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Action Research Proposal

Action Research Proposal. Sandy Buschardt EDU697 Capstone: A Project Approach Keith Pressey, Ph.D. January 20, 2014. Area of Focus. Find ways to encourage parents to read daily to and with their children To increase reading level and enjoyment of reading. Explanation of Problem.

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Action Research Proposal

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  1. Action Research Proposal Sandy Buschardt EDU697 Capstone: A Project Approach Keith Pressey, Ph.D. January 20, 2014

  2. Area of Focus Find ways to encourage parents to read daily to and with their children • To increase reading level and enjoyment of reading

  3. Explanation of Problem Lack of interest in reading: • decreased levels of comprehension. • important adults not modeling reading Children enjoy reading when parent reads to/with them.

  4. Explanation of Problem Child will not read as an individual activity. Busy schedules make reading together challenging. Television, computer games become child’s default activity.

  5. Variables Participants • Kindergarten Teacher • Kindergarten Students • Students’ Parents Chosen because of reading levels, gender, and ethnicity Variables • Parents’ beliefs • Amount spent reading with child

  6. Research Question What strategies are available to get parents to read daily with their child?

  7. Locus of Control I have principal’s approval. I have worked successfully with Kindergarten teacher before.

  8. Intervention Begin with daily handouts • 10 minutes per day Then teacher will introduce books Parents will complete weekly reading report

  9. Group Membership Principal – primary decision maker Three Kindergarten teachers Staff Resource Committee

  10. Negotiations Principal Study class teacher • Inform her • Help with logistics Parents

  11. Ethics Comprehension Volunteering

  12. Timeline Prepare Study 2 Weeks Data Collection 2 Weeks Analysis 2 Weeks

  13. Statement of Resources Time Budget Personnel • Kindergarten Teacher • Students • Parents • Principal/Staff Members Computer, printer, paper, etc.

  14. Data Collection

  15. Conclusion Reading begins here.

  16. References Bekhet, A. K., & Zauszniewski, J. A. (2012). Methodological triangulation: an approach to understanding data. Nurse Researcher, 20(2), 40-43. Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2012). The effects of a responsive parenting intervention on parent–child interactions during shared book reading. Developmental Psychology, 48(4), 969-986. doi:10.1037/a0026400

  17. References Mills, G. E.  (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson Education, Inc. Nathanson, A. I., & Rasmussen, E. E. (2011). TV viewing compared to book reading and toy playing reduces responsive maternal communication with toddlers and preschoolers. Human Communication Research, 37(4), 465-487.

  18. References Newland, L. A., Gapp, S. C., Jacobs, G. M., Reisetter, M. F., Syed, D., & Chih-Hsiu, W. (2011). Mothers' beliefs and involvement: links with preschool literacy development. International Journal Of Psychology: A Biopsychosocial Approach / Tarptautinis Psichologijos Zurnalas: Biopsichosocialinis Poziuris, (9), 67-90. Saenz, T., & Felix, D. (2007). English-speaking Latino parents' literacy practices in southern California. Communication Disorders Quarterly, 28(2), 93-106.

  19. References U.S. Department of Health & Human Services.  (1979). Ethical principles and guidelines for the protection of human subjects of research.  The Belmont Report.  Retrieved from http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.html

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