Prompt #5 Questions: There were four observations that Sienna conducted over a two-week period to document May’s redirection behaviors. First, you will examine the series of observation reports. Second, identify any trends and themes you find in the data. Be sure to consider the observational notes that Sienna included. Look to find and share any triangulation processes in May’s data collection and analysis work. Third, evaluate the data and provide reasonable explanations for what you think might be happening over time that would explain the story the data are revealing.

Response:

The first thing I noticed is the number of redirections is decreasing with each observation.  This is evidence that whatever strategies are being implemented in the class are having a positive effect on time spent on task.  The next trend that I notice is there are some phrases that are using quite often as a redirection that seem to serve the role of getting students’ attention.  May frequently uses the phrases guys, excuse me, and listen up.  These phrases are usually repeated more than once in succession.  I think it might help if May introduced signal that means she needs the classes attention and having students practice coming to attention when they hear it.  Sienna also notes more than once that student seats need to be moved to help minimize redirections.  May should take Sienna's advice and try to make some changes to improve the class dynamics.

Prompt #6 Questions: Describe May’s class graph. What happened over time, and what are some possible reasons for the trends and patterns you notice? What new goals do you think May should set for the class as a whole based on her students’ response to the timed agenda challenge?

Response:

May’s graph shows the number of students who can write down the class agenda in 5 min minutes or less over a period of nine days.  When may started the five minute challenge there were 11 students that were able to complete the task.  As the days went on the number of students completing the agenda increased.  By the end of the nine days the number of students completing the agenda almost doubled.  This process of timing students for this task has had a positive impact.  May might be able to try the timing strategy with another task.  May mentioned that she was having an increase in redirections during transition times.  May might be able to time students during these transition times to see how quickly they are ready for the next activity.

Prompt #7 Questions: Describe Anthony’s and Leah’s data. What happened over time? What do you think May might do in the future to capitalize on Anthony and Leah’s success and keep them on track during the entire class period?

Response:

Both students were able to drastically reduce the amount of time they were spending writing the agenda.  Both students were using around 8 minutes at the beginning of their experiment.  They were able to decrease the amount of time spent very quickly.  By the end of the experiment both students had achieved times of less than a minute.  While Leah did have an increase back to 2 min on the last day 2 min is still better than the 9 it was taking her at the beginning.  The goal setting for these two students seems to be important.  The students set their own goal and then receive positive feedback when they achieve it.  This might be a good strategy to use for motivating these students in class.  May identified these two students for tier 2 interventions because they were having a more difficult time remaining of task than others.  Time on task might be a place for May start setting goals with these students.

Prompt #8 Questions: Pretend you are May, and it is now the start of the next school year. Your assistant principal, Mr. Brown, asks you to talk about your inquiry journey at the first faculty meeting of the year. Discuss a plan for your presentation. What will you share and how will you share it? Refer to Chapters 6 and 8 of The Reflective Educator’s Guide to Classroom Research for support in responding to this prompt.

Response:

If I were May I would try to keep my presentation and write up simple because the inquiry was relatively short.  In addition, it is the beginning of the year and teachers are excited about the possibility the new year holds.  By keeping sharing process simple I might be able to inspire others to join in the action research process alongside me.  I feel a brochure would be the best form of write up because she can quickly and concisely describe the study, data, and findings (Dana & Yendol-Hoppey, 2009).  I addition I would give a quick presentation to the staff explaining my research and findings along with a more in depth description of the data that support my findings.  I would try to use this presentation as a means to recruit other teachers to ranks of action researchers taking control of their own professional development.

Dana, N. F., & Yendol-Hoppey, D. (2009). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, CA: Corwin Press.

Case Study Chapters 1-4

Prompt #1 Questions: Why is it important for May to look at literature as a part of her inquiry journey? What insights did May gain about her inquiry topic through her readings? In what ways might May’s readings inform how she will collect data for her study?

Response:

It was necessary for May to read literature to help her define her wondering and see what research had been done relating to her initial wondering.  By reading research May was given strategies to help her better understand why her students behaved the way that they did.  It also allowed her to better describe and diagnose behaviors students were exhibiting.  The biggest impact the literature had on May’s data decisions was to use the students as teammates in her research.  She decided to use the students as a way to collect data and share in the decision making progress in how to improve the science class.

Prompt #2 Questions: May, Naomi, Margaret, Darby, and Mr. Brown formed a professional learning community that met regularly to plan May’s first inquiry and to support one another in their work as educators. What specific benefits did May receive as a result of collaborating with her colleagues? Why is collaboration an important component of the action research process?

