Photini's+Research

Student Need: (In what areas do you see a gap in student achievement or behaviors? What is the present reality in your classroom? Describe your students- academics, demographics, behaviors)
 * Students need to understand the importance and relevance of reading and writing proficiently. The reality of behavior is that not all students realize how and why reading and writing proficiency is relevant to their lives. Students come from a low SES demographic. Reading and writing is not valued or modeled in the majority of students' home lives.

Research Question: (What question would you like to answer? e.g. How will the use of Socratic Seminar in an 8th grade language arts classroom increase student achievement in reading comprehension?)
 * How can the cultivation of personal relationships motivate students to improve their writing skills?

Literature Review: (What literature/articles/books have you looked at to support your question and to help guide you in your intervention?)
 * Peer conferencing
 * Student-teacher conferencing

Intervention Plan: (What do you plan to do in the classroom?)
 * Have students use interactive technologies to create brainstorming maps, pre-write activities, note taking skills, & understand vocabulary.

Evaluation Measurements: (How will you measure success? Quantitatively (with data) and qualitatively (by asking students) and by observation?)


 * I will measure this qualitatively and by obsevation.

Results:


 * Year Two: 2009-2010**


 * Student Need:** Engagement in lessons in order for students to acquire necesary reading and writing startegies and to promote lifelong learning.

HOW DOES **technology** IMPACT/AFFECT **engagement** FOR **54 LANGUAGE! students** AT **Deer Valley Middle School**?
 * Research Question:**

__**Literature Review**__: Archambault, I; Janosz, M.; Morizot, J.; Pagani, L. (2009). Adolescent Behavioral, Affective, and Cognitive // Engagement // in School: Relationship to Dropout. // Journal of School Health, //79(9), 408-415. Dropping out of high school represents an important public health issue. This study assessed the three distinct aspects of student engagement in high school and examined the relationships between the nature and course of such experiences and later dropout.  Archambault, I; Janosz, M.; Morizot, J.; Pagani, L. (2009). //Student Engagement // and Its Relationship with Early High School Dropout. // Journal of Adolescence, //32(3), 651-670. While the notion of school engagement figures notably in most school dropout theories, there has been little observational research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence.

I plan to create student engagement in my classroom by using SMART Technologies. Although my curriculum is scripted and there is a mandate of teaching the program with fidelity, I plan to convert the interactive workbook pages that the students are required to complete for each lesson into truly interactive material that can be manipulated using the SMART Board. I will employ the cognitive theory of multimedia learning based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information.
 * __Intervention Plan__**:

I have collected data using three primary methods: assessment scores, self-efficacy scales, and analysis of taped lessons. I have used my assessment scores to measure the progress of students throughout each unit. Each unit has five assessments: one focused on phonics, another on word relationships, two on spelling, and finally a grammar assessment. These scores can easily be put into graph form in order for me to visualize and analyze individual and group progress. I have also utilized Reading Plus data. Reading Plus is a comprehensive, evidence based software solution for reading assessment and improvement that develops foundational silent reading fluency. The program develops sustained attention, word recognition automaticity, grade-appropriate reading rates, enhanced vocabulary, and improved reading comprehension. It is designed in alignment with current reading research, develops and improves reading proficiency in students who are not responding to core interventions, and provides effective practice for students who are established readers. Anonymous self-efficacy scales will allow students to honestly answer questions regarding their learning and interest level. These results will be very tangible as well. Half will be in the form of rating scales and the other half will be short answer. Recording my lessons will allow me to view the overall class engagement and allow me to see what is working and what is failing to capture student attention. I have a data recording sheet that will allow me to gage student attention and engagement when reviewing the recorded lessons. I will also use a reflection sheet that will allow me to analyze student behavior and academic performance in the classroom, therefore; allowing me to gauge student engagement and comprehension.
 * __Evaluation Measurements__**:

I feel that my results indicate success. I saw an average improvement of 3.75 grade levels of reading ability. Assessment scores also increased and showed a significant improvement in reading comprehension and use of reading strategies. I believe that my interventions had a positive impact and benefited the students exponentially. Engaging students in lessons promotes buy-in and consequently absorption and retention of key concepts. I believe education is a fundamental and vital part of humanity that should be cultivated by parents, educators, and students through innovation, a genuine compassion for people, and fidelity to curriculum. When students are nurtured and an indisputable appreciation for learning is instilled, then they will become lifetime learners and lovers of learning. Student engagement is vital to a classroom environment because engagement causes student buy-in and therefore lasting comprehension of key concepts. Engaging the students has created a positive and active classroom environment. Students are no longer staring at the clock, waiting for the bell to ring. They now enter the classroom eager to know about the day's activity. Some students were uncomfortable with the level of participation that I was expecting; however, I now see participation from all students. I believe they realized that the classroom is a safe environment and no one is going to be chastised for wanting to volunteer answers or even answering incorrectly. My results show that my interventions were successful in promoting buy-in from students and ultimately creating internalization of material.
 * __Results__**:


 * Year Three: 2010-2011**

Retention in school in order to receive the highest level of education possible; ultimately college or trade school.
 * Student Need:**
 * Research Question:**

Will student engagement allow students to feel more successful and encourage them to remain in school and motivate high school graduation and ultimately application to college or trade school?

__**Literature Review**__: (What literature/articles/books have you looked at to support your question and to help guide you in your intervention?)


 * __Intervention Plan__**:


 * __Evaluation Measurements__**:


 * __Results__**: