Action Research on Vocabulary
A Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division
GTN Action Research
by
Lance Kanter
GTN Wiki where resources are located:
http://gtnpd000.ncdpi.wikispaces.net/About+the+Project
http://gtnpd183.ncdpi.wikispaces.net/About+the+Project
What is the Governor’s
Teacher Network?
• A talented group of 450 outstanding teachers were
selected from 1400 applicants for 2014-15.
• Teachers identify instructional needs, create innovative
digital instructional resources and design professional
development to support key Race to the Top initiatives in
Home Base.
• Network Teachers continue their current educator roles
in their schools and districts and serve in one of two
pathways.
Action Research
Systematic inquiry conducted by teachers and
other educators to find solutions for critical,
challenging, relevant issues in their classrooms and
schools.
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
What is Action Research?
Classroom and school research conducted by teachers to:
•Positively impact student outcomes
•Identify and promote effective instructional practices
•Create opportunities for teachers to become reflective
practitioners
•Share research results with other educators
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
Purpose
The purpose of this study is to increase Math I teachers' effectiveness by
implementing Inquiry Based Learning as an instructional technique.
The traditional method of teaching Math I has students feeling as if they are the
consumers, rather than the creators, of knowledge. The teacher introduces the topic,
demonstrates how to solve similar problems and then the students apply what
they've been shown. This yields students who are less likely to truly problem solve, or
make connections between mathematical concepts.
The classes involved in this study are comprised of 8th grade students taking a Math I
(H.S. credit level) course. One class is unique in that all of the 25 of the students were
not in Honors level math last year. They’ve all elected to skip “Pre-Algebra” and jump
right into Math I, which is my district’s Common Core version of Algebra I. The
remaining 66 students were enrolled in honors last year and have a stronger prerequisite knowledge of the material.
Results of these Research Questions will be shared in this presentation:
Problem of practice questions
1) How does one measure the impact IBL has on a Math I class?
2) What techniques/strategies can be reproduced in other classrooms?
3) How do you measure or define a significant positive impact on student
learning?
4) How do you measure or define a significant positive impact on students’
overall feeling and confidence in their abilities?
WHAT DOES THE RESEARCH SAY?
Each article provided me with an insight that I may not have otherwise thought about myself. I do
frequently read articles, journals and online entries about the field as well as take an annual trip to the
R.L. Moore conference (usually held in Austin, TX). At the conference, I discuss with other
mathematics professors from around the country the factors that impact Inquiry Based Learning.
Reading these articles shed even more light on different aspects of what I’m trying to accomplish.
I don’t know that I could pick one that was the most significant, but I do know that the article,
“Research Design and Mixed Method Approach” definitely made me see the importance of using both
quantitative and qualitative methods. I have to keep in mind the audience who may read and want to
use my research, and know that they are going to have questions that could perhaps only be
answered by my qualitative collection.
What I’ve learned about technology and communication in these articles seem to go hand in hand, and
is an important factor to consider while moving forward. The people in charge of creating GTN seem to
share the author’s feeling of wanting to share best practices not only with other teachers within our
building, but across the district and even the state. I agree with this and think it’s a great idea. I have to
make sure my study is done so that others can duplicate my results and communicate them
effectively.
Data
This link has graphs and explanations of my data collection for this project:
http://gtnpd183.ncdpi.wikispaces.net/Data+Collection%2C+Analysis%2C+and+Interpretation
Challenges I have faced
The major challenge I have faced is implementing Inquiry Based Learning in a classroom filled with
students who have rarely, if ever, used it before. Parents, as well, were not very receptive to this new
teaching style, as they initially felt as if their child wasn’t being “taught” the material. It takes trust
among students and parents in order to continue on and persevere through the learning process. I
have had much communication with parents via email and phone trying to explain the methods and
benefits of Inquiry Based Learning.
