Resources
Donoahue,
Z., Tassell, M., & Patterson, L. (1996). Research
in the
classroom: Talk, texts, and inquiry. Newark, DE:
International
Reading Association.
This
book focuses on how oral and written language are used in
learning.
It presents teacher and student journals, conversations,
storytelling
and computer networking examples of spoken and written
discourse
between and among teachers as they participate in
reflection, action,
and inquiry with their students and colleagues.
Livingston,
C., & Castle, S. (1993). Teachers and research in
action.
Washington, DC: National Education Association.
This
book highlights the use of research for meaningful school
reform
by teachers engaged in the National Education
Association’s
Mastery In Learning Project (MIL). This MIL project is a
school-based
education reform initiative designed to help schools take
an active
role in school renewal. Several examples of how teacher
research
can help solve problems are given in the book.
Power,
B. (1996). Taking note: Improving your observational
notetaking.
York, ME: Stenhouse Publishers.
This
is a practical handbook of ideas on how to become a keen
observer
and systematic notetaker in order to assess how students
learn.
The author discusses how to manage time to observe
students, reflect
upon the observations, and code the notes for further
assessment
and analysis.
Quiones,
S., & Kirshstein, R. (1998). An educator’s
guide to
evaluating the use of technology in schools and
classrooms.
Washington, DC: U.S. Department of Education, Office of
Educational
Research and Improvement.
This
guide is a tool for individuals who have little or no
formal training
in research and evaluation and is intended to provide the
basic
principles of evaluation for assessing local technology
initiatives.
The guide provides ideas for developing questions,
determining how
data will be collected, analyzing data, determining
conclusions
and communicating results.
Shagoury-Hubbard,
R., & Power, B. (1993). The art of classroom
inquiry: A handbook
for teacher-researchers. Portsmouth, NH: Heinemann.
This
book written by two university professors with classroom experience as
teacher-researchers
presents the nuts and bolts of research strategies for classroom
teachers. Interviewing
techniques, note-taking strategies, methods for collecting and
organizing data,
and opportunities for publishing teacher research are just a few of
the book’s
highlights.
Guidelines
for Teacher Research Papers
We
do not give teachers a set outline to follow in writing
their research
papers. We give them sample papers to review and ask them
to use
a style that fits their own writing and the subject.
Then
we give them these guidelines. Generally, research papers
include
the following:
- title,
- rationale
statement (why the researcher was interested in doing the inquiry,
may include
background information, such as a literature review or learning
theories),
- research
question(s),
- method
(e.g., population/subjects studied, materials, procedures, data
collection),
- data
analysis,
- conclusion,
and
- reflection.
Sample Teacher
Interview
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1.
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a.
How did you assign partners?
b.
What are your views on how that went for your class?
c.
Was it successful?
d.
If not, what would you do differently?
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2.
|
Do
you think gender makes a difference when assigning
groups?
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3.
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When
were your students given time to work on their
stacks?
|
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4.
|
What
do you think of the amount of time that it took to
complete
this project?
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5.
|
Do
you think the length of time had an effect on the
student’s
motivation and attitudes of working with a partner
to complete
the project?
|
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6.
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Do
you think your students were given enough time and
encouragement
to be creative with their projects?
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7.
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What
do you think are the main benefits and/or drawbacks
to this
type of project research with a partner to create a
multimedia
report?
