The reading teacher as classroom researcher

THE READING TEACHER AS CLASSROOM RESEARCHER

COMPONENTS• General introduction to action research that

highlights its value and versatility• A list of general reading – related topics that

can be explored through action research• A detailed, and easy- to- use description of a

12- step action research process.• Two sample action research projects that

illustrate each step of the process.

The reading teacher shall:• Assess student’s reading needs• Define meaningful instructional goals and objectives• Design (redesign) the courses• Plan purposeful reading lessons• Adopt, adapt, and develop instructional materials and

assessment instruments• Provide feedback to students on various aspects of reading.• Adjust daily lessons in response to students’ immediate

needs, response and attitudes.• Redefine and adjust curricular priorities to meet students’

evolving needs.

What is an action research?• Takes its name from two processes that are central to it: a

data- gathering component ( the research element) and a focus on bringing out change ( the action component).

• Involves the collection and analysis of data related to some aspect of our professional practice. It is a loop process, I the sense that the process can be repeated ( reframing the problem, collecting fresh data, rethinking our analysis, etc.) until we have found a solution that satisfies us.

Wallace ( 1998, pp. 16- 17)

Purposes for reading- related action research

• Examine instructional practices that appear to work well and determine why they work.

• Analyze instructional practices that do not work as effectively as expected, so that such practices can be remedied.

• Monitor classroom behaviors to determine how they impact on reading improvement

• Evaluate aspects of reading in relation to different instructional techniques to determine what works best.

• Determine the effectiveness of various instructional techniques in relation to students’ reading development.

• Examine the appropriateness of assigned reading passages in terms of abstract imagery, assumed background knowledge, cultural assumptions, grammatical complexity, length, text density, vocabulary and so forth.

• Evaluate student responsiveness to a range of text types, genres and topics.

• Assess the effectiveness of different purposes for reading to determine the real benefits derived by the students.

• Determine the value of extensive reading in terms of student attitudes toward reading and student reading abilities.

• Evaluate alternative means of achieving instructional goals, experiment with them and evaluate their effectiveness.

12 –BASIC STEPS FOR ACTION RESEARCH

Establish a purpose and decide on a topic.Pose a specific question (narrowing the focus

of inquiry)Anticipate outcomesSpecify the type of data to collectDetermine way(s) to collect dataConsider issues related to time

Collect data systematicallyExamine and analyze dataReflect on resultsGenerate practical solutionsExperiment with solutionsShare insights with colleagues

Establish a purpose for research and decide on a topic

When we identify some aspect of reading, our teaching, or student’s learning that we would

like to improve, we are, in essence, establishing a purpose for our research and defining a topic

Example 1:

Purpose: I want to understand the extent to which I am teaching vocabulary directly because there is evidence that direct instruction can assist L2 students in developing their vocabulary and, in turn, help them become better readers.Topic: Explicit instructional techniques for vocabulary expansion

Example 2:

Purpose: I recognize that extensive reading is one of the best ways to help students develop their reading abilities. Although I devote a lot of class time to reading- related activities, I don’t think that my students engage in enough silent, extended reading. I want to determine how much extensive reading my students actually engage in.Topic: amount of extensive reading that students engage in.

Pose a specification

To conduct a manageable action research project, we need to limit the focus of our enquiry by posing a question that will guide our research. To get started, we generally brainstorm possible questions related to the topic of interest. Then, in an effort to narrow the scope of the project, we select one (or limited number) of our questions to guide our research.

Example 1:Topic: Explicit instructional techniques for vocabulary expansionPossible questions:1. What instructional approaches do I use in class to assist

students in learning new vocabulary?2. To what extent do I integrate the use of definitions into my

instructions?3. How often do I use word- family exercises and word- analysis

activities to promote vocabulary learning?4. What kind of games do I use to promote vocabulary learning?

Preferred Question: What instructional approaches do I use in class to assist students in learning new vocabulary?( question 1)

Example 2:Topic: amount of extensive reading that students engage in.Possible Questions:1. How much extensive reading do my students actually do in

class?2. How much extensive reading do my students claim to do at

home?3. How do students feel about the amount of extensive reading

that they are engaged in?4. Which books or magazines do students decide to read when

they engage in extensive reading?5. What are the students’ attitudes toward extensive reading?Preferred question: What is the total amount of extensive reading students do in class and at home? ( questions 1 and 2)

Anticipate outcomes of action research

We should consider what we hope to gain from our research. This early reflection will help us decide what data to collect and how to collect them.

