As I mentioned on my previous post, I had planned on performing action research about the teachers' attitude toward inclusion students. After discussing my action research proposal, it was decided that a study about the special education TAKS scores would have a dramatic impact on the campus accountability status.
My study will take place at an elementary school, and I will be studying the campus TAKS scores, targeting the special education population from third, fourth and fifth grade. Upper elementary grade levels were selected because they are the ones that take the TAKS test. This sample size will allow me to analyze and disaggregate data thoroughly and effectively, and it will provide me with enough information to develop a complete study of the special education student population. For my research, I will evaluate and analyze the special education TAKS scores in order to identify the areas of strength and the areas in need of improvement. By evaluating and disaggregating the testing data, I will recognize the areas of growth compared to the ones that require development, so as to develop a strategic plan with the purpose of improving the special education students’ academic success.
Monday, July 26, 2010
Wednesday, July 21, 2010
My Action Research Topic
My Action Research topic is to study the teachers' attitude towards Inclusion.
I’ve been an Inclusion teacher for almost eight years now, and I’ve noticed that teachers have a diverse attitude toward this service. Many favor the implementation of Inclusion, while others don’t support it at all. These attitudes reflect on how students’ perceive the Inclusion service. Special education students are the Inclusion teachers’ focus, but they don’t have to be targeted in a classroom. Some students appreciate the assistance that they receive, but others feel embarrassed. Many teachers like having a co-teacher in the classroom, while others feel threatened. The general education teachers’ attitude has a lot to do with how the classroom reacts to the Inclusion teacher. On the other hand, the special education teachers’ attitude impacts greatly how this service is perceived by the teachers and their students as well. If the Inclusion teacher believes in the service, she will try to inform the general education teachers about the service to better assist the students. If the special education teacher is not well informed or if the is not welcomed in a classroom, the attitude will reflect on the students as well.
I believe that conducting a research targeting the teacher’s attitude toward Inclusion will benefit the overall campus academic success, impacting student achievement as well as their teachers’ performance. Recognizing their points of view toward this service will help any campus improve the benefits of this service by creating a positive attitude which in turn will impact the many benefits that Inclusion provides.
I’ve been an Inclusion teacher for almost eight years now, and I’ve noticed that teachers have a diverse attitude toward this service. Many favor the implementation of Inclusion, while others don’t support it at all. These attitudes reflect on how students’ perceive the Inclusion service. Special education students are the Inclusion teachers’ focus, but they don’t have to be targeted in a classroom. Some students appreciate the assistance that they receive, but others feel embarrassed. Many teachers like having a co-teacher in the classroom, while others feel threatened. The general education teachers’ attitude has a lot to do with how the classroom reacts to the Inclusion teacher. On the other hand, the special education teachers’ attitude impacts greatly how this service is perceived by the teachers and their students as well. If the Inclusion teacher believes in the service, she will try to inform the general education teachers about the service to better assist the students. If the special education teacher is not well informed or if the is not welcomed in a classroom, the attitude will reflect on the students as well.
I believe that conducting a research targeting the teacher’s attitude toward Inclusion will benefit the overall campus academic success, impacting student achievement as well as their teachers’ performance. Recognizing their points of view toward this service will help any campus improve the benefits of this service by creating a positive attitude which in turn will impact the many benefits that Inclusion provides.
Thursday, July 15, 2010
Week 1: Action Research and Leadership Blogging
Action research is a insightful process that allows for inquiry and discussion as components of the investigation. Action research is an activity that is shared among colleagues searching for solutions to everyday problems experienced in campuses and districts, and enables the search for strategies to improve academic instruction, increase student achievement, and campus success. The process of action research assists campus leaders and educators in assessing needs, documenting the steps of inquiry, analyzing data, and making informed decisions that can lead to making informed decisions in order to generate successful outcomes. Action research allows leaders and their staff to address concerns and solve problems that are part of their daily worries, enabling them to influence actions appropriately and create a positive change.
Blogging is a great instrument that leaders can utilize to promote their leadership vision and mission. Blogs give the followers insight, information, and pointers to resources so they can do a better job and lead a campus to overall success. Leaders can also use blogs as a communication tool to inform their staff about updates, upgrades, campus expectations, instructions, and even serve as a catalyst for change. By reading a leaders blog, staff can better understand where he/she is coming from in order to deliver and improve their performance.
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