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Running head: Descriptive Statistics

Practical Application Paper: Descriptive Statistics

Learning Team B:

Edith Braswell-Grant

Laurie James

Arlene Puryear

Cathy Ortega

Peter Watts

University of Phoenix

Descriptive Statistics 1

Descriptive Statistics 2

Problem Statement:

The purpose of classroom visits is to observe actual practices of teacher and student activity in the instructional setting. Behaviors listed in the report are tallied by quantity. Observation to assess quality of instruction is not the intent of the visits. The observations were carried out over an instructional day during prime learning times. The total number of observations was 37.

l. Explanation of data gathering methods and statistical summaries

A. All statistics were based on number of classroom observed ( behavior divided by number of classrooms observed) .

B. Percentages will not necessarily add up to 100% per number of observations, since some observations included more than one behavior.

11. Observations- The following were observed during the classroom visits.

Percentages are rounded up.

A. Student Activities: 1. Seatwork, worksheet, text activity, taking notes, reading. 2. Student participating in guided practice/receiving feedback. 3. Student/teacher academic dialogue/discussion 4. Student small groups ( i.e. centers, projects) 5. Students engaged in RBI strategy

. 6. Students engaged in higher order thinking activity 7. Student performance/presentation/experiment 8. Students taking test 9. Students in transition

Student non-instructional activity

Instances 23 12

9

9 5 1

1

1

1 1

% of time 62% 32%

24% 24% 14% 3% 3% 3% 3% 3%

B. Student on task behavior: 1. Compliant 2. Authentic 3. Off Task

Instances

24

7 2

% of observations

65%

19%

5%

C. Teacher Activities 1. Teacher/Student academic dialogue/discussion 2. Teacher lecturing/whole-group instruction 3. Teacher with individual/small group 4. Teacher monitoring/maintaining order 5. Teacher guiding practice/giving feedback 6. Teacher checking working work for understanding 7. Teacher non-instructional activity

Instances

9

8 7 6 4 2

1

%oftime

24%

22%

19%

16%

11%

5%

3%

Descriptive Statistics 3

8. Teacher at desk unengaged 9. Teacher absent/students present

D. Standards, Objectives and Student Work:

1. Student work posted

2. Learning objective posted/instruction aligned

3. Student writing posted/rubric/student evident

4. Standards Posted

0%

0%

% of time

32%

14% 3%

0%

o o

Instances

12 5 1

o

E. Instructional Resources: % of time Instances

1. Instructional aide/inclusion teacher involved in instruction 2. Appropriate instructional technology in use '

3. Students in computer lab

4. Students using manipulative

5. Students in media center

4 15

1

o o

11%

41%

3%

0%

0% Observations:

The DO survey team went into ABC Middle School for a day of observations in

classrooms. The survey team observed two different classrooms to see instruction taking place

during school hours. The team focused on classroom environment, classroom management, and

instructional practices that were taking place at ABC Middle School. The team arrived at 8:00am

in the morning for the first session of class. The classroom viewed had 24 students in it. The

gender make up of the room was equal. There were 12 girls and 12 boys. 10 were African

American, eight were Latino, and six were Caucasian. ABC Middle school is located in the inner

city of Anywhere USA. Over half of the student population is involved in the free and reduced

lunch program, provided buy the school. The population is 1,000 students total in this 6_8th

grade middle school. In the classroom in which we observed, four students had IEP's for OHI

(Other Health Impairment).

--------~~~~~~~~~-------------------

Descriptive Statistics 4

The survey team observed a brand new teacher to ABC Middle School. He had been

teaching for two years and had not fully credentialed by the state. When observing the classroom

we noticed that the teacher had lesson plans posted on his desks. The classroom environment was

inviting and clean. There was plenty of literature and posters around the classroom with student

work posted on the boards, along with state standards that were attached with the work. The

classroom presented a very good print rich environment, with students who were engaged in the

lesson and participating during our visit.

Later on in the day, we observed another classroom that had groups of students set up for

"workshop." This class was designed to meet the needs of students who were struggling with the

subject matter during the regular school day when core subjects were being taught. Students

were off task and the teacher seemed to have no structure to his lesson. When we looked for

lesson plans for this subject ofthe day, we were unable to locate them.

When the team talked with the teacher at the end of the day he stated that new groups

were being formed based on the diagnostic testing they did the day prior. He stated there were

students in his class that were performing at different levels of ability in math and were placed

improperly in his room. Clearly, it appeared to the team that the workshop needed some

structure. It should be better next week when the groupings are completed. In the same

classroom, we looked at the data that showed that five of the students were performing at 9 th

grade level, 15 of them were performing on grade level, and four of them were forming well

below their grade level. To be specific, based on the data they were in 7th grade, but performing

on a fourth grade level in math.

Descriptive Statistics 5

Type of Descriptive Statistics Selected

Conclusion

The purpose of the classroom visits was to observe actual practices of teacher and student

activity during instructional time. The statistics indicate that students were actively engaged in

the classroom proceedings. Students spent 62% of their time engaging in seatwork, worksheets, a

textbook activity, taking notes, or reading. Additionally, 24% oftheir time was spent in an

academic dialogue or discussion with their teacher. Teachers used technology 41 % of the

instructional time. While the student and teachers were actively working the majority of the time,

standards were not present at all. Definitely, this area should be improved upon.

6.

Figure 1

70%

60%

50%

40%

30%

20%

10% 0%

Descriptive Statistics 6

Student Activit 6~~--------

----------~

--~3L%~------------ -2-4916

Descriptive Statistics 7

7.Figure 2

35% 30% 25% 20% 15% 10%

5% -0%'--- 0%

"'C "'C ~ t:l.O Q) Q) L.. C

1;; 1;; a ...., 8. .~ 8. ~ ~ ~] ~ c Q) ~ ~ ...., 1;; "E ~ .> "'C c.. ~ a ro Q) t::J "'C c..

"'C ....J Q) tl ::J C .......• ...., ro ~ V')

tl. Standcatds,objectives & student work

Standards, objectives & student work --------------~-,2%,--------

8.

Descriptive Statistics 8

Figure 3

I nstructiona I Resou rces 45% -4~-%,------------------------- 40%

35%

30%

25%

20%

15%

10% 5% 0%

Figure 4

70%

60%

50%

40%

30% 20%

10% 0%

Descriptive Statistics 9

Student Activity L-%------------1

--------------------~-~

GOIo. - -f)%---------

9.

Descriptive Statistics 10

Figure 5

Teacher Survery 30%

25%

20%

15%

10% 5% 0%

24 ~~ ~ ~_______________________ 19%

Descriptive Statistics 11

References

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Shope, S. (2006, October). Teacher Training, English Learners, and NCLB. The Hispanic

Outlook in Higher Education,

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~eacher S~ery

(Document

ID: 977221771).