Example 1:

Topic: explicit instructional techniques for vocabulary expansion.Preferred question: what instructional approaches do I use in class to assist students in learning new vocabulary?Anticipated outcome(s): after becoming more aware of the direct instructional techniques that I use in class, I hope to incorporate additional explicit vocabulary- building approaches into my teaching repertoire. In this way, I’ll be able to add variety to my teaching and help my students expand their vocabulary.

Example 2:

Topic: amount of extensive reading that my students engage in.Preferred question: what is the total amount of extensive reading students do in class and at home?Anticipated outcome(s): after I determine how much extensive reading my students actually do each week (in and out of the class), I will rethink my classroom activities and homework assignments to make sure sufficient time is being spent on extensive reading because it is so important for reading skills development.

Specify the type of data to collect

After deciding on a research question, we need to consider the type(s) of data that we should collect to answer the answer the question. Careful consideration of the research question is likely to reveal various options, including the collection of quantitative data (i.e. Numerical data, data that can be counted), qualitative data (i.e. data that cannot be counted, but that can be reviewed for noticeable patterns and insights into students and tasks).Many type of data can be collected (.e.g. student’s reading rates, lesson plans, journal entries, student homework, reading exams and audio lessons)

Example 1:

Topic: explicit instructional techniques for vocabulary expansionPreferred question: what instructional approaches do I use in class to assist students in learning new vocabulary?Type of data to collect: inventory of explicit vocabulary instruction techniques used in class.

Example 2:

Topic: amount of extensive reading that students engage in.Preferred question: what us the total amount of time ( in minutes) that students spend reading in school and at home?Type of data to collect: a record of time (in minutes) that students spend reading in school and at home.

Determine ways to collect data

Important consideration in action research revolve around the kinds of data to collect. We can approach the data- collection task in many ways. We can choose individual approaches ( does not involve other teachers) or collaborative approaches ( which involve others, often another teachers). We can devise data- collection procedures that complement normal classroom routines. Or we might choose approaches that do not impact on classroom instruction at all by.

Data- collection techniques• Case studies –investigation of an individual case• Classroom observations –attentive observations supported by some

form of record keeping of aspects of one’s own classroom or another teacher’s classroom.

• Document gathering –collection of sets of documents that are relevant to the research question.

• Field notes –a written record of classroom events related to the research question. Field notes are taken as the study proceeds, not after the fact.

• Interviews –face – to face interactions conducted by the teacher in a structured, semi- structured, or unstructured format with teachers, administrators, aides and parents.

• Journals –written records of teacher’s opinion and reactions to research questions and related issues. Dated journals are completed after class

• Questionnaires –a set of written questions related to research that the teacher asks participants to answer.

• Self- observation –attentive observation of some select aspects of one’s own teaching, utilizing some form of record keeping.

• Simulated recall –review of previously recorded data to prompt responses from participants on events or activities being investigated.

• Teacher –student conferences- focused face- to- face interactions between teacher and student, often away from the rest of the class.

• Teaching logs –written record of focal teaching events, usually completed after class. Dated log entries normally include factual information rather than more subjective reactions and opinions.

• Verbal reports –verbal reflection on focus of research, often tape- recorded.

“ data collection methods used are generally multidimensional, allowing for a variety of data collection tools and methods as well as perspectives of different participants in the research context. This means that the data can be ‘triangulated’ or, in other words, come from various sources which can be tested out against each other.”

Burns (1999, p. 10)

Example 1:

Topic: explicit instructional techniques for vocabulary expansionQuestion: what instructional approaches do I use in class to assist students in learning new vocabulary?Primary way(s) to collect data: self- observation and record keeping

Example 2:

Topic: amount of extensive reading that students engage in.Question: what is the total amount of extensive reading students do in class and at home?Primary way(s) to collect data: a record- keeping form of students to complete out of class, class observation and a record keeping form for the teacher to fill out in class.

Consider issues related to time

Although action research need not to take up a lot of time, time is required for all action research projects. We must consider the time demands of the project. The time demands of action research vary, depending on the nature of the tasks, data- collection procedures and analysis. In some, we have to devote time before actually starting our research, to prepare or locate appropriate materials. In other case, time may be needed after class sessions to reflect on classroom events or to transcribe an audiotape of a class observation.

Also related to time issues of when, how often, and how long to gather data. We may choose to observe ourselves during one single class session or we may choose to collect data on days selected for an entire semester or academic year. Although action research can be shortened or lengthened at any point in time, deciding on an initial time frame is helpful.

Example 1:

Topic: explicit instructional techniques for vocabulary expansion.Question: what instructional instructions do I use in class to assist students in learning new vocabulary.

Time needed: before actually starting my research, I need to devote time to researching explicit vocabulary- teaching techniques and then creating a checklist for easy record keeping. Then I’ll set aside time after class- for one month, every Monday, Wednesday, and Friday – to fill out my checklist.

