Progress 05/16/05 to 11/16/09
Outputs
OUTPUTS: The present research examined the process and out-comes associated with the implementation of nine action research routines in comparable 4th and 5th grade classes in rural content classrooms. The availability of differentiated high-quality content activities in reading, writing, oral language, science, mathematics and social studies benefited students, particularly in science and mathematics. Teachers in the study responded to the Action Research instruments using the nine routines. The instrument was administered to 12 pre and in-service 4th and 5th grade teachers in five school districts to determine the effectiveness of differentiated and action research usage of nine routines on the beliefs and instructional practices of teachers and achievement of rural students in the content areas. Classroom climate and both pre and in-service teachers' attitude results also showed advantages of the differentiated routines in integrating the content subjects with family support and classroom restructuring including technology integration. PARTICIPANTS: Field Researchers- Two field researchers and two undergraduate students participated in a mixed methods case study design that included collection of both quantitative and qualitative data. They assisted in designing the instruments, conducting the interviews and working in six classrooms with the teachers in the experimental group. Pre-Service Teachers- All students registered for the ED 320 course engaged in some field activities in the project's selected schools. However, only ten pre-service teachers were selected to participate in the project. In-Service Teachers - Six in-service teachers were selected to participate in the project from the experimental group, and six-in-service teachers participated in the control group. Partnership and Collaboration-The study was initiated in the fall semester of the 2006 school year. Six schools were designated to participate in the study. A collaborative meeting was held with each building principal to explain the study to be conducted and timelines at each school. A partnership agreement was made between the principal investigator and the principals of each school regarding the pre-service teachers (in ED 320) participating in the study. The process can go forth after permission is granted from the principal of each school. Professional development- During the months of November 2006, February 2007, Summer 2007 and summer 2008 professional development training occurred. A detailed professional development training plan based on the pretest aligned to the differentiated action research model was provided for the pre-service and in-service participants. Training took place in the fall, spring and summer of the 2006-2007 school year, and the summer of 2008. The differentiated action research nine routines consisted of strategies focused on deepening teachers' understanding, application and dispositions of the processes of teaching and learning of the rural students they teach. Effective professional development involves teachers both as learners and as teachers allowing them to answer the question "What must pre- and in-service teachers know and do in order to ensure rural student success" In an effort to change teachers' beliefs and skills it is essential to establish routine methods, solution strategies and meaningful and purposeful professional development opportunities that can address concerns in the area of training needs, appropriate support and resources. Additionally, 100% of pre- and in-service teachers agreed on the post-survey that teachers must have the opportunities to participate in various types of professional development, such as differentiated action research, to adequately prepare them to meet the needs and elevate the achievement of diverse students in classrooms in rural and areas. TARGET AUDIENCES: Six 4th and 5th classrooms classified as rural low-achieving participated in the research study. The classrooms that were randomly chosen were located in rural geographic locations and schools. Specially, 100% of the district's students qualify for free or reduced lunch. The availability of high-quality activities using the differentiated action research model and the resources, including technology, created a momentum toward insights, learning and growth to increase students' achievements in the participating schools. Training and ongoing co-teaching of the pre-service teachers, sustained professional development of the Action Research nine Routines. For example, teachers (pre- and in-service) perceived the program to be beneficial for their students and particularly liked elements such as content technology games, content power point, activities aligned to the content standards, critical thinking games, individual tutoring and assessment of knowledge and skills through the "Who Wants to Learn Like a Millionaire" Activities. The results focused on engaging in a community of learning to keep abreast of effective strategies using the RARRM, and the awareness that as a team, pre and in-service share the accountability for low achieving students outcomes in the process of increasing achievement. PROJECT MODIFICATIONS: Time need for additional testing of students by teachers was required.
