Chapter 4 questions

1.Consider for a moment curriculum design: we align unit goals to specific instruction and align this with assessment. How is the same principle applied to an action research design?

In action research, the goal or question is determined by the context. Once the goal is in place, the method is aligned with the goal.

2. How is alignment between the critical question and the action research plan creating a “strong sense of connection”?

When the critical question and the action research plan are aligned, the alignment can set a solid base for the connection to the literature, data, context, and the interpretation of the data.

Chapter 4: Process Questions

1. How will you balance the demands of learning to teach and the act of conducting research? How is teaching and research the same, different?

In all honesty, I probably wont have much time to research. Instruction and presence in the classroom is the most important job that a teacher has, and I will work by a case to case basis with each student depending on their needs. There wont be any longitudinal studies but there will be development of goals and methods for students on a daily basis. So, to rephrase my previous statement, I will be performing action research every day. Teaching and research can be the same because I will be learning about my students every day.

2. Describe your action research design in one brief concise paragraph. Now read it to someone who is not as familiar with your project. Have them summarize what they hear. What questions do they have for you? Do they understand the goals of your action research? Is there anything you need to revise based upon their comments and/or questions?

Here is what I read:

Our research will revolve around the connection between a students academic success and their social base/needs. Our main question is "does a student perform better in school when they have a friend?"

My wife just had two questions which were "what about if that student has more than one friend and how does their performance compare to their peer who only has one friend?" I would allow for more time to obtain more data in the future.  

Chapter 3 questions and they say I say 3

1. Crystalization is the idea of having multiple sides to the information and triangulation is using the relevant data from that information. The combination of the two shows exploration of varety of biases and alternative causes while Identifying the commonalities between the points of data.
2. They help set parameters for your thesis as it is what your main focus is. Focus and purpose keep your thesis and main themes in the spot light while trustworthiness supports your ideas.
3. Make sure you have permission to use relevant data, or people have the the right to know if their information is being used.
4. Methods may be appropriate for one sample but inappropriate for another. This can be avoided by specifying your samples and adjusting your methods so to fit the samples better.
5. The context could influence the research design by forcing you to gather information a certain way. Doing a study on SPED students would be very different than doing one on general education students because you could use different methods such as surveys and other self evaluation methods with different populations.
6. It means that you are an active learner as well as an educator. It shows that you want to better your methods while working and implementing them at the same time.
7. The most challenging thing about data collection will be enough time in the day. I work as a one-on-one and my student needs help all the time. Carving out time in the day will be the hardest part, but I can ask other IA's to help out when I'm not there.   

The first point that jumped out at me during my reading of they say I say part 3 was at the very beginning. The example they gave about the student who was having a hard time with writing fluently made me think about how I write and the best way I would sum up this idea is write something you would read. I don't write that well, but I do use transition statements pretty well. I also noticed later in the chapters that the text says to repeat key phrases to make an emphasis on something. I never do that just because it seems like I am sounding to monotonous. I guess if I do it the right way, I may not come across as that. Finally I just wanted to note the idea of metacommentary. Honestly, it sounds like bad journalism, guiding people how to feel. I haven't very much practice at that only because I wasn't taught to do that in my papers as a student, though it is nice to see how it helps clarify a point you're trying to communicate or a judgement you wish to avoid. This section was very helpful and I can see where I can grow as a writer.