EDLD+5301

Although I have not been too good about practicing scholarly writing myself, I have remained somewhat familiar with the format because I spent quite a few years teaching secondary level English classes. My most recent experience in teaching students to cite sources and document their work was two years ago in teaching an 8th grade research project. It is often difficult to get students to understand the importance of giving credit to others for intellectual property. One method of doing so is to have students create something artistic, such as a song in garageband or some other project of their own. Then, create a mock situation, where the creator (student) actually fails to receive recognition for their "critically acclaimed" work. When students are put in the position of actually experiencing what it feels like to have someone else receive credit for their work, it takes on a whole new meaning, and discourages them from committing the same wrong against others.
 * Week 2 Discussion Post**

In my district, we use a software program called EasyGradePro, which allows users to examine class statistics on assignments. In order to evaluate statistical data regarding student performance and learning, I often refer to class averages on assignments, especially benchmark tests. Although I do use these statistics (class averages) quite frequently, I have not spent much time investigating class statistics such as mode and median. Upon considering the value of this data and reading the text, I have learned that it could be very beneficial to evaluate all three measures of central tendency. By reviewing this type of data, it could definitely help with making decisions on planning and reteaching.
 * Week 3 Discussion Post (4/23/09)**

Most of the data I collect on a daily basis is more quantitative in nature, but I do have the students fill out a survey each six weeks that is more qualitative. The survey asks students to rate the instructor on students' preferences for learning styles, and it includes other ratings along similar lines. Each teacher on our campus does this and we use the feedback to reconsider teaching methods and plan future lessons.
 * Week 4 Discussion Post (4/29/09)**

Based upon what I have learned about action research throughout this course, I believe it could definitely be a helpful tool to use in making classroom and school-wide improvements. In the beginning, I did not realize what a powerful source of evidence that you can create through the process of action research. In general, individuals will not buy in to a concept or theory, unless there is some sort of proof or evidence to support the theory. Learning about action research has equipped me with the tools to be able to conduct my own research to back up or refute theories of my own that I have conjured up over the past several years in the classroom. Many teachers have important thoughts, ideas, observations, and theories to contribute in our ever changing quest to prepare students for the future. Action research will allow many of these educators to explore and discover more about their beliefs and theories developed throughout their careers. As a result, these contributions through action research can help further the field of education.
 * Week 5 Discussion Post (5/6/09)**