From other teachers, I did get pushback on ideas for how to present a lesson though IBL. Luckily, I
am the PLC lead of the Math I department, so I was able to have more influence. However, I found
that the teachers I work with are both very confident in their abilities and set in their ways.
The process of putting this action research project together was challenging in that it was time
consuming, which normally would’ve been fine. However, I also chose to take on other projects both
in and out of school which made meeting deadlines difficult.
Triangulation of data
There were three main types of data collected for this project. Each one gives insight into the
effectiveness of Inquiry Based Learning.
The first was a questionnaire given to students 3 separate times throughout the year. Once in the
very beginning of the course, once in the middle and then lastly, at the end. This showed students’
feelings and attitudes towards their ability and comfort level of math and problem solving.
The second were formal tests and quizzes given throughout the year. Data was compared both
between my own classes, as well as with other Math I sections I did not teach. Thereby giving me
somewhat of a control group so that I could compare an Inquiry Based Learning method vs. others.
The last type of data comes from the NCDPI EVAAS website which shows my students’ growth
index.
All of these data points seem to coincide with one another. The attitudes of the students going from
mid range, then dropping to low and finally ending up high mirrors the test/quiz scores of students
on their formal assignments. However, the EVAAS data is solely based on an end of year test, so
that data being so positive does coincide with the surveys and formal grades.
Conclusion
This project made me not only quantify the impact of Inquiry Based Learning as an effective
teaching method, but also the impact it has on the student's confidence. I have identified a trend
over the last few years and I can see that it is continuing this year. The more I include Inquiry
Based Learning, the more success my students (and therefore myself) have. I have learned to
share my findings with my colleagues and have given a presentation of my research to an entire
district of charter schools.
I would love to see similar action research performed on teachers who are brand new to Inquiry
Based Learning. In order to see just how impactful this method really is.
Future Implications
Change is difficult for all of us. Teachers are creatures of habit. Many of us teach in the style we
were taught or how we like to learn ourselves. Inquiry Based Learning was not something I
experienced as a student and I'd imagine other teachers & students have not used it, either.
However, if they get through the fear and uncomfortableness of something new - they'll see
incredible growth and understanding. Other teachers and classrooms can implement Inquiry Based
Learning slowly at first, and then build upon their successes as they get more familiar and
comfortable with the process. I can't imagine ever going back to "spoon feeding" information to my
students. My hope is that other teachers try this and feel the same way.
What Would I Do Differently?
Going into this project, being the first of its kind, I didn't know what to expect. I think if I were to
conduct this research project again, I would hold an information night with parents of my students to
try and get them on board more. The pushback from students learning through Inquiry Based
Learning is something I was prepared for, but the angry parent emails and confusion I was not
expecting. I think I'd like to involve the parents in what I am doing more next time. I also would've
liked to have had a deadline after the EOG & EOC results came out to see the results of this year's
students. One last thing - this study was done on the students themselves, but the impact this
method has had on me is overlooked. Perhaps a study can include how other teachers perceive the
benefits of Inquiry Based Learning.
References
Ball, D. (1993). With an eye on the mathematical horizon: Dilemmas of teaching
Elementary school mathematics. The Elementary School Journal, 93, 373–397.
Gamoran, Adam., Anderson, Charles W., Quiroz, Pamela Anne., Secada, Walter G., Tona,
Williams & Scott Ashman. (2003). Transforming Teaching in Math and Science: How Schools and Districts can Support Change. New York: Teachers College
Press
John Sydenstricker (1997) Research Design and Mixed Method Approach. Retrieved Aug. 21st,
2014 from Netohttp://www.socialresearchmethods.net/tutorial/Sydenstricker/ bolsa.html #Why%20Mixed
McClain, K. & Cobb, P. (2001). Supporting Students’ Ability to Reason about Data.
Educational Studies in Mathematics, 45, 103–129.
Integrating Technology and Curriculum. (2001, February). THE Journal, Retrieved August 23rd, 2014 from
http://www.accessmylibrary.com/coms2/summary_028611528890_ITM