JOURNALS
1. Buck G. A., & Cordes J. G. (2005). An action research project on preparing teachers to meet the needs of underserved student populations. Journal of Science Teacher Education, 16, 43-64.
2. Colvin G., Flannery K. B., Sugai G., & Monegan J. (2009). Using observational data to provide performance feedback to teachers: A high school case study. Journal of Preventing School Failure, 53, 95-104.
3. Buschman L. 2001. Using student interviews to guide classroom instruction: an action research project. Journal of Teaching Children Mathematics, 8, 222-227.
(A) COMPARISON BETWEEN THE JOURNALS
1. Samples
~ Journal #1 : Students
~ Journal #2 : Teacher (Male : 1 person)
~ Journal #3 : Students
2. Settings
~ Journal #1 : Community
~ Journal #2 : Classroom
~ Journal #3 : Classroom
3. Procedure
Journal #1 :
~~ Reconnaissance
~~ Planning
~~ First Action Step
~~ Monitoring
~~ Reflecting
~~ Rethinking
~~ Evaluation
Journal #2 :
~~First round of observation:
~~~1. identifying problem
~~~2. gathering data
~~~3. reviewing and analyzing data
~~~4. developing action strategies by modifying instructional practices
~~Second round of observation:
~~~5. implying strategies
~~~6. gathering data
~~~7. conducting feedback
~~~8. modifying instruction practices
~~Third round of observation:
~~~9. implying improved strategies
~~~10. gathering data
~~~11. examining and discussing data
Journal #3 :
~~ Identify the problem
~~ Planning
~~ Findings and implication
~~ Conclusion
~~ Summary
~~ Reflection
4. Data Accumulation and Analyzation
Journal #1 :
~~ Questionnaires
~~ Written reflections & responses
~~ Field notes
~~ Course documents
Journal #2 :
~~ Quantitative method
~~ Check sheets
Journal #3 :
~~ Interview
~~ Observation
~~ Scoring guides
~~ Portfolio
~~ Statewide tests
(B) DATA ANALYSIS BETWEEN THE JOURNALS
Journal #1 :
~~ For reliability and validity purposes, multiple research approaches, data sources, observers, peer debriefing and an external auditor were utilized. However, certain controls for internal validity could not be address as this was a single-group quasi-experimental study (i.e., level of sensitization of preservice teachers to desired outcomes). In this study, both qualitative and quantitative data analyzation were used.
Journal #2 :
~~ The data is being analyzed using descriptive statistics, where the percentage of each tested variable is being calculated and graph is being generated.
Journal #3 :
~~ The data were collected by variances of technics and then have been summarized using qualitative statistics.
(C) EVALUATION BETWEEN THE JOURNALS
Journal #1 :
~~ Quantitative Analysis: Data collected from 20 preservice teacher questionnaires, coded and analyzed. A t-Test was performed n the close-ended items. The items were addressed to several areas related to preservice teachers self-assessment on how confident to teach diverse students and their knowledge of the strategies that foster or impede success of underrepresented population. Qualitative Analysis provides technical understanding of this project and increase the preservice teachers confidence and knowledge in regard to teaching science to diverse student populations.
Journal #2 :
~~ The journals clearly stated the participants of this action research, the classroom setting, the procedures and the outcomes of result generated through data gathered. All these are similar to the content in Participatory Action Research for Educational Leadership, where the main process of action research is all about Diagnose, Act, Measure and Reflect.
Journal #3 :
~~ Teachers benefits directly from the interview process by gaining more accurate and complete view of what children know and can do. The first approach is cognitively guided instruction where teaching is most effective when new knowledge is linked to existing knowledge and that teacher will be more aware what tasks student could perform with their knowledge. The second approach is theory of constructivism where understanding of problems are constructed personally and students will solve problems in ways that made sense to them. From here, they can catch the instruction of individual needs and the abilities of children. Children also benefit from the interview process because they can receive immediately the specific feedback on their performance from teachers, correct misunderstanding and improve skills.
(D) SUMMARY OF THE JOURNALS
Journal #1 :
~~ Preservice teachers work to develop a develop a better understanding of how to address the needs of diverse used. Teaches on the other hand were revise in order to prepare them to be confidence and knowledgeable to meet the needs of youth populations underserved in science education.
Journal #2 :
~~ This research has been carried out in order to assist educators in finding ways to help in student management improvement, by improving educators’ instructional practices. One useful strategy is to conduct classroom observations and provide performance feedback. This strategy is to focus on classroom instructional settings, instructional practice and classroom student behavior.
Journal #3 :
~~ Student interviews changed instructional practices in some classroom and influenced instruction in all classrooms. All teachers reported that after the interviews, they were
1. Buck G. A., & Cordes J. G. (2005). An action research project on preparing teachers to meet the needs of underserved student populations. Journal of Science Teacher Education, 16, 43-64.
2. Colvin G., Flannery K. B., Sugai G., & Monegan J. (2009). Using observational data to provide performance feedback to teachers: A high school case study. Journal of Preventing School Failure, 53, 95-104.
3. Buschman L. 2001. Using student interviews to guide classroom instruction: an action research project. Journal of Teaching Children Mathematics, 8, 222-227.
