SCHOOL FOR STUDIES IN LEARNING, COGNITION AND EDUCATION
Year 3, SEMESTER 2
Action Research- RESH 310E
Due Date: 22nd March, 2011.
Lecturer: Mr. Harbukhan
Rema Diljohn- 109002033
Reishma Bharrat- 110005359
Kavita Ragoonanan- 110005343
AREA OF FOCUS / PROBLEM STATEMENT:4
DEFINITION OF THE VARIABLES8
CRITICAL RESEARCH QUESTIONS11
INTERVENTIONS OR INNOVATIONS15
NEGOTIATIONS TO BE UNDERTAKEN16
ACTION PLAN/TIME LINE17
TIMELINE FOR COLLECTING OUR DATA19
STATEMENT OF RESOURCES:21
DATA COLLECTION & ANALYSIS22
IMPLEMENTING THE ACTION PLAN27
This research project focuses on the passionate desires of five pre service teachers and their efforts to affect change in an approach towards remedial students with emphasis on Reading.
Action Research has been established as one of the most powerful educational research methods. Due to its participatory nature, it is highly recommended as it enhances teachers’ professional development, hence its application in our research.
Over the years, several schools of thought have given varied perspectives on Action Research. Its founder, Kurt Lewin, describes it as “a comparative research on the conditions and effects of various forms of social action and research leading to social changes and which uses ‘a spiral of steps’, each of which is composed of a circle of planning, action, and fact - finding about the result of the action.” Put simply, Action Research is “learning by doing.”
Through Action Research we hope to conduct a systematic inquiry for gathering information about the ways in which our particular school of choice Mayaro RC School operates – in terms of how we teach and how well do our students learn. The information will be gathered with the goals of gaining insight; developing reflective practice; effecting positive change in the school environment and on educational practices in general; and on improving student outcome.
This project encompasses the critical questions we hope to address, the setting for the research project, the rationale for choosing the topic, a synopsis of the problem faced, methodology and proposed solutions to this dilemma.
AREA OF FOCUS / PROBLEM STATEMENT:
The purpose of this study is to help the students of a Standard 2 remedial class to develop a personal interest in Reading using motivational strategies.
It is often a challenge to teach Remedial Reading to primary students because the students who land in the class are less than happy to be there. Many of them are terrified at the thought of having to read aloud (Karen Silvestri). Hundreds of case studies involving students aged 5 -18 years reveal that the problem of students not learning to read stem from underdeveloped cognitive structures. Betty Garner, in her article “When Students Seem Stalled”, believes that comparative thinking structures are prerequisites for developing all other cognitive structures. Students lacking these have no idea why schoolwork is so hard and confusing for them. After years of frustration they frequently quit trying, exhibit behavior problems or simply disengage (Garner, 2008). Kame'enui & Simmons (1990) argue that inadequate instruction stem from insufficient exposure and practice, deficient word recognition skills, deficient memory capacity and functioning, significant language deficiencies, inadequate comprehension, monitoring and self-evaluation, unfamiliarity with text features and task demands, undeveloped attention strategies and inadequate cognitive development and reading experiences. Making connections with self and text is especially important for Remedial learners. Teachers need to know about the culturally...