Action Research Plan – Implementing strategies to increase parental involvement
Objective:
To improve students’ academic achievement parents will actively participate in curricular activities.
Goal:
Increase parental involvement through the implementation of two strategies patterned on Epstein’s Framework of Six Types of Involvement.
Action Step(s)
1. Gather information on reasons for lack of parental involvement, Epstein’s Framework of Six Types of Parent Involvement and the relationship between parental involvement and student achievement.
*Person Responsible:
R. Railey
*Timeline:
Start- August 2, 2010 End- August 20, 2010
*Needed Resources:
Books, magazines and journals which contain literature related to the research topic.
*Evaluation:
Summary of information gathered from 5-10 sources explaining the reasons for lack of parental involvement, Epstein’s framework of six types of parent involvement and the relationship between parental involvement and student achievement.
2. Conduct a staff development on Epstein’s Framework of Six Types of Parent Involvement.
*Person Responsible:
R. Railey
*Timeline:
August 30, 2010 3:30-5:30 P. M.
*Needed Resources:
- Power point on Epstein’s Framework of Six Types of Parent Involvement
- Venue for staff development.
- Technology support- computer & ELMO
*Evaluation:
Teachers’ completed evaluation form at the end of the workshop.
3. Implementation of two strategies, Learning at Home (Family Literacy) and Increased Communication with parents patterned on Epstein’s Framework of Six Types of Parent Involvement. One week in every grading period a group of 6-10 parents/guardians at a time will be invited by each teacher to attend a group conference during the teacher’s conference time in order to learn how to help students at home with homework and other curriculum related activities.
*Persons Responsible:
Homeroom teachers, skills specialists, principal, assistant principals
*Timeline:
- September 7 to September 10, 2010- 1st 6 weeks session.
- October 12 to October 15, 2010- 2nd 6 weeks session.
- November 29 to December 3, 2010- 3rd 6 weeks session.
- January 24 to January 28, 2011- 4th 6 weeks session.
- February 22 to February 25, 2011- 5th 6 weeks session.
- April 11 to April 15, 2011- 6th 6 weeks session.
*Needed Resources:
- School newsletter written in English and Spanish disseminating the information about the Family Literacy activities.
- Generic invitation letters for parents.
- Homework calendars and materials for curricular activities.
- Flyers to remind parents of the group conferences.
*Evaluation:
Documentation of parent sign in sheets and teachers’ agenda for the group conferences.
4. Data analysis- collect data from each classroom at the end of each group conference session and create a graph to show percentage of parent participation in every grade level.
a. Which grade level had the most and which had the least percentage of parent participation?
b. What is the total percentage of parent participation in the entire school?
c. What is the level of participation of parents of Hispanic students which is 90% of the population?
The class with the highest percentage of parent participation will be recognized and will receive a prize from the school principal.
*Persons Responsible:
R. Railey, skills specialists, principal
*Timeline:
- 1st 6 weeks session- September 15 to September 17, 2010
- 2nd 6 weeks session- October 21 to October 23, 2010
- 3rd 6 weeks session- December 9 to December 10, 2010
- 4th 6 weeks session- February 3 to February 4, 2011
- 5th 6 weeks session- March 3 to March 4, 2011
- 6th 6 weeks session- April 19 to April 20, 2011
*Needed Resources:
- Data of parent attendance from each classroom.
- Title 1funds for parent involvement.
*Evaluation:
Data analysis is complete and results posted on the school’s bulletin board.
5. Share my work in a meeting with the faculty and staff through a power point presentation and share my findings with other educators through my blog.
*Person Responsible:
R. Railey
*Timeline:
May 2 to May to May 6, 2011
*Needed Resources:
- Power point of findings.
- Technology support- computer & ELMO.
*Evaluation:
Result of action research is published in the school’s newsletter and in http://rfrailey.blogspot.com.
Thursday, July 29, 2010
Thursday, July 22, 2010
Topics for Action Research
Lessons from week two have broadened my knowledge regarding action research. The interviews with the different scholars provided additional information and valuable suggestions for action research topics. Dr. Briseno made a practical suggestion for teachers to read in their areas of interest and conduct research on issues or problems they face in their own campuses. It is true that when conducting an action research one does not need to reinvent the wheel inasmuch as other researchers may have already found the answers to some of the issues or problems other educators face. The interviews made me think of faculty meetings as great opportunities for learning and professional development; teachers can share with one another information they have learned or certain effective strategies they have used in their classrooms which made a difference in the students’ learning.
Dr. Lewis helped me see action research as an integral part in the teaching-learning process. If we continually reflect on our practices and analyze available data, then we can easily identify areas for probable action research which could lead to the systematic and timely resolution of problems or issues in our campuses. The advice Dr. Lewis gives is, when conducting action research, to look for an issue that is practical to you, something that fits your needs and can be applied in your school or classroom. He also encourages looking at what other researchers have done in your field of interest to find what is applicable to your specific situation or environment.