Example 2:

Topic: amount of extensive reading that students engage in.Question: what is the total amount of extensive reading students do in class and at home?

Time needed: “I need to create two charts, one for student record keeping and the other for my own record keeping. I’ll need to set aside time in class to introduce the project to my students and show them how to keep records of their out-of-class extensive reading…”

Collect data systematically

It is during the data- collection stage when the preceding steps are put into action. How data are collected and how often they are collected ae variable; what should remain constant, however, is careful, register and systematic data collection.

Example 1:

Topic: explicit instructional techniques for vocabulary expansion.Question: what instructional approaches do I use in class to assist students in learning new vocabulary?Data collection: during class, I’ll pay careful attention to the ways in which I assist students in learning new vocabulary. Immediately following each Monday, Wednesday and Friday class for a month, I’ll fill out my checklist by indicating the instructional techniques used in class. If I use a technique that is not listed on my checklist, I’ll add it on my list.

Example 2:

Topic: amount of extensive reading that students engage in.Question: what is the total amount of extensive reading students do in class and at home?Data collection: over a two- week period, I’ll time students while they are engaged in silent reading in class. I’ll record the actual time spent reading, in 5- minute increments, on a record- keeping chart. During the same time period, I’ll ask students to record what they read and the amount of time that they spend reading at home, using a standardized record sheet. After 2 weeks of daily record keeping, I’ll determine if I need more data

Examine and analyze data

During this important step of the action research process, we are likely interpret and explain the significance of the data collected in the light of the research question driving project. The ultimate aim of the project, of course, is to use insights gained during this stage of the process to improve one’s own classroom teaching and the learning that takes place there. The analysis stage is likely to require us to be involved in one or more of these activities:

1. Assembling or transforming data2. Examining data in search of:

1. Patterns2. Trends3. Characteristics4. Sequences5. Relationships6. Hierarchies7. Themes

3. Categorizing data4. Comparing data

Example 1:

Topic: explicit instructional techniques for vocabulary expansion.Question: what instructional approaches do I use in class to assist students in learning new vocabulary?

Data analysis: after a month of data collection, I’ll tabulate the check marks on my record keeping sheet to determine which explicit vocabulary teaching techniques I use and the extent of their use. The results should reveal my current preferences as well as techniques that are under- used or not used at all.

Example 2:Topic: amount of extensive reading that students engage in.Question: what is the total amount of extensive reading students do in class and at home?

Data analysis: at the end of the data- collection period, I’ll add up numbers on both sets of record- keeping charts: my own records and students’ individual records. I’ll tabulate how much time each student reads per week. I’ll try to identify the characteristics of students who read the most and those who read the least. I’ll compare the amounts of out- of- class reading completed by skilled student readers and less- skilled student readers to see if there are any transparent relationships between the two.

Reflect on resultsThis phase of the action research process, in reality, is hard to separate from the examination and analysis stage. As we analyze our data, we naturally reflect on the importance and usefulness of our observations for the ultimate purpose of answering our research question, drawing conclusions and resolving the dilemma that led to the question. We can consider important questions such as:

– What do these results mean?– What have I learned about myself?– How about my students?– How about reading?– What about reading instruction?– How can I use

“Gaining insights into one’s own teaching or discovering something about oneself as a professional that one didn’t know before is the very essence of action research.”

Wallace (1998, p. 44)

Example 1:Topic: explicit instructional techniques for vocabulary expansion.Question: what instructional approaches do I use in class to assist students in learning new vocabulary?

Reflection on results: I’ll think about the patterns that have emerged from my data and try to understand why I’ve been drawn to certain vocabulary- teaching techniques and why I’ve shied away from others. I’ve noticed that I often used definitions, synonyms and antonyms, illustrations and mime to define new vocabulary terms but rarely use techniques such as dictionary consultation, analysis of word parts, cognate awareness and use of lexical sets. Not even once did I use semantic feature analysis with my students! Now that I think about it, I probably had many opportunities because I haven’t had much experience with those other techniques.


Reflection on results: as I might have predicted, the total amount of extensive reading my students engage in out of class varies greatly. Although I have to keep in mind that students’ records may be overinflated or under –reported, there are indications that the stronger readers in class read at least 20 minutes everyday. A few of the able readers spend even longer period of time with pleasure –reading materials taken out of the library. What was particularly surprising, and even disturbing, is the limited amount of silent reading going on in class. Little time is actually spent on reading. The totals that I’ve tabulated convince me that I need to reorganize my lessons to make time for extensive reading. In addition, I need to find ways to motivate my weaker readers to read more out of class.

