Action Research Draft Report

Increasing Higher Level Thinking Through Math Journals

Our 4^th grade Math and Writing scores on the TAKS have been lower in our African American sub-group for two consecutive  years.  When I first started my research I focused on how to increase depth and complexity in higher level thinking to increase our 4^th grade mathematics scores on TAKS.   I interviewed and observed several teachers from different grade levels to understand and gauge the level of complexity of questions they asked their students during math lessons.   The teachers had provided their students with several strategies to solve problems.  The students were successful in going through the process of solving the problems but had difficulty understanding  what, how, or how to explain the process to solve the problem in their own words.  For example,  the students had learned various strategies for addition but were unable to identify a strategy to use to solve the problem, they just knew to add.  Most of the students continued to have difficulty solving problems because they have not developed the higher level thinking needed in problem solving.  The students were unable to transfer knowledge or reasoning to solve the problem, they just do the mechanics (strategies) of solving a problem.

This raised even more questions and concerns for me as I continued to research higher level questioning in math lessons.  I did not understand how students could not transfer the information and strategies the teachers had provided in math lessons to problem solve.  Math Lessons should be student centered not teacher centered to develop problem solvers and inquisitive learners.  Some questions I asked myself were Are teachers providing students with opportunities to process information from long to short term memory by asking higher level thinking questions?  Are students provided opportunities to analyze, compare, contrast, group, infer, sequence, evaluate, hypothesize, predict, and speculate throughout a math lesson.  These questions and research lead down me a path of increasing higher level thinking through math journaling.

"Incorporating writing assignments into a mathematics course helps students develop as both writers and mathematicians.  Drake and Amspaugh (1994) observe that teachers who add writing to their class often find it easier to recognize and diagnose the nature of students' conceptual problems.  In addition, the National Council of Teachers of Mathematics (NCTM) states that, "the very act of commuicatin clarifies thinking and forces students to engage in doing mathematics" (p.214).

I began to have a strong belief through my research that writing is an integral component to understanding and applying mathematics.

This information provided myself and three colleagues with a desire to increase higher level thinking through math journals in our classrooms.   On a daily basis we implemented math journals using math vocabulary, pictures, and student made resources in order to develop and improve their higher level thinking skills.  The teachers and students will complete a questionnaire at the beginning of implementing the math journals and several months later. 

This is the section for interview answers from teachers and students. Description of implementing math journals. Findings of implementing math journals on a daily basis.

References

1. Burns, Marilyn & Silbey, Robyn (Ap 2001) Math Journals Boost Real Learning. Instructor, v110 no7 p.18-20.

2. Edgington, Anthony & Dick, Rodney F., Assistant WR Coordinators.  Using Writing to Learn Mathematics. WRite Away! The University of Louisville’s Writing-across-the-Curriculum Newsletter. Retrieved on January 31, 2006 from http://www.louisville.edu/provost/wroffice/math72.html

3. Kasparek, Rebecca Finley (8 Apr 1996) Effects of Using Writing-To-Learn Mathematic. Paper Presented at the Annual Meeting of the American Educational Research Association

4. Liebars, Cathy (Feb 1997) Journal Writing for Mathematics Teacher Education. www.ceemost.csupomona.edu

5. Mason, Ralph T. & McFeetors, P Janelle(Oct 2002) Interactive writing in mathematics class: Getting started. The Mathematics Teacher Vol 95 Iss7, pg.532

Parent-School Partnership

Parent- School Partnerships are a key component to our student's academic success.  "It takes a village to raise a child," is a famous quote of all educators.  Not only is it our job to educate students but it is as important to help educate the parents. Providing parents and students with tools to be successful in the education system is only a win win situation for all involved.

Quality Indicators in Action Research

Context of Study

Dana (2009) describes Context of Study as that of providing “complete information about the context in which the research took place,” and including “information about the school, district, teachers, students, content, and curriculum.” A principal-researcher must provide comprehensive details about the context of the study to provide the reader with a complete understanding of the research.

 In my action research, I can utilize this quality indicator to determine if I have considered all aspects and elements of my research to provide my readers with a complete understanding of the context of my research

Wondering(s) and Purpose

In the book Dana states that, “Principal- researchers explain the root of their question(s)/wondering(s) in detail” (Dana, p.180).   The purpose of the action research must be clear, self-reflective, and focused on new material. A researcher should be able articulate where the inquiry originated and how it originated.

From identifying the problem to finalizing the action research I can use this quality indicator to reflect on a day –to-day basis on conducting, writing, and finalizing my action research. This indicator will help me focus on my own personal wonderings and not others.  I believe this indicator will allow me as a principal show others my passion and determination for my topic.

Principal research Design ( Data Collection and Data Analysis)

When conducting action research, data collection, strategy, procedure, timeline, and data analysis are multiple sources that must be incorporated throughout the research. These sources allow for the research to be valid and credible. 

Evaluating the type of data and how it is analyzed will be the guide to my own research study to ensure that I focus on the facts and data driven conclusions. I will create a timeline  stating the data collection and data analysis for my action research project.  This will help my action plan run smoothly and stay on schedule.