(A) COMPARISON BETWEEN THE JOURNALS
1. Samples
~ Journal #1 : Students
~ Journal #2 : Teacher (Male : 1 person)
~ Journal #3 : Students
2. Settings
~ Journal #1 : Community
~ Journal #2 : Classroom
~ Journal #3 : Classroom
3. Procedure
Journal #1 :
~~ Reconnaissance
~~ Planning
~~ First Action Step
~~ Monitoring
~~ Reflecting
~~ Rethinking
~~ Evaluation
Journal #2 :
~~First round of observation:
~~~1. identifying problem
~~~2. gathering data
~~~3. reviewing and analyzing data
~~~4. developing action strategies by modifying instructional practices
~~Second round of observation:
~~~5. implying strategies
~~~6. gathering data
~~~7. conducting feedback
~~~8. modifying instruction practices
~~Third round of observation:
~~~9. implying improved strategies
~~~10. gathering data
~~~11. examining and discussing data
Journal #3 :
~~ Identify the problem
~~ Planning
~~ Findings and implication
~~ Conclusion
~~ Summary
~~ Reflection
4. Data Accumulation and Analyzation
Journal #1 :
~~ Questionnaires
~~ Written reflections & responses
~~ Field notes
~~ Course documents
Journal #2 :
~~ Quantitative method
~~ Check sheets
Journal #3 :
~~ Interview
~~ Observation
~~ Scoring guides
~~ Portfolio
~~ Statewide tests
(B) DATA ANALYSIS BETWEEN THE JOURNALS
Journal #1 :
~~ For reliability and validity purposes, multiple research approaches, data sources, observers, peer debriefing and an external auditor were utilized. However, certain controls for internal validity could not be address as this was a single-group quasi-experimental study (i.e., level of sensitization of preservice teachers to desired outcomes). In this study, both qualitative and quantitative data analyzation were used.
Journal #2 :
~~ The data is being analyzed using descriptive statistics, where the percentage of each tested variable is being calculated and graph is being generated.
Journal #3 :
~~ The data were collected by variances of technics and then have been summarized using qualitative statistics.
(C) EVALUATION BETWEEN THE JOURNALS
Journal #1 :
~~ Quantitative Analysis: Data collected from 20 preservice teacher questionnaires, coded and analyzed. A t-Test was performed n the close-ended items. The items were addressed to several areas related to preservice teachers self-assessment on how confident to teach diverse students and their knowledge of the strategies that foster or impede success of underrepresented population. Qualitative Analysis provides technical understanding of this project and increase the preservice teachers confidence and knowledge in regard to teaching science to diverse student populations.
Journal #2 :
~~ The journals clearly stated the participants of this action research, the classroom setting, the procedures and the outcomes of result generated through data gathered. All these are similar to the content in Participatory Action Research for Educational Leadership, where the main process of action research is all about Diagnose, Act, Measure and Reflect.
Journal #3 :
~~ Teachers benefits directly from the interview process by gaining more accurate and complete view of what children know and can do. The first approach is cognitively guided instruction where teaching is most effective when new knowledge is linked to existing knowledge and that teacher will be more aware what tasks student could perform with their knowledge. The second approach is theory of constructivism where understanding of problems are constructed personally and students will solve problems in ways that made sense to them. From here, they can catch the instruction of individual needs and the abilities of children. Children also benefit from the interview process because they can receive immediately the specific feedback on their performance from teachers, correct misunderstanding and improve skills.
(D) SUMMARY OF THE JOURNALS
Journal #1 :
~~ Preservice teachers work to develop a develop a better understanding of how to address the needs of diverse used. Teaches on the other hand were revise in order to prepare them to be confidence and knowledgeable to meet the needs of youth populations underserved in science education.
Journal #2 :
~~ This research has been carried out in order to assist educators in finding ways to help in student management improvement, by improving educators’ instructional practices. One useful strategy is to conduct classroom observations and provide performance feedback. This strategy is to focus on classroom instructional settings, instructional practice and classroom student behavior.
Journal #3 :
~~ Student interviews changed instructional practices in some classroom and influenced instruction in all classrooms. All teachers reported that after the interviews, they were
1) able to identify students who were ready for the new level of conceptual understanding
2) able to write better and suitable problems for use in classroom
3) tried to make the classroom setting more conducive to discussing children's solutions to problems
4) recognized the need for a learning environment in which they could solve problems cooperatively with others
5) gained a sense of confidence in the natural abilities of children as problem solvers
2) able to write better and suitable problems for use in classroom
3) tried to make the classroom setting more conducive to discussing children's solutions to problems
4) recognized the need for a learning environment in which they could solve problems cooperatively with others
5) gained a sense of confidence in the natural abilities of children as problem solvers
(E) SYNTHESIS BETWEEN THE JOURNALS
Journal #1 :
~~ Pre-service teachers needed to influence their confidence, skills and knowledge. Reflective practices are beneficial where in serves to help pre-service teachers to sort out thinking about problematic situations that occur and helps them to reflect about that situation.
Journal #2 :
~~ The review of the observational data and feedback focused on the instructional context and concomitant class behavior. The specific changes in teacher behavior were based on standard effective instructional practices such as improvement of transitions, whole-class question-asking strategies, checks for understanding, and movement around the classroom to check for student engagement in class activities.
Journal #3 :
~~ Traditional forms of evaluation can measure improvement of children's acquisition of specific skills and their performance levels. According to the results, interviews are a more appropriate assessment tools than traditional form of evaluation in examining the performance of children engaged in mathematical problem solving.