Generate practical solutionsIn one sense, the goal of action research is to arrive at this point in the take practical steps to improve classroom instructions. One way to enhance classroom teaching and learning, after having reflected on the results of your research, is to generate practical solutions and a plan to implement them. It should be noted that in the ‘search’ for solutions, we should not assume that there is a single solution waiting to be discovered; rather, there are probably many practical options from which we can choose. The critical issue is to use the research results to take action, to try out new classroom practices.


Practical solutions: I want to expand my repertoire of explicit vocabulary teaching techniques by initially experimenting with four techniques listed on the checklist that I have never used: semantic feature analysis, in –class dictionary consultation, analysis of word parts and use of lexical sets. To experiment with these four vocabulary –teaching techniques, I’ll have to spend time predicting the words that my students are likely to have difficulties with and work out lesson plans, when appropriate, tat make use of these new techniques.


Practical solutions: the results of my action research project reveal that I need to increase the time students spend reading in and out of the class. The real beneficiaries of my plan are my weaker readers, those who are spending very little time reading. First, to increase the amount of the time that students spend time reading silently in class, I'm going to experiment with a Sustained Silent Reading (SSR) program 2 days per week. Second, to increase the amount of reading done out of class, I’ll focus on the weaker readers in class. I need to motivate them to spend more time reading at home.Some time in the future, I’ll work with the school librarian to identify pleasure –reading books that might be of interest to my weak students.

Experiment with solutions

At this point in the process, we are eager to implement practical solutions to our action research questions, with the goal of enhancing the effectiveness of classroom instruction the insights gained from our research and the practical solutions generated through reflection usually represent a source of excitement and positive challenge because they are so closely tied to reality. At this point, we learn that action research is never conclusive, nor it is static or self –contained. The dynamic nature of action research creates multiple opportunities fro new and manageable action research projects.


Experimentation with practical solutions: when appropriate, I’ll experiment four new vocabulary –teaching techniques. When I’ll be able to integrate these new techniques with my lesson plans, I’ll be sure to observe students’ responses to the techniques and the adjustments that I make to my plans in order to accommodate their needs and reactions. To evaluate effectiveness, I’ll integrate them into my classroom, I’ll keep an after –class journal, noting my reactions and my students’ reactions to the techniques.

Example 2:Topic: amount of extensive reading that students engage in.Question: what is the total amount of extensive reading students do in class and at home?Experiment with practical solutions: I’ll start out with the two solutions that are most closely related: the implementation of SSR and a meeting with my principal to explain my rationale for SSR. During experimentation, I’ll subscribe to standard SSR procedures: student –selected reading materials, regularly scheduled SSR sessions, and teacher participation by reading silently along. I’ll keep track of the time allotments and make notes about students concentration, attitude and restlessness to ascertain the best time allotment to sustain student interest. I know at first there will be some confusion and resistance but I’ll work through that.When I meet the school principal, I’ll explain my reasons for implementing SSR, I’ll explain the importance of extensive reading for developing readers and the role of SSR

Share insights with colleagues

In the final stage of an action research project, we have the option of sharing what we have learned from the project with interested colleagues. We can share findings, practical solutions, insights about the action research process and new theories about our topic with colleagues in our own institutions and with professionals outside our institutions at professional conferences –as part of formal discussions, workshops or poster sessions.


Sharing of insights with colleagues: After I interview my colleagues to find out what vocabulary –teaching techniques they use on a regular basis, I’ll share ideas about vocabulary –teaching techniques with them. Because vocabulary is so critical for all language students, I am considering creating a poster to be displayed at a local teachers’ conference, that highlights the ways in which I integrate one of the vocabulary –teaching techniques into my lessons.


Sharing of insights with colleagues: I intend to share these insights that I gain from my experimentation with SSR with other teachers in my school. I feel that this is important because students at all levels of instructions can benefit from uninterrupted extensive reading. I’ll probably start out by talking informally with teachers in my own area because I know them well and know what they are concerned about the reading abilities of their students. Then I’ll write up a general set of SSR guidelines, outlining the general principles of SSR, and some of pitfalls that I experienced. I plan to present this on a faculty meeting and organize a discussion that may lead to a department –wide commitment to SSR.

CONCLUSION

“We agree that teachers are in the best position to explore their own practice and to make sense of the classroom worlds because they are full –time inhabitants of those settings rather than episodic visitors.”

Shulman ( 1997, p. 21, cited in Baumann and Duffy –Hester, 2000, p. 94)

The 12 –step action research process outlined in this chapter should be seen as flexible framework for teacher –initiated research and structured teacher reflection. This framework represents a manageable tool that we can use to understand the complexities of our own classrooms and to generate practical solutions to classroom –based issues.

THANK YOU!!!

Education

The reading teacher as classroom researcher