New Action Research Template (revised)

Action Planning Template (Updated 2/6/2013)
Goal:  What is the Effectiveness of the Use of Interactive Science Notebooks Towards Student Achievement?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Establish the selection of the bilingual and monolingual students.	Pam Mitchell Pat Shoffit, Principal 4th grade science teachers	Feb.  2013	Class roll of one 4th grade monolingual and one 4th grade bilingual	These are the targeted students that my research will be based on. (The research will include the same students as 3rd graders, then 4th graders this year and next year when they are 5th graders.)
Calculate the % of  students and teachers that enjoy and those who do not like the science notebooks	Pam Mitchell 4th grade science students and 3rd-5th grade teachers	Spring  2013	Survey	Reveal the data positive/negative feelings
Gather 3rd- 5th  grade   district science benchmarks at end of each term for targeted group	Pam Mitchell Pat Shoffit, Principal	School year: 2011-2012 fall and spring school year: 2012-2013 fall and spring 2013 fall	School district benchmarks, where applicable with grade level	Data showing comparisons of 3rd grade scores of same students from fall 2011- fall 2013
Gathering of 3rd grade science notebooks for 2011-2012 (if possible)	Pam Mitchell 4th grade science students and teachers	Spring  2013	Note to go home in take-home folders	Show data of same students’ work beginning in 3rd through 5th grade Samples of student’s work
Research data from online sources concerning use of science interactive notebooks	Pam Mitchell	Spring 2013-Summer 2013	Research related data through online sources	Analyze data and submit into my research
Poll teachers to determine ways science journals are used & how often	Pam Mitchell 3rd- 5th grade teachers	Spring 2013	Poll survey	Analyze survey data with a chart
Poll targeted groups to determine % of students that used  science notebooks while in grade 3	Pam Mitchell 4th grade teachers & possibly students from targeted groups	March, 2013	Poll survey	Analyze survey data with a chart
List and elaborate on extent of cross-curriculum use of science journals, grades 3-5	Pam Mitchell All 3rd - 5th grade teachers	May, 2013	Survey	Results of use of journals with cross-curriculum
Track district writing benchmarks (if taken) of targeted group	Pam Mitchell 3rd- 5th  grade results of targeted students 3rd-5th teachers	Spring 2013-fall 2013	Writing benchmarks fall & spring 2012-2013, fall 2013	Analyze data to see if an increase in student achievement
Sample organizational skills using science journals	Pam Mitchell 4th and 5th grade students	Spring 2013-Fall 2013	Science journals	Pictorial samples from students’ journals displaying organizational skills
Analyze all data results and share results with teachers and administrators	Pam Mitchell	Spring 2014	Research summary and data	Communicate all resulting action research data through written documentation.

The 8 Step Plan for My Action Research

I have written an 8-step plan that will serve an a blueprint for my action research.  My plan is as follows.

Setting the Stage

My intern school has mandated that all grade levels incorporate the use of student notebooks into their curriculum.  The focus of my research will be to gain insight on the effectiveness of the use of interactive science notebooks towards student achievement.  Does the use of these interactive science notebooks enhance student learning in science, writing, and general study skills for students?  Are these notebooks a powerful tool that teachers can use as a springboard for other learning?  More and more schools are using these notebooks and one of the inquiries that I have are whether they are taken seriously by the students.  Do these students refer back to them to study for tests?  Do teachers monitor what students have in their science notebooks and hold the students accountable for the content?   I am curious as to whether the findings in a bilingual class will be similar to a monolingual class, so both of these will be used in my research. 

Analyzing Data

Science assessment data will be collected from benchmarks and state mandated tests, such as the STAR tests to track the student’s knowledge of science.  My data will include interviews with a bilingual class of students and of a monolingual class of students.  Data will also include interviews from the teachers that use interactive science notebooks.   Samples of the students work and their science notebooks will be analyzed as well.

Developing a Deeper Understanding

Observations of the students in their respective classrooms involved in the research will be observed to gather data on how and why these notebooks are actually used.  Analyzing the use of the interactive student notebooks will help me gain a clearer picture of the use of these notebooks by the students and how their learning was enhanced. 

Engaging in Self-Reflection

Periodically throughout my research time period, I will continue to analyze the data.  I will seek feedback from my administration and other teachers.  As I prepare my data in various formats it will allow me to pause and study the results to find variables that may affect my research.  As I find data that does not support my research, I may need to seek other paths to help focus on the topic at hand.  

Exploring Programmatic Patterns

Throughout my research, I will seek guidance from my mentoring school administrators and teachers.  These people will provide the influence I need to stay focused with my study.  As variables in my study arise, I can seek advisement as to which path I should seek and possibly remove any variables that will hinder the focus of the research.