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Rubric
Required Components
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Yes
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No
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Cards
have basic design features: colored borders, buttons, and
pictures in predictable places; consistent card transitions
throughout the stack
|
____
|
____
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|
Buttons
perform one function and work correctly
|
____
|
____
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|
Stack
is user friendly: buttons are in the same place from card
to card with clear directions as to where the user is going
|
____
|
____
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|
Each
card has at least one graphic
|
____
|
____
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|
Audio
is easily heard and understood
|
____
|
____
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|
Text
is easy to read
|
____
|
____
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|
Text
is mostly error-free
|
____
|
____
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|
There
are at least the required number of cards in the stack
|
____
|
____
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|
Facts
are significant and meaningful
|
____
|
____
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|
Stack
is imaginative and catches the viewer’s attention
|
____
|
____
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|
Stack
has a “Meet the Authors” card
|
____
|
____
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|
Total
for required components
|
|
____
|
|
Extended Components
|
|
|
|
Cards
show outstanding layout features, including complimentary
contrasts among button, text background, and text colors
|
____
|
____
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|
Cards
have multi-action buttons
|
____
|
____
|
|
Cards
have more than one graphic
|
____
|
____
|
|
A
variety of graphic types are used (e.g., photos, student-drawn
pictures,
|
|
|
|
computer
graphics)
|
____
|
____
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|
Text
shows imagination and captures the viewer’s attention
|
____
|
____
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|
Text
is mistake-free
|
____
|
____
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|
There
are more than the required number of cards in the stack
|
____
|
____
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|
Unusual
and highly interesting facts are given
|
____
|
____
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|
Stack
uses path animation
|
____
|
____
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|
Stack
uses blabbermouth
|
____
|
____
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|
Stack
incorporates digital photos and voice clips of the authors
|
____
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____
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Other:
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____
|
____
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|
Total
for extended components
|
|
____
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|
Stack score
|
|
____
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Scoring
the Rubric
Each
item is worth one point. Stacks are expected to show all 11 required
components. The extended components are intended to challenge students
to put forth extra effort. The average stack score in the study
was 13—the majority of the students incorporated extended
components.
Student
Attitude
Scale
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SA
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A
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U
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D
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SD
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|
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Questions
|
|
1
|
2
|
3
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4
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5
|
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1.
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I
like working with a partner.
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|
1
|
2
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3
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4
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5
|
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2.
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I
learn more with a partner than I would working
alone.
|
|
1
|
2
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3
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4
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5
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3.
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Working
with a partner gets in the way of my learning.
|
|
1
|
2
|
3
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4
|
5
|
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4.
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I
think working with a partner to complete projects is
a good
idea.
|
|
1
|
2
|
3
|
4
|
5
|
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5.
|
I
would like to work with a partner next quarter to
complete
a project.
|
|
1
|
2
|
3
|
4
|
5
|
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6.
|
I
dislike working with a partner.
|
|
1
|
2
|
3
|
4
|
5
|
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7.
|
I
run into problems with my partner not cooperating
with me.
|
|
1
|
2
|
3
|
4
|
5
|
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8.
|
My
partner won’t work out solutions with me when
we need
to figure something out or plan our next step.
|
|
1
|
2
|
3
|
4
|
5
|
|
9.
|
I
don’t know my partner very well, but we are
learning
to work together.
|
|
1
|
2
|
3
|
4
|
5
|
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10.
|
I
think my partner would rather work alone.
|
|
1
|
2
|
3
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4
|
5
|
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11.
|
I
think I would rather work alone than work with a
partner.
|
|
1
|
2
|
3
|
4
|
5
|
|
12.
|
When
we run into problems or have to figure something
out, my partner
and I are able to find a solution.
|
Legend
|
SA
|
Strongly Agree
|
|
A
|
Agree
|
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U
|
Undecided
|
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D
|
Disagree
|
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SD
|
Strongly Disagree
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Scoring
the Scale
All
undecided (U) scores worth three points were added for a
total of
36 points. Added to that score were the circled response
numbers
of the positively worded statements (statements 1, 2, 4,
5, 9, and
12) and subtracted from that score were the circled
response numbers
of the negatively worded statements (statements 3, 6, 7,
8, 10 and
11).
The
lower the total score, the more positive a person felt
about working
with his or her partner to complete the project. The
higher the
total score, the more negative a person felt about working
with
his or her partner to complete the project.
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|
Diane D. Painter (dpainter@fc.fcps.k12.va.us)
is on the Board of Directors (Elementary Director)
for the
Virginia Society for Technology in Education (VSTE),
an ISTE
Affiliate. She is a research editor for the VSTE
Journal.
She earned a doctorate in special education
technology at
George Mason University in 1994 and teaches for
Fairfax County
Public Schools as a technology resource teacher at
Deer Park
Elementary School. In addition to her technology
duties at
Deer Park, she leads the Teacher Research Team
(TRT). Contact
her at Deer Park Elementary School, 15109 Carlbern
Dr., Centreville,
VA 20120; 703.802.5031.
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Copyright © 2000, ISTE
(International Society for Technology in Education).
All rights reserved.
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