Issues related to staff development, curriculum development, individual students, individual teachers, school culture/community, leadership, management, school performance and social justice or equity issues are some topics identified by Dana (2009) which school leaders might be interested in researching.
Work cited:
Dana, N. K. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Dr. Lewis helped me see action research as an integral part in the teaching-learning process. If we continually reflect on our practices and analyze available data, then we can easily identify areas for probable action research which could lead to the systematic and timely resolution of problems or issues in our campuses. The advice Dr. Lewis gives is, when conducting action research, to look for an issue that is practical to you, something that fits your needs and can be applied in your school or classroom. He also encourages looking at what other researchers have done in your field of interest to find what is applicable to your specific situation or environment.
Issues related to staff development, curriculum development, individual students, individual teachers, school culture/community, leadership, management, school performance and social justice or equity issues are some topics identified by Dana (2009) which school leaders might be interested in researching.
Work cited:
Dana, N. K. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Tuesday, July 13, 2010
The Merits of Action Research
I have learned that action research is an essential component in establishing a firm foundation for school improvement. When a school leader engages in administrative inquiry, the process of studying one’s own administrative practice becomes a tool for learning. The new understanding gained in the inquiry then becomes the basis for initiating action in implementing changes toward school improvement. When research is undertaken in a school setting, the researcher looks for solutions to real concerns experienced in the school.
When I begin an action research, I must reflect on my practice, identify a problem or concern and collect data in order to gain insight into the causes and possible solutions to the identified concern. I will then analyze and interpret the data I have collected with the help of literature written by other educators that would help me glean more information about the problem. Based on my new understanding gained during my research, I can take action and implement changes for the purpose of school improvement. Reflecting upon my findings would help me as a principal to grow professionally. Taking the final step of sharing my findings with other principals and researchers will contribute new ideas to the learning community about successful practices that result in school improvement.
Dana (2009) points out that there are two paradigms of traditional research: process-product research and research drawn from qualitative or interpretive studies. Process-product research is a linear activity in which the practitioner is portrayed as a technician and the researcher as an outsider who poses a question that is focused on control, prediction or impact. Qualitative and interpretive studies are discursive activities in which the practitioner is portrayed as a story character and the researcher as an outsider who poses a question that is focused on explaining a process or phenomenon. Action research differs from traditional educational research in that it is a cyclical activity in which the practitioner is the storyteller and the researcher is the school principal who is an insider who focuses the research on providing insight into his or her own practice in order to make changes for the purpose of school improvement. Conducting action research provides numerous benefits for principals and their schools. It helps principals grow professionally, and engaging in the process of inquiry draws out the principal from isolation and helps him or her become a role model to the teachers and students. Action research results in school improvement by encouraging effective practices. It also helps a principal to slow down from a harried pace when compelled to focus attention on a problem or issue he or she faces.
Through blogging I can share my thoughts, school concerns and experiences with other educational leaders. It is a tool for collaboration and provides a venue where educational leaders can post, read and comment on each other’s ideas and reflections.
When I begin an action research, I must reflect on my practice, identify a problem or concern and collect data in order to gain insight into the causes and possible solutions to the identified concern. I will then analyze and interpret the data I have collected with the help of literature written by other educators that would help me glean more information about the problem. Based on my new understanding gained during my research, I can take action and implement changes for the purpose of school improvement. Reflecting upon my findings would help me as a principal to grow professionally. Taking the final step of sharing my findings with other principals and researchers will contribute new ideas to the learning community about successful practices that result in school improvement.
Dana (2009) points out that there are two paradigms of traditional research: process-product research and research drawn from qualitative or interpretive studies. Process-product research is a linear activity in which the practitioner is portrayed as a technician and the researcher as an outsider who poses a question that is focused on control, prediction or impact. Qualitative and interpretive studies are discursive activities in which the practitioner is portrayed as a story character and the researcher as an outsider who poses a question that is focused on explaining a process or phenomenon. Action research differs from traditional educational research in that it is a cyclical activity in which the practitioner is the storyteller and the researcher is the school principal who is an insider who focuses the research on providing insight into his or her own practice in order to make changes for the purpose of school improvement. Conducting action research provides numerous benefits for principals and their schools. It helps principals grow professionally, and engaging in the process of inquiry draws out the principal from isolation and helps him or her become a role model to the teachers and students. Action research results in school improvement by encouraging effective practices. It also helps a principal to slow down from a harried pace when compelled to focus attention on a problem or issue he or she faces.
Through blogging I can share my thoughts, school concerns and experiences with other educational leaders. It is a tool for collaboration and provides a venue where educational leaders can post, read and comment on each other’s ideas and reflections.
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