Impacts
Pre and in-service teachers and students encouraged the utilization of differentiated action research strategies to motivate the learning of rural students. Differentiated action research was designed to attend to individual pre and in-service teacher needs and encourage them to reflect on and evaluate their own practice for students' success. Pre and in-service teachers' classroom practices became grounded in action research. Research findings were linked to the developmental classroom needs of rural students, while pre and in-service teachers were encouraged to keep abreast of current best practices through the Routines (1-9) of the Action Research Model (RARM). The teachers in the study supported the use of differentiated practices and changed their dispositions in content teaching. Not only did 47% of the pre and in-service teachers indicate that the differentiation and the action research model was a desirable model in enhancing the achievement of 4th and 5th grades low-achieving rural students in science and social studies, but 70% of the respondents stated that the model within the classroom was the preferred alternative for even the high-ability rural students within the content areas. Differentiation of instruction and the action research model as a way to maximize student growth by beginning instruction based on students' prior knowledge. As a team, pre- and in-service teachers progress from that point through the aid of technology, games, manipulative, learning activities, materials on critical thinking and problem solving skills, and/or the classroom environment to accommodate the varying ability levels of 4th and 5th grade students. Experts such as Carol Tomlinson (2005), a leading advocate of differentiation, stress the need for teachers to become adapt in the use of strategies such as graphic organizers and other manipulative. Taught by pre- and in-service teachers, the strategies were designed to help classroom instructors meet the needs of a variety of rural students in spared resource settings. The pre-service teachers integrated the content standards in science and mathematics or social studies and reading, English language arts. All activities included active participation, collaborative experimentation, critical thinking, project-based learning, reflection and discussion. The teachers created a learning environment that adapted to a wide variety of learning abilities. Project's time, energy, and resources (on the technology activities and other manipulatives) were spent in the pursuit of differentiation and the action research model (Routines 1-7).
Publications
- Brantley, H., Hicks, G., Dyson, O. and Krider, D. 2009. Predicting learning through action research from students experiences: A theory of knowledge construction in rural classrooms. Paper presented at the National Conference on Agriculture & Natural Resource Conversation and Management, Dover, DE.
- Brantley, H., Kelly, D. Krider, D and Richardson, D. 2008. The effects of an action research and reflection model on the effective teaching and learning of low-achieving students in rural community schools. Paper presented at the 1890 Conference, Atlanta, Ga.
- Brantley, H., Hicks, G. E., and Barron, L. (2008). Preparing pre-service teachers with violence prevention strategies for middle school students at-risk. Psychology in Education an Interdisciplinary Journal, (2), 17-25.
- Brantley, H. 2007. Raising awareness of challenges in rural at-risk youth. 1890 Research and Extension Conference. 1st Annual Conference Proceedings. South Carolina State University.
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Progress 01/01/08 to 12/31/08
Outputs
OUTPUTS: The purpose of this investigation is to determine the effect of an action research intervention model on the classroom performance of rural teachers and their students. Eight in-service teachers and pre-service teachers in rural isolated low-achieving schools utilized an action research model consisting of nine routines to support the in-service and pre-service teachers' instructional practices and develop strong school university partnerships in rural isolated settings. The model was carried out in collaboration in rural areas and low-achieving schools where geography and resources limit educational options for rural students and teachers. When the needs assessment was conducted with selected teachers, isolated from colleagues, emotional support, reflective practice activities and professional development were cited among the highest needs. The RARR Model was developed by the Action Research Project. This model was used by the participating teachers in the project. The model was designed to help teachers engage in effective best practices in their classrooms, being able to construct, interpret events, activities, behaviors, responses and problems. The Action Research Project Intervention Model supported the professional development of the pre-service and in-service teachers. It played a moderate role on the practices of 4 of the 8 in-service teachers, and had little or no effect on the other participants. The RARR Model had a greater effect on those who participated more, attended all of the collaborative sessions after school and during the summer. Connecting in-service teachers to pre-service teachers through the action research project seemed to help reduced frustration, isolation, improved instruction, provided support for teachers and resources for rural low-achieving students, and increased the transfer of action research routines to elevate classroom achievement. The action research project allowed rural isolated in-service teachers to network and to interact with pre-service teachers who remained with them, in many instances, throughout the day. In addition to being supportive of one another and providing evidence-based resources, pre-service and in-service teachers collaboratively examined