers, Curriculum Director, and Principals

TIME LINE:  January 2012 – May 2012

January
• Develop interview questions for students, and staff
• Develop parent consent forms for students
• Identify students eligible for research

February
• Set up student interviews
• Conduct student interviews

March
• Contact parents for interview times
• Interview parents by phone

April
• Identify core content teachers to interview
• Interview core content teachers

May
* Compact data and begin to analyze and summarize data

ASSESSMENT: Students will be assessed through report cards, progress reports, study halls and weekly grade checks

Revisions to SIP/PIP based on monitoring and assessments:

If students do not meet the required passing rates, then the appropriate staff will re-evaluate what they are doing and make the necessary improvements.

CARE Model

Tool 8.1 CARE Model: Planning Tool
Identify Concerns (look to the future)
(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)
1. Low passing rate of freshmen in core classes
2. Ninth grade students are not doing their work; this will affect them negatively as they move to more advanced classes in 11th and 12th grade because they will not have the prerequisite knowledge for those classes

Identify Affirmations (look to the present)
(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)
1. Teachers are generally available for tutoring sessions before school, after school, and at lunch
2. Roo-Roundup, which is a one-day orientation program for new students

SMART Recommendations (look to the future):
(Specific, Measurable, Attainable, Relevant, Timely)
(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)

1.   The reduction of the failure rate in each core content class of English, Biology, and Algebra by 10% within a two-year period
2.  By January 2012, create study halls designed to target the academic needs of 9th graders
3.  By the summer of 2012, provide a summer program to introduce incoming freshmen to the high school experience

EVALUATE – Specifically and Often
(Identify the best ways to evaluate the implemented recommendations.)

1. Use data-collection methods of survey and interview to determine which
strategies were the most helpful to the ninth graders who became successful
2. Weekly grade checks for the students involved in the program

PLAN OF ACTION

SCHOOL VISION:  We pledge ourselves to the continuation of the tradition of excellence in which all students, with the support of family, school, and community, prepare for successful and productive lives.

GOAL:  The goal for the researcher after implementing strategies for helping struggling 9th grade students in core classes will be the reduction of the failure rate in each core content class of English, Biology, and Algebra by 10% within a two year period.

OUTCOMES:  The out come of this research plan is that 9th grade students failing core classes will be reduced in the next 2 years by 10%.

ACTIVITIES:
Study hall program for all incoming 9th graders that will allow:

1.    Extra time in the school day to complete the high school homework load
2.    Opportunity for peer tutoring to occur by upperclassmen in core content curriculum

Providing a transition program in the summer between the 8th and 9th grades in order to introduce 8th grade students to the high school experience with the following activities:

1.    Introduce incoming 9th grade students to upperclassmen
2.    Introduce incoming 9th grade students to their core freshmen teachers
3.    Provide an atmosphere in which students feel a connection between their classmates and their school
4.    Introduce incoming students to the policies and procedures of the high school

RESOURCES/ RESEARCH TOOLS NEEDED:
1.    Surveys for teachers, parents, and students
2.    Student failure reports
3.    Professional development that will focus on the struggles and needs of our student population
4.    Funds to pay teachers to run the summer program
5.    Tutors for the before and after-school tutoring program

RESPONSIBILITY TO ADDRESS ACTIVITIES: Core Teachers, Curriculum Instructional Specialist, and Principals

TIME LINE:  September 2011- January2012

September
• Develop interview questions for students, parents, and staff
• Develop consent forms for students
• Identify students eligible for research

October
• Set up student interviews
• Conduct student interviews

November
• Contact parents for interview times
• Interview parents by phone

December
• Identify core content teachers to interview
• Interview core content teachers

January
* Compact data and begin to analyze and summarize data

ASSESSMENT: Students will be assessed through report cards, progress reports, and study halls.

Revisions to SIP/PIP based on monitoring and assessments:

If students do not meet the required passing rates, then the appropriate staff will re-evaluate what they are doing and make the necessary improvements.

Action Research Draft

Tool 7.1 Action Planning Template

Goal:  The goal for the researcher after implementing strategies for helping struggling 9th grade students in core classes will be the reduction of the failure rate in each core content class of English, Biology, and Algebra by 10% within a two year period.

Action Step(s):

1. Creating study halls designed for freshmen to target their academic needs.
2. Providing a transition program in the summer between the 8th and 9th grade in order to introduce 8th grade students to the high school experience.

Person(s)
Responsible:  campus administrators, counsolers, 9th grade teachers, and tutors.

Timeline: January 2012 – June 2012


Needed Resources:

1. Interview questions for students, parents, and staff
2. Develop consent forms for students
3. Access to the 2011-2012 first semester grades of 9th graders to determine those students who have failed core content classes.  
4. Classroom space and tutors for before and after-school tutoring
5. Teacher professional development

Monitoring the achievement of goals and objectives:

1. Use student grade reports, report cards, and progress reports to monitor the students

Evaluation
     1.  Use data-collection methods of survey and interview to determine which

          strategies were the most helpful to the 9th graders who became successful

Week 2 Post

The lectures and site meeting this week were very informative.  Hearing from all the administrators made this lesson relevant to me as a potential educational leader.  The meeting with my site supervisor was beneficial in that we determined many possible topics for action research.