Determining Direction

The inquiry of this research is to seek the effectiveness of the use of interactive science notebooks and if they can enhance student learning.  I am curious if the visual drawings, charts, etc. affect the level of learning the science knowledge.  Do these notebooks help bilingual students?  The research gathered from both bilingual and monolingual will be interesting to compare.  Can the notebooks help students become more organized and have a better understanding of study skill formats such as outlines and note taking?  As the research data becomes available, the effects of each of the steps and procedures will help me understand if the students’ learning is enhanced from one grade level to the next.  My direction for this research is to show the effectiveness of these journals towards students’ learning. 

Taking Action for School Improvement

The action planning template, tool 7.1,  found in the book, Examining What We Do to Improve Our Schools, 8 Steps from Analysis to Action by Sandra Harris, Stacey Edmonson and Julie Combs will be used as a guideline and a reference that I can go back to as a reminder of the what, when, and why of my research. I will collaborate with my administrators and teachers to help my research stay focused.  As the data from the research becomes available, I will format it into charts, graphs and summarize the findings to put into my final research paper.

Sustain Improvement

Upon completing my action research, the results will be documented within a report to share with the staff and my administrators.  Any positive outcomes will be shared with the staff, so that they can change or implement how and when they are using the interactive notebooks.  Hopefully, once the staff is convinced that the data demonstrates the positive influence of these notebooks towards students’ learning, they will continue to use and improve on the ways that these notebooks can enhance student learning.

Action Planning Template

Action Planning Template
Goal:  What is the Effectiveness of the Use of Interactive Science Notebooks Towards Student Achievement?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Establish the selection of the  bilingual and monolingual students.	Pam Mitchell Susan Allen, Assistant Principal          or Patricia Shoffit, Principal 4th Grade Science Students & Teachers	Feb. 2013	Class roll of one 4th grade monolingual and one 4th grade bilingual	These are the targeted students that my research will be based on.
Calculate the % of  students and teachers that enjoy and those who do not like the science notebooks	Pam Mitchell 4th Grade Science Students and 4th & 5th Grade Teachers	Feb. 2013	Survey	Reveal the data positive/negative feelings
Gather 3rd, 4th , and 5th  grade science benchmarks at end of each term.	Pam Mitchell Susan Allen, Asst. Principal           or Patricia Shoffit, Principal	School year: 2011-2012 Fall and Spring School year: 2012-2013 Fall and Spring 2013 Fall	School district benchmarks	Data Showing Comparisons of 3rd grade scores of same students from Fall 2011- Fall 2013 --Ongoing--
Gathering of 3rd grade science notebooks for 2011-2012 if possible.	Pam Mitchell 4th Grade Science Students and Teachers	Feb. 2013	Note to go home Established Class newsletter	Show data of same students’ work beginning in 3rd through 5th grade Samples of student’s work
Poll Targeted groups to determine % of students using science notebooks in grade 3	Pam Mitchell 4th Grade Teachers of Targeted Groups	March, 2013	Poll Survey	Survey data
List and elaborate on extent of cross-curriculum use of science journals, Grades 3-5	Pam Mitchell All 3rd through 5th Grade Teachers	May, 2013	Survey	Results of use of journals with cross-curriculum
Track writing benchmarks (if taken) of students & collaborate with teachers	Pam Mitchell 4th & 5th  grade students 4th & 5th grade Teachers	Spring 2013-Fall 2013	Writing benchmarks Fall & Spring 2012-2013, Fall 2013	Analyze data to see if an increase in student achievement with science journals
Sample organizational skills	Pam Mitchell 4th and 5th grade students, possible teachers	Spring 2013-Fall 2013	Science journals	Pictorial samples from students’ journals displaying organizational skills
Analyze all data results and share results with teachers and administrators	Pam Mitchell	Spring 2014	Research summary and data	Communicate all resulting action research data.

Week 2 Reflection on My Action Research

  

   This weeks lessons in research have led me to focus my attention on the topic that I will be using as my action research topic  While I have learned a lot concerning action research, I am excited to see where my action research topic takes me.  I have decided to research the topic, The Effectiveness of the Use of Interactive Science Notebooks Within the Classroom.  I want to learn and research how these interactive student notebooks enchance student learning outcomes in the classroom?  I feel as though this research will shed some information on their effectiveness on science test scores, writing abilities, vocabulary enchancement, and the list goes on!  Do these notebooks serve as a springboard for other learnings like for writing class, vocabulary learnings, outlining and note taking procedures.  Do these notebooks teach students how to become organized and productive in their gatherings of science information?  I am looking forward in my research and how it will affect students including bilingual students as well.