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What is Action research?!

  • Action Research- A method of systematic enquiry that teachers undertake as researchers of their own practice (University of Bristol, 2017). 

My Action research Outline

     When beginning action research, the first stage to complete is the planning stage. Within the planning stage, the researcher must identify and limit the topic of research. Having an outline helps the researcher organize information properly.​

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     This action research plan outlines my research: 

  • Topic 

  • Purpose 

  • Fundamental Question 

  • Design

  • Data Collection Method 

  • Measurement Instruments 

  • Literature Review Goal

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     When the outline is complete, the researcher must then move on to researching their topic.

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References: 

Mertler, C. A. (2020). Action research: improving schools and empowering educators. SAGE Publications, Inc.

 

University of Bristol. (2017, October 18). Action Research. Action Research | School of Education | University of Bristol.        http://www.bris.ac.uk/education/study/continuing-professional-development-cpd/actionresearch/​​

My Action research Plan

“No research without action, no action without research.”
- Kurt Lewin
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Action Research Topic: 

     The overall topic of my action research is Blended Learning with a Station Rotation Model in 3rd grade MacGT classrooms. 

 
The Purpose of My Study: 

     The purpose of this action research is to determine if the implementation of Blended Learning in 3rd grade MacGT classrooms allows high achieving students to show a year's worth of growth in reading. I am interested in researching this because I am a 3rd grade MacGT teacher, and . As the teacher who has the majority of the high achieving and Gifted and Talented students in our grade level, I want to determine if blended learning in a MacGT classroom has similar benefits for high achieving students as low achieving students who participate in blended learning models. 

     My innovation plan is to implement a station-rotation model of blended learning within JAM classrooms in which: 

  • Students will use their district created Schoology, ST-Math, I-Station, and Lexia accounts when participating in rotation stations. 

  • Students will use 1-1 Chromebooks and iPads already provided by NISD. 

  • Students will document their academic growth with on-going data charts that are posted in their Schoology accounts.

 

     I have put together this review of literature that analyzes and synthesizes research regarding students’ academic success in the content area of reading when participating in a blended learning model. Previous literature reviews that I conducted focused on the benefits of implementing blended learning in elementary schools for 21st century learners. This literature review will truly focus on reading growth of students who are learning in a blended learning setting. 

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Fundamental Research Question: 

     What percentage of 3rd grade MacGT (or high achieving) students made a year's worth of growth in reading in a blended learning classroom?

 

Research Design: 

     For this research action plan, I will use a quantitative design method. I will collect quantitative data throughout the school year to track students’ reading progress. This data will be used to determine the percentage of 3rd grade MacGT(or high achieving) students who made a year's worth of growth in reading. Within the classroom: 

  • Teachers will implement a station rotation model of blended learning during their Reading Language Arts (RLA) block.

  • Students will utilize I-Station, skill groups (flexible F&P leveled and data based), independent skill based practice, and independent reading time during their RLA block. 

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Data Collection & Measurement Instruments: 

     Teachers will complete a Beginning of the Year Fountas & Pinnel Informal Reading Inventory (F&P IRI) on each student to use as a data baseline. Teachers will also collect a middle of year F&P IRI, and end of year F&P on each student to document reading level growth throughout the school year. This will allow tracking of accuracy, fluency, words per minute (WPM), and comprehension. 

     Teachers will also use data from district Reading Curriculum Diagnostic Benchmark, Mock STAAR Reading, and state STAAR Reading Assessment to track growth of grade level skills. 

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Sharing Results: 

     Results will be shared with the 3rd grade professional learning community (PLC team, specialists, and administration) at weekly PLC meetings, data meetings, and mid-point/end of year conferences.

     Parents will also be informed of their child’s reading progress throughout the year during parent-teacher conferences and on each 9-week report card. 

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Confidentiality and Ethics: 

     Data taken during the action research plan will not be shared outside the scope of the Lamar Digital Learning and Leading course. Data will be collected and used internally with only PLC members, reading specialist, GT specialist, and administrators. Individual student data will be shared with their parents/guardians only.

Learn more about action research: 

To learn more about action research check out this book or see some of these great peer-reviewed sources!

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Annotated Bibliography

1. Macaruso, P., Wilkes, S., & Prescott, J. E. (2020). An investigation of blended learning to support reading instruction in elementary schools. Educational Technology Research and Development, 68(6), 2839–2852. https://doi.org/10.1007/s11423-020-09785-2​

  • This research focused on the benefits of blended learning when used as a reading intervention in K-5th classrooms. Using a quantitative research method, researchers found that treatment students (students who were in a blended learning program), showed greater academic growth in reading on standardized tests compared to students who were in the control group (students who were not in a blended learning program). 

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2. Prescott, J. E., Bundschuh, K., Kazakoff, E. R., & Macaruso, P. (2017). Elementary school–wide implementation of a blended learning program for reading intervention. The Journal of Educational Research, 111(4), 497–506. https://doi.org/10.1080/00220671.2017.1302914

  • ​This research focused on reading growth of K-5th students who participated in a blended learning program. Researchers found that the implementation of blended learning had significant effects on all students' reading achievement- especially when implemented in early elementary grade levels (K-2nd). 

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3. Schechter, R., Kazakoff, E. R., Bundschuh, K., Prescott, J., & Macaruso, P. (2017). Exploring the impact of engaged teachers on implementation fidelity and reading skill gains in a blended learning reading program. Reading Psychology, 38:6, 553-579, DOI: 10.1080/02702711.2017.1306602

  • This research focused on teacher implementation and engagement of blended learning in K-12 classrooms. Using Lexia Reading Core5 and surveys, researchers found that when teachers implemented blended learning with fidelity and engagement, student achievement was far higher compared to students who had teachers who showed less fidelity in their blended learning model. 

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4. Snyder, A. (2020). The impact of an intensive blended learning reading intervention on standardized assessment scores. Electronic Theses and Dissertations. 2164. https://digitalcommons.georgiasouthern.edu/etd/2164

  • ​This research focused on the Lexile growth of middle school students who were significantly below grade level in reading. Using quantitative data, researchers found that the use of strategic and intensive blended learning resulted in immense growth in readers from baseline to post-test. 

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5. Wilkes, S., Kazakoff, E. R., Prescott, J. E., Bundschuh, K., Hook, P. E., Wolf, R., Hurwitz, L. B., & Macaruso, P. (2020). Measuring the impact of a blended learning model on early literacy growth. Journal of Computer Assisted Learning, 36(5), 595–609. https://doi.org/10.1111/jcal.12429

  • ​This research focused on blended learning in Kindergarten and 1st grade classrooms. Using Lexia Reading Core5, researchers found that treatment students had greater growth than control students on post-test scores. This research supports the idea that blended learning in early elementary grades has positive effects on students’ reading growth.

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