Implications for Practice

According to Dana, “Principal-researchers articulate clear, thoughtful statements about what they learned through the process,” and that your statements are supported by data. All relevant readings and experiences related to the learning, as well as personal reflection should be included in the study   

This indicator will serve as my guide in writing my action paper, and a reminder to include relevant experiences not only uses data to support my statements.

The Principal-researcher should provide examples of implications brought about by the action research.  Detailing the changes that have or will take place is critical throughout the action research process.  The changes must all be based on research and outcomes of the action research project.

  As an action researcher, I should state everything I have learned, make changes based on what I have learned from the action research.  The most important thing to take away from this quality indicator is that action research is a process of learning and reflection of questions or wonderings that may come about from my experiences or research.

Action Research Reflection

The lectures directed by the professors taught me exactly what an action research project is and the important components that make an action research successful.  I was terrified that I had to dive in head first into the typical “old” fashioned research project that I once did in a science class. I quickly learned the true definition of an action research project.  I discovered that the process and expectations of an action research project is not much different than what I had already been involved in on my campus serving on several committees.

In the readings, I found the text instrumental in helping me understand the role of a leader in the inquiry process and engaging the school community to be life-long learners.  Michael Copland in an article stated that “leadership for improving teaching and learning is rooted in continual inquiry into the work at the school, inquiry focused on student learning, high standards, equity, and best practice,”(Copland, p.376).  Continually looking at the school community as a whole and identifying the needs of the ever changing dynamics of a school community can only benefit all involved in the process.  Another benefit that intrigued me is when a principal engages in action research the effects the entire school community. Dana stated that “principals become role models for the teachers and students in their buildings.  A critical belief about learning is ownership.  Learning must be something teachers and students do, not something that others do to or for them,” (Dana, p.12).  Teachers and students begin to take ownership of their own needs and concerns in turn building a community of learning.  When a school community learns together they grow closer together and will lead to meaningful change for the future.

The final lesson I would like to address is the importance of collaboration and helping each other.  I have gained knowledge from the suggestions of my class members via the blogs and discussion boards.  One class mate helped gave me suggestion about how to get the teachers to “buy-in” to the idea of having me observe them during a lesson.  We all come from various backgrounds and expertise which helps us as professionals grow and learn from one another on our great journey as leaders.

While I was originally dreading this class due to the stigma that is attached to the title “Research” I am now excited about conducting my action plan.  I have enjoyed working with other teachers in different areas to help develop my action plan.  My goal is to have developed an action plan that will benefit my school.

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Copland, M.A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25(4), 375-395.

MY ACTION PLAN

Here is my action plan "Increasing Depth and Complexity in questioing during math lessons"

*Goals and objectives/outcomes of the research investigation• What level of questions do teachers use most during math lessons?

• How often are higher level questions being asked?

• How engaged are students in math lessons?

• What is the best ways to train teachers to use higher level thinking questions in a math
lesson to increase higher level thinking?

• Are teachers allowing students opportunities to process information from long and short term memory by asking higher level thinking questions?

• Are students provided opportunities to analyze, compare, contrast, group, infer sequence, evaluate, hypothesize, predict, and speculate throughout a math lesson?

• What is the most effective way to train teachers to incorporate higher level thinking strategies into questioning techniques to increase student understanding of math concepts?


*Activities designed to achieve the objectives
• Surveys, literature, field notes, observation 3rd grade math lessons

*Resources and research tools needed for data gathering

• Teacher surveys, research on depth and complexity questioning,
research on teacher training,

*Draft Timeline for completion or implementation of activities
• February 2012 --- through observation collect data on depth and complexity questioning in math lessons. Survey math teachers on use of level of questioning in their lessons

• March 2012 ---- observe math lessons, use checklist to determine level of questioning within lessons

• April 2012 --- review literature and data to determine effective ways to train
teachers on how to incorporate higher level thinking strategies into questioning
techniques in math lessons.

*Persons Responsible for implementation of the action research plan
• Myself, Kimber Lehmann

*Process for monitoring the achievement of goals and objectives• Personal blog and/or journaling to document progress

*Assessment tool to measure
• Surveys, field notes interviews, meetings with site mentor

The question is “What needs to be enhanced or improved to better the learners of today in my school community?”  As a principal leading a school with future leaders of America, that question should always be spiraling through my head.  The perfect solution to this question is Action Research.  Action research allows me as a principal to reflect on my own ability to improve my leadership skills and analyze data to enhance instruction, curriculum and needs of all my students.   In the constant changing dynamics of a public school community action research allows me to identify a problem in my school and find solutions specific to its needs with the collaboration of my teachers and staff, which work “in the trenches”. 

As a principal it can be very easy to have a disconnect from the staff and other educational leaders due to the demands of the daily grind.   By implementing action research and blogs into my daily practice will benefit me as a principal in several ways. As a leader, followers follow by example.  Action research will allow me to lead as a lifelong learner and to enhance and strengthen the school that I lead.  Blogs will allow me to connect and collaborate with other professionals in the world of education to build ideas and discuss up to date research.   Communities that learn and solve problems together build a stronger foundation.