professional development evidence-based topics in the context of teaching with guidance from the action research routines. In order to facilitate the support garnished by the project, participants needed to be supportive of one another in a trusting and supportive settings. They meet at the site and one afternoon a month for social opportunities to examine research findings, search for answers to questions, comments, and reflections. On several occasions, the in-service and pre-service teachers and researchers engaged in threaded discussion as colleagues and peers. This opportunity allowed the participant teachers to problem solving usimg routines 1, 2 and 3. This also allowed them to share triumphs (Routine 7, 8, 9), and seek guidance from the support network they had established while working on the routines from the action research model (Routines 4, 5, 6). PARTICIPANTS: Participants working in the project were staff members: Mary Townsend, who is the guiding light for the project; Demeturia Kelly, who is the anchor for the project and Susan Mickle who is the foundation for the project. Students were Darius Krider, who set the tone for the project Amy Miller, Darrin Hodges, Tarryl Knight and Andre'Moss , who ignited the turning point for the project and went to schools each day where teachers begged them to come to work with the students. Additionally, the research staff collaborated through conferences and workshops. The lst Annual Conference entitled, "Raising Awareness of Challenges in Rural At-Risk Youth, was held on SC State University on November 9, 2007. TARGET AUDIENCES: Our target audiences were students and teachers in middle schools located in rural areas. The schools are Howard Middle School, Guinyard Elementary School, Whittaker Elementary School and Denmark-Olar Middle School. Teachers are Mr. Glen Aiken, Mr. Joshua Johnson, Mrs. Adrienne Johnson, Ms. Rolonda Jenkins, Ms. Tracy Brown, Mrs. Betty Anderson, Mr. Craig King, Mrs. Mary Robinson and Kaheelah Stroman. Approximately 500 rural students and 20 pre-service teachers, faculty and administrators. PROJECT MODIFICATIONS: The project's researchers starting focusing on learning communities and what makes effective teaching in rural isolated classrooms in high need schools and providing resources in the way of books, games, robotics software, learning kits, electronic activities, lab materials, and incentives for learning games. The following modifications were made: The provided assistance and increased the number of highly qualified mathematics, science, social studies who will be contributing to rural student achievement through action research; The action research intervention model is being institutionalized, thereby sustaining the model and preparing other teachers to gain exposure to the routines in low achieving rural schools; Pre-service teachers and in-service teachers were provided demonstrations of the use of action research strategies to enhance rural students' learning; The project assisted with tests analysis of students from low-performing schools in the project to ascertain the improvement math, science, language arts and technology, as measured by pre and post-tests.
Impacts
Despite the obstacles middle schools rural students and teachers face, the outcome has been phenomenal. Students who lacked motivation has been motivated. A large percentage of test scores have increased. In collaboration through workshops on the project,in-service teachers have recaptured their confidence in their teaching abilities using best practices. The action research project envisioned concrete steps that was needed to develop success. Some of the steps were: (1)Reviewing the problem (2)Identifying the issues (3) Selecting items that needed to be addressed and (4) Formulating an action research agenda that included a statement of purpose, objectives to be attained, a sequence of tasks and steps for each objectives. As a result of working with the action research, many in-service teachers have changed their style of teaching. The attitudes of the in-service teachers have made a great impact on the classroom. Participating in-service teachers have asked the action research project for additional help with critical thinking skills activities, creative thinking activities, problem-solving activities, brain teasers and incorporating technology in their lessons. Powerpoints were developed to assist lessons which inspired students to learn. For example: one of my staff members developed a powerpoint entitled, "Crank That Geologic Period, Tell'em Sonja Boy." Being able to tie in the rap star with the geologic period was amazing. Students became motivated to learn about the period, because of the rap stars' name. Only the title of the rap star name was used to stimulate the lesson. Other accomplishments were the jeopardy game which was incorporated in two science classes that changed the name of the game that day. Jeopardy was reborn. Students were so eager to learn because of the competition and the prizes. As a result, test scores improved in those two science classes. When asked in an open-ended question to describe what part of the action research prompted changes in their practices, 6 of the 8 teachers cited the evidence-based strategies, resources and the pre-service teachers in the classroom on an ongoing basis. For example, after the technology activities were introduced and integrated to the in-service teachers, one teacher requested more content driven power point activities. The teacher indicated that the discipline had decreased with their middle-level students. One teacher with a gender male class indicated that her teaching practices were more meaningful through technology games, meaning dull hands-on activities; greater coherence in lesson standards and units; greater efforts to encourage parental participation. All teachers cited the benefits of the collegial interactions.
