Melanie Gray’s Blog

As elementary teachers we are pros at assessing and evaluating. We evaluate our students on a daily basis, we even evaluate new programs to use in our classroom, however, when it comes to research we tend to be novices. Sometimes we (myself included) shrug our shoulders and often don’t give it the amount of thought it deserves. Sometimes we rush into a new program without accurately evaluating it. In our field there is an abundance of research. Can we though believe all research is good just because it is printed? I know I tell my students that just believe it is on the internet doesn’t mean it is true.

According to Merriam-Webster’s online dictionary evaluation has to meanings:
1 : to determine or fix the value of
2 : to determine the significance, worth, or condition of usually by careful appraisal and study

So how do we go about determining the significance or worth of educational research? Well we need to make sure we are evaluating it with a critical eye. Here are a couple things to keep in mind:

1. What is the purpose of the study? Is it observable?
2. Are there other studies like this one? If this is the only one be wary – one study can’t solve everything.
3. Who published the study? Who funded the study? – This could be a possible area for conflict of interest.
4. Does the author write in a in a clear and concise way? Or does he/she use million dollar words to confuse you? If you have to look up every other word chances are the author is trying to impress you more with his wide vocabulary rather than with the quality of the research.
5. Check out their sources…are they valid? Are they quality sources?

The most important thing to do when evaluating educational research is to give it the time it deserves to evaluate. Find a cozy spot and grab your favorite beverage the next time you look at a educational research.

Resources:

Carpenter, Brian. The Good, The Bad, and the Unscientific: Evaluating Educational Research. 2006 by National Charter Schools Institute. Retrieved from: http://www.nationalcharterschools.org/uploads/pdf/resource_20060512080334_Evaluating%20Education%20Research.pdf

Evaluate. (2009). In Merriam-Webster Online Dictionary. Retrieved June 28, 2009, from http://www.merriam-webster.com/dictionary/evaluate

My blog wordle created at www.wordle.net. Very cool!

Research Questions:

Does blogging improve student attitude towards writing? Does blogging 2-3 times a week at school improve student achievement in writing?

Sample:

The sample for this study will be a classroom of 30 fifth grade students at Smith Elementary in the 2009-2010 school year. Students in this classroom include a non-writer, reluctant writers, struggling writers, as well as proficient writers. The diversity of this group make it a prime sample group.

Study Design:

This study will be looking solely at one group of students as they progress through the school year. This non-experimental-survey study will look at using blogging as a way of increasing student motivation and therefore increasing student achievement in writing.

Data Sources:

Evidence to support this study will be gathered using surveys, observation, formative/summative assessments.

Survey:
Students and parents will be surveyed at three different times during the school year (beginning, middle, and end) on their opinion of how they are as a writer. Student survey includes yes and no questions similar to:
• I like to write.
• I like to write at school.
• I like writing stories.
• I have trouble thinking about what to write.
• Writing is hard.
• I like writing on the computer.
• I like to write email or chat online.
• I like it when others read my writing.

Parent survey questions will happen on the same timetable. Parent survey will include yes and no questions similar to:
• My child likes to write.
• My child writes at home.
• Writing is hard for my child.
• My child shares his/her writing with me.
• My child is good with details.

The initial parent survey at the beginning of the year will also have some questions regarding how they were as writers in elementary school.
• I liked to write.
• I wrote at home.
• Writing was hard.
• I had trouble thinking about what to write.

These survey questions will allow me to track student views of themselves as a writer as well as how their parent perceives them. In an individual survey I feel students are more apt to give their personal opinion freely.

Observation:
During the course of this study I will also be observing the students using both formative and summative assessments as well. I will specifically be looking at the following items during my formative assessment.
• During writing workshop (blogging & pencil/paper) are students eager to write. Are they self-starters? Are they engaged in the process?
• How often students log into their blog.
• Number of thoughtful posts and comments per week.
• Amount of times students ask for more time to writing.

For my summative assessments I will be looking specifically at how their writing as improved by assessing their writing. Student writing will be assessed at least twice per marking period looking at the six traits of writing (ides, organization, word choice, sentence fluency, voice and conventions). Using a five-point rubric will be used to assess writing.

Procedure:

This study will take place over the course of the 2009-2010 school year.
Step 1: Prior to starting the survey parent approval must be gained for Internet usage and blogging. Blogging in the classroom is new concept at my school, so I will have an informational meeting/training for parents on how I plan to use blogging in my classroom. Students and Parents will complete initial writing survey during the first week of school.

Step 2: Begin writing workshop as usual for the first few weeks of the school year developing writing workshop procedures and routines.

Step 3: End of September -Introduce the class to blogging. Specific lessons on: Internet safety, blogging guidelines, how to blog, as well as how to leave thoughtful comments for peers, etc.

Step 4: Summative and formative observations begin as students write and/or blog during writing workshop during the month of October. The summative assessments will occur once a marking period students will have the option of posting to their blog or turning in a written copy. Formative assessments will happen daily as I observe student behaviors during writing workshop as well as from classroom discussion in regards to writing.

Step 5: At the end of the second marking period near the end of January students will complete second survey.

Step 6: May – Students and parents will complete final survey. Students will also be asked to write a reflection of how blogging changed their views on writing if at all.

Data Analysis:

At the completion of the school year data gathered will be organized. The formative assessments including the student and parent survey will be used to determine if there was in increase in student attitude toward writing. The parent and student survey will also be collated and compared to determine if the parent shares the same views as their child.
The summative assessments collected will be used to determine if there was an increase in student achievement. Using the rubric I will be able to chart improvement on each of the six traits of writing.

