Action Research Design Outline<\/h2>\n\n\n\n

Introduction<\/h2>\n\n\n\n

I am a 4th-grade bilingual teacher; all of my students are considered at-risk because they are bilingual and attend a Title 1 school. Although my students struggle with learning content in their second language, the students are eager to learn. Besides learning the content in their second language, students face many adversities like low socio-economic, retention in prior school years, and learning abilities. My implementation plan is focused on the impact of blended learning in the reading classroom.<\/p>\n\n\n\n

I. What is the topic of your action research?<\/strong><\/h2>\n\n\n\n

The topic of my action research is how the use of the station rotation model (blending learning) affects reading achievement scores in my 4th-grade classroom.<\/p>\n\n\n\n

II. What is the purpose of your study?<\/strong><\/h2>\n\n\n\n

• Increase reading and comprehension skills through engagement<\/li>
• Increase 21st-century technology skills <\/li>
• To show how students have the opportunity to have a choice, they can develop their learning.<\/li><\/ul>\n\n\n\n

  III. What is your research question?<\/strong><\/h2>\n\n\n\n

  How does the use of the station rotation model (blending learning) affect reading achievement scores in my 4th-grade classroom?<\/p>\n\n\n\n

  IV. What is your research design (Qualitative, Quantitative, or Mixed Methods)<\/strong><\/h2>\n\n\n\n

  We will use mixed methods, both qualitative and quantitative  The qualitative data will provide opportunities for students and teachers to express their opinions, while quantitative data will provide a statistical analysis using various collection methods (Mertler, 2016).<\/p>\n\n\n\n

  a. Why did you choose this design?<\/strong><\/h2>\n\n\n\n

  I chose to use both quantitative and qualitative because quantitative provides the data the district finds valuable and needful for understanding students’ success. While qualitative gives the teacher and student analysis.<\/p>\n\n\n\n

  <\/figure>\n\n\n\n

  V. What data will you collect?<\/strong><\/h2>\n\n\n\n

  In this study, we will collect data based on students’ demographics, such as previous knowledge and understanding as growth from previous test scores; we will observe the same data and have the same goals. <\/p>\n\n\n\n

  The data I collect will be on the fifty-eight students I have in three classes. In one class I have twenty students, two students in the special education program, two students in the dyslexia program, two students with Irlen, and eight students have been retained. Class two has eighteen students; six are considered recent arrivals, and four are previously retained students. In the third class, there are twenty students, four in accelerated reading, four previously retained students, and three with Irlen. <\/p>\n\n\n\n

  Qualitative data collection techniques: student and teacher surveys, student journal, students\u2019 goal-setting journals, and student conferences.<\/p>\n\n\n\n

  Quantitative data collection techniques: MClass scores, data from technology applications like Flip, Amplify Reading, and test results. <\/p>\n\n\n\n

  Based on the data I collect, I will alter my lessons to meet students’ needs for reading fluency and comprehension skills. This data will reflect in my action research. <\/p>\n\n\n\n

  VI. What types of measurement will you use?<\/strong><\/h2>\n\n\n\n

  The results that will be useful for this research are mixed; qualitative data will offer the needed information to evaluate how students benefit from the blended learning experience, while quantitative data provides the information that the district value.<\/p>\n\n\n\n

  Qualitative data collection techniques: student and teacher surveys, student journal, students\u2019 goal-setting journals, and student conferences.<\/p>\n\n\n\n

  Quantitative data collection techniques: MClass scores, data from technology applications.<\/p>\n\n\n\n

  VII. What is the focus of your lit review?<\/strong><\/h2>\n\n\n\n

  My literature review will focus on blending learning with the effect of reading comprehension and literacy. This coordinates with my innovation plan and CSLE+COVA and the implementation of blending learning environment.\u00a0<\/p>\n\n\n\n

  <\/figure>\n\n\n\n

  References: <\/strong><\/h1>\n\n\n\n

  Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved from:  A Working, Self-Study Guide on: (deefinkandassociates.com)<\/a><\/p>\n\n\n\n

  Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Cova ebook choice, ownership, and voice through authentic learning (Ver. 0.9). Creative Commons License.<\/p>\n\n\n\n

  Horn, M. B., Staker, H., & Christensen, C. M. (2014). Blended: Using disruptive innovation to improve schools (1st ed.). Jossey-Bass.<\/p>\n\n\n\n

  MENDLER, A. L. L. E. N. N. (2021). Motivating students who dont care: Proven strategies to engage all learners. SOLUTION TREE. <\/p>\n\n\n\n

  Mertler, M. C. (2019). Amazon.com: Action Research: Improving Schools and Empowering Educators eBook: Mertler, Craig A.: Kindle Store.<\/p>\n\n\n\n

  Retrieved from: https:\/\/www.amazon.com\/gp\/product\/B07V5KC4Y6\/ref=ppx_yo_dt_b_d_asin_title_o00?ie=UTF8&psc=1<\/a><\/p>\n\n\n\n

  Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. CreateSpace Independent. <\/p>\n\n\n\n

  Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.<\/p>\n\n\n\n

  \u200b<\/p>\n","protected":false},"excerpt":{"rendered":"

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