Publications
- No publications reported this period
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Progress 01/01/07 to 12/31/07
Outputs
OUTPUTS: Action Research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research to provide appropriate class activities for diverse students in rural areas. Of the 10 middle school teachers working with the action research project, all agreed that their training and participation with the action research project had a great impact in their classrooms. They stressed the positive outcomes and benefits prepared them to make unbias decisions based on scientifically based research, best practices and experience using the RARRM(Routines of Action Research and Reflection Model). The RARR Model allowed teachers to ameliorate the conditions that influence students' achievement and provided them with strategies to enhance learning. In addition, the model allowed teachers to refine and enhance their skills through evidenced-based instruction exploration, discussion, modeling, applying and showing value-added
assessment.
PARTICIPANTS: The principal invesigator as well as the two research assistants carried out field activities in relationship to Routines 1, 2, 3, 4, 5, 6, 7, 8 and 9 . Examples of the activities included: 1. The researchers worked with teachers using the different resources. As the in service teachers work intensified and expanded, there was increased emphasis on wanting more time and resource assistant. For example, some tasks, such as preparing for inattentive students, became more collaborative as teachers relied on the Action Research Project to learn how to use needed information such as technology and other multimedia materials. Routines 1, 2, 3 and 4. 2.Another tasks involved highly structured and paced activities aligned to daily activities such as coverage to state standards. The researcher assisted classroom teachers with identified needs through Routines 1 and 2. 3.Motivation was identified for several of the rural students, and it became a huge problem. The researcher
assisted with the expansion and intensification of in-service teachers work by providing assistance with the task of differentiating social skills as identified by the Projects objectives. 4.Because of the pervasiveness of needed resources during lessons and in-service teachers participation in the project, the Action Research Model, through the researchers, assists during the various routines. And although differentiated instruction was a pervasive phenomenon during all 3 years of the study, its nature and intensity changed considerably during the intervention phase of the project. Partnership Schools Calhoun Middle Schools Whittaker elementary School Howard Middle School Denmark Elementary Langly Bath Middle School Collaboration with 1890 Extension, and rural communities, parents and neighborhood action groups.
TARGET AUDIENCES: Several students from the Demark Site engaged in the following activities at SCSU Various Building of Robotic Vehicles Other students engaged in Mind Benders, critical thinking and problem solving games Geometric Sketch Pads Graphic Calculators Games to increase PACT Scores at Howard Middle
PROJECT MODIFICATIONS: One school dropped from the project which decreased the numbers of preservice teachers. More time is needed with selected schools due to and increased in male gender classes. Requests from two schools to continue projects as a part of the regular school and after school program by one principal and several parents. Other teachers in rural school would like to use activities to benefit their students. Other teachers utilized preservice teachers in case of an emergency. Schools would like experiential learning opportunities, extension and more professional growth activities. Schools feel that disruptive students will regress if pre-service teachers do not continue with project for the coming academic school year.
Impacts
In order to promote excellence and equality in the education of low-achieving students, appropriate resources and activities must be designed to expand the research-based knowledge and strategies. In-service teachers working with the Action Research Project highly agreed they have been trained and polished in the areas of action research and reflection. Seminar trainings have been a useful tool in addition. Pre-service teachers conducted higher-order thinking skills, problem-solving skills, motivation and basic thinking skills with the in-service students! Impact will be presented from the perspectives of (a) presentation and paper, (b) in-service activities, (c) pre-service activities, (d) rural students' impact and (e) the community services.