With an increase in student motivation and attitude toward writing the data should also show an increase in student achievement in writing. It is my hope that with this plan I will be able to seek funding to increase the number of computers in the classroom. An increased number of computers in the classroom would give students greater opportunity to access their blogs and continue to improve their writing skills.

Below are a few of the resources that I have found for my research proposal.

Drexler, Wendy, Kara Dawson, & Richard E. Ferdig. Collaborative Blogging as a Means to Develop Elementary Expository Writing Skills, Volume 6, 2007. Retrieved June 4, 2009, from Electronic Journal for the Integration of Technology in Education.

Study examined blogging collaboration between third grade students and pre-student teachers. This project not only improved student attitudes toward writing, it also inspired a transfer of knowledge to other academic and social areas. Study also showed that the immediate feedback in the form of comments increased student motivation to write more.

Ellison, N., & Wu, Y. (2008). Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension. Journal of Educational Multimedia and Hypermedia. 17(1), 99-122.

A quantitative study were the authors explore how blogging impacts college student attitudes and increase comprehension in courses. Study looks at the possibility of students being more careful about their writing when they have a larger audience.

Manzo, Kathleen Kennedy. (2008, April). More Students Master ‘Basics’ on Writing NAEP :Only a small proportion of 8th and 12th graders are ‘proficient’. Education Week, 27(32), 1, 16. Retrieved June 4, 2009, from Research Library Core database. (Document ID: 1466691021).

In the article, the authors discuss that more middle and high school students are at the basic level on national tests. While there were increases, The National Assessment of Educational Progress shows only a small amount are in the proficient range.

Zawilinski, Lisa (05/01/2009). “HOT Blogging: A Framework for Blogging to Promote Higher Order Thinking”. The Reading teacher (0034-0561), 62 (8), p. 650.

Article discussing the four different type of blogs commonly found in the elementary classroom as well as gives a step by step set up to blogging. The author also explores how blogging increases higher order thinking skills with books that the students read during the year.

Zimet, E. (1993, November). Grant writing techniques for K-12 funding. T H E Journal, 21(4), 109. Retrieved June 4, 2009, from Business Source Complete database.

The author, Ellen Zimet, shares techniques for grant writing. Throughout the article the author explains the ins and outs of grant writing. Steps that are discussed include: developing the needs assessment, developing the goal/vision, as well as developing reasons why funding is important. Resources for grants are also listed.

For my masters class CEP 822 Approaches to Ed Research I am in the process of developing a research proposal based on the question above.  Please leave me a comment with your thoughts!

Introduction & Background:

The elementary school I currently teach at is the oldest and only elementary school in the city of Plymouth, Michigan.   Smith Elementary has approximately 510 students in grades kindergarten through 5th with 18 highly qualified talented classroom teachers.   Our school also has teachers specialized in the areas of art, music, gym, early intervention, media, speech pathology, and resource room.

While we are an old school we do have an updated media center.  Our school media center has approximately 30 Dell computers, a printer, and an Epson media projector attached to the teacher computer.  The computers have a variety of software installed on them including:  Miscorsoft Office (word, power point, excel), Kidspiration, Timeliner, and a variety of other kid friendly programs.  The teacher computer also has Vision installed on it, which allows teachers to not only demonstrate what students will be doing it also allows the teacher to monitor student computers from one location.

Each classroom at Smith Elementary has one dell hard drive with two monitors.  First grade through fifth grade classrooms also have an Epson media projector and access to a printer in their prospective hallways.

One hundred percent of my twenty-six fifth graders have computer and Internet access at home whenever they need it.  However, due to school scheduling my students are lucky to access the computer lab for a 45-minute period every other week.  Teachers are able to sign up for “extra” lab time, however it is done on a first come first serve basis.  Scheduling these times around the other 18 classrooms vying for lab time can be down right difficult to nearly impossible.

Even though I have two classroom computers I rarely use them for student projects.   Time is the biggest constraint for me not using the computers in my room.  It is very difficult to carve out the time I need students to work on technology-enhanced projects and still be able to give direct instruction in other subject areas.  Having access to more classroom computers rather than just two would greatly enhance the use of technology in my fifth grade classroom.  There is so much out there in the area of technology that I am unable to bring to my students (note taking, podcasting, voice threads, blogging, etc) due to the limiting factor of only having two computers in my classroom and limited access to the computer lab.

According to the article, “When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom,” students in grades five through seven who had 24 hour access to laptops greatly increased their writing achievement, computer literacy skills, and increased their interest in learning (Deborah L Lowther, 2003).  Students using laptops used them for word processing, research, note taking, as well as project bases assignments.

Computers in the classroom do not just increase student interest and involvement in projects they also can help them become teachers themselves.  Computers  in the classroom can also help students who have advanced computer skills develop advanced academic and social skills by sharing their knowledge with their peers and teachers (Brogan, 2000).

My desire is to find an education technology grant that will allow me to introduce more computers into my elementary classroom.  With the additional access to computers my students would be able to collaborate on project-based learning, digital story telling, create podcasts and blog on a consistent basis.  Adding these computers to my classroom would also increase student interest in learning through access to new technologies.

Sources:

Brogan, P. (2000, October). A parent’s perspective: educating the digital generation. Educational Leadership , 57-9.
Deborah L Lowther, S. M. (2003). When each one has one: The influene on teachign strategies and student achievement of using laptops in the classroom. Educational Technology, Reaseach adn Development , 51 (3), 23-44.