Response:

The most significant impact May’s collaboration team had on her inquiry was how they helped her develop a manageable research plan.  May’s inquiry was going to take place near the end of the year.  She wanted to be able to complete the inquiry before the year was over.  Her team helped her decide to research one class period as oppose to all five.  They then assisted her in the selection of which class she would investigate.  Collaboration is important when conducting an inquiry because it provides the researcher support in a difficult and sometimes overwhelming process.  Collaborating partners also provide a point of view that is removed from the classroom where research is occurring.  Partners may illuminate things the researcher did not see or interpret data in a different way that lead to conclusions that would have been missed  (Dana & Yendol-Hoppey, 2009).

Prompt #3 Questions: A critical component of the inquiry process is designing a plan for data collection that is doable! Explain the importance of developing a data collection plan that is meaningful but practical to the life of a classroom teacher. Address the following:

·         What part of May’s data collection plan do you feel will be most meaningful? Why?

May’s journal entries will be an invaluable source of data.  A big part of teaching is reflecting on what happens in class each day.  By taking the time to journal about experiences May is creating a record of what is occurring in her class.  There are many details that are forgotten after a few days pass and this journal will serve as a record of things that have happened and individual student reactions.  This record can then be shared and analyzed by not only May but her cooperative team as well.

·         What parts of May’s data collection plan do you believe to be the most practical? Why?

  What parts of May’s data collection plan do you believe to be impractical? Why?

Response:

Developing a data collection plan that is doable is the most important part of action research.  If one does not make a plan they feel they can accomplish the action research will fail to take flight (Dana & Yendol-Hoppey, 2009).  One of the most important things to remember when developing a plan is that one must be comfortable doing and it should not be a large intrusion into the day to day responsibilities one already has.  If it is intrusive it can quickly become a source of frustration and hind the research.  May’s journal entries will be an invaluable source of data.  A big part of teaching is reflecting on what happens in class each day.  By taking the time to journal about experiences May is creating a record of what is occurring in her class.  There are many details that are forgotten after a few days pass and this journal will serve as a record of things that have happened and individual student reactions.  I think the two sources of data that require Darby to come in to the classroom are the most impractical.  While I see great benefits from having Darby come in I think it is unrealistic to rely on her for multiple observations and interventions with the students.  Darby has many other responsibilities in the school and as time goes on I fore see situations arising where she is unable to attend class and fulfill her data collection role.  I think May should consider using a survey of the whole class as another form of data.  She has chosen to do a small focus group with students who are receiving more intensive interventions but is missing an opportunity to collect data from the whole class.  One great benefit of a survey is that she can quickly administer it to her entire class and not lose much instructional time.  It also does not require her to pull students into her room at other times during the day.

Prompt #4 Questions: Download May’s “Wish List” Student Response data.

Follow a modified version of how to conduct a data analysis as described in the course text, The Reflective Educator’s Guide to Classroom Research.

ü  Begin reading through the entire class’s wish list responses.

ü  Next, read through the data set a second time. Ask yourself, What am I noticing about the student responses? Do the responses seem to fall into different categories? How would I name the categories? Select your categories.

ü   Code each category with a different color.

ü  Finally, read through the data a third time, highlighting each response in a different color to correspond with the categories you created above.

In your journal responses, share the categories you named, as well as examples of responses that were included in each category. If you were May, what do you think your analysis of this initial data is telling you to do next?

Response:

The four categories that I labeled are respect, homework, starting on time, field trips, and grades.  Many students had responses that related to respecting the teacher and one another.  One student said that they wished they could give respect to the teacher and other classmates.  Many students also stated that they wished there was less homework.  Other students mentioned being on the same page when class begins and starting on time.  Some students expressed a desire to go on field trips.  Lastly many students expressed a desire to receive an A.  If I were May I would take this list as a good indicator of the potential the class has.  Almost all students’ wishes express a desire to do well in class and be successful.  The responses relating to respect and starting class on time warrant a conversation with the students about what these two things look like and how they can be achieved.  The desire for students to go a field trip is valid and May should look for opportunities in upcoming curriculum to take a field trip.  The student responses toward the amount of homework should cause May to look at what she is giving for homework and why.  She may decide not change anything but the students’ responses should promote her to take another look.  Finally the student responses towards grades need to be addressed.   Many students expressed a desire to earn an A in the class but did not necessarily want to earn that grade but rather be given it for reason.  I would suggest that May talk to students about the value of hard work and try to help them experience the feeling of accomplishment when they finish a task well.


Dana, N. F., & Yendol-Hoppey, D. (2009). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, CA: Corwin Press.