Publications
- Brantley, H. (2007). The Effectiveness of Action Research and Technology Skills Using Reflection of Field Based Practices in Agricultural Setting. Journal of Environmental Monitoring and Restoration, 3(1).
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Progress 01/01/06 to 12/31/06
Outputs
The project surveyed 10 in-service middle school teachers of whom 98% were females and 2% were males. The pretest of the Self-Assessment Action Research and Reflection Survey indicated that ninety-eight percent (98%) of the teachers highly agreed or agreed that they needed training in the areas of action research and reflection. At the post-assessment stage, at least eighty percent of the teachers thought the project prepared them to use the action research methods taught during the seminars. Survey results indicated that the teachers thought the training in the action research project prepared them to make decisions based on scientifically based-research, best practices, and experience. Classroom Observation of the RARRM. The observation of one of the teachers, Ms. Stroman's, included several of the routines. For example, Routines 4 and 5 became common classroom practices. Identifying themes and patterns were ongoing class climate strategies. The Action Research and
Reflection Chart assisted Ms. Stroman with seeing the whole picture while simultaneously employing Routines 6 and 7. Although Routine 7 became a critical anchor for adaptation, modification and adjusting classroom instruction, the other Routines enhanced her lessons plan through modification and adjusting strategies utilizing best-practices Routines of action research and reflections are developed through and in classrooms with teachers and students. The process teaches students and teachers to make positive differences in growth and development of ideas and subjects. The Action Research and Reflection Project demonstrates the need to use multiple forms of assessments to gain an accurate picture of abilities and needs as demonstrated in Ms. Stroman's interaction with her class. The beauty of the experience is in the win-win relationship that works to immediately and positively influence class activities, and to empower a collaborative climate that is always ready to change to optimize
achievement of students and the development of effective dispositions.
Impacts
The project activities reach approximately 800 middle grade students, and ten teachers in various disciplines. It also assists 10 teachers in providing scientifically based methods to rural students. Using the Action Research Routines 3, 4, 5, and 6, teachers and students are integrating project-based multimedia instruction into their daily experiences. Evidence indicated that rural students, who presented problems, are now more motivated to learn and are presenting less discipline problems during learning activities.
Publications
- Brantley, J. & Brown, Tracy (2006). Action Research and Reflection with in-service and pre-service teachers. A paper presented at the 14th Biennial ARD Research Symposium. April 1-5, 2006. Atlanta, Ga.
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Progress 01/01/05 to 12/31/05
Outputs
The primary focus of the project is to educate through instruction, research and service which is the primary mission of SCSU and 1890 Extension and Research. The project embraces the School of Education's Agenda for Action to prepare pre-service teachers who will: a) work effectively with rural limited resource students; b) use effectively the state and national academic standards and align beliefs, skills and practice through field based reflection and action research in increasing student achieving in rural settings: c) utilize technology embedded instruction in schools and community sites; and, d) prepare pre-service and in-service teachers who can serve middle grade students who are achieving below grade levels, those who are hard-to-reach, those with limited resources and those with poor literacy skills through the RARR Model for teachers (Reflection Action Research Routine Model).
Impacts
The class impact is to elevate the achievement of low performing rural middle schools through the RARR Model. Teacher Impact: Action research , presentations and publications on practice, skills, strategies and technology in teacher education by SCSU pre-service teachers, faculty, in-service teachers at professional conferences and in professional association journals will contribute new knowledge to the larger community of scholars and educational practitioners. Further, dissemination that describes and chronicles teacher education field-based, action research- integration models, efforts, and accomplishments to a world-wide audience through the technology implementation Project website will increase the visibility of the partners and their collaborative work to tailor teacher preparation to the needs of future teachers working rural, isolated underachieving middle grade students. Parental Impact: Pre-service teachers will engage selected groups of parents in the
differentiated strategies of the project. Five or more community parents of the students in the selected classes will develop skills to work with other community parents.
Publications
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