Linda Heidenrich
Student Learning Objective #3: Research Skills
The completion of our action research project met the criteria for research skills.
The assignment required us to conduct action research by developing measurement tools,
carry out research using those tools, synthesize data, and draw conclusions from the data.
In addition, we had to conduct extensive research to develop the literature review
component of the paper. Also, we had to participate in peer editing for each chapter of the
research paper.
A student demonstrates mastery of this learning objective by designing and
conducting research ethically and effectively and presents their findings at a professional
level in oral and written forms. Evidence of mastery of this learning objective was the
master’s student developing effective research techniques and completing the informed
consent forms with our secondary science students to meet the first part of this objective.
Through designing and conducting research, the master’s student often had to revise the
research when the data was insufficient to answer our research question. The presentation
aspect happened in oral form throughout the semester as we presented each chapter to our
cohort and the final document was evaluated in written form by our professors from our
website portfolios. In addition, we presented, in oral and written form, our research
project through a poster presentation. Students and faculty circulated and asked questions
about our research that we had to discuss and then offer a written copy of our work for
perusal.
This assignment helped me develop as an educator because in conducting the
research for my project, I discovered other approaches to teaching and assessment that
other researchers had utilized worldwide. I also realized how difficult it is to be impartial
Linda Heidenrich
when you are so connected to your students. I tried to do field notes and I realized I could
not because I was seeing what I wanted to in my students compared to what was actually
occurring. I also realized my students were more committed and dedicated to their future
and their schoolwork then I knew. I see my students when they are surrounded by their
friends and are trying to act a certain way in an effort to fit in, but when they answer an
anonymous survey or they are interviewed away from their friends, I see another side to
them and it truly impressed me. I also realized how important developing the classroom
community is to the success of the students. I use cooperative learning and activities
where the students work with one another but until the students truly feel comfortable
with one another, when they are both successful and unsuccessful, learning at its best
does not take place. The research projects of my classmates also were invaluable to my
development as a professional educator. For example, through Brandi’s research project,
I learned better ways to develop classroom community. Brandi’s research demonstrated
the significance of a simple and quick team-building exercise with your students and I
have begun to implement several of her ideas into my classroom. I also valued Marissa’s
project, specifically for my law academy students since they are more successful at
projects than tests. I realized my assessments did not need to necessarily be a paper and
pencil exam and students can demonstrate knowledge through projects or activities. In an
effort to test Marissa’s conclusion with my students, I offered the building of a project as
an extra credit assignment that would be added to a test score. Many of my students
completed the project, and did better on the paper and pencil benchmark I am mandated
to give. It was interesting to see when something that helped them on a test was optional,
Linda Heidenrich
my students welcomed the opportunity and, in turn, were more successful in an area they
previously had little success.