END OF COURSE REFLECTTIONS: EDLD 5301

The web conferences for 5301 were invaluable.  Though I was only attended one live, having the ability to review at a later time proved to be priceless, resourceful and an extreme help.  Drs. Anterbury and Jenkins did a  phenomenal job each week in providing an overview of what to expect and the expectations that would be needed for the weeks assignments. 

Knowing now how much informations is received during the web conferences, I will be making a greater effort to attend more in the future.  this will be a daunting task, due to my fall schedule which includes the coaching of football on Thursday and Friday nights. These fall concerns led me to contemplate withdrawing from the course, but after conferring with Drs. Abshire and  Ashford, who gave me guidance and support; I reflected on my personal classroom and coaching philosophy and realized that "failure is not an option".  Therefore I will be striving hard and working even harder to keep up and complete this Masters work. 

At times the readings were hard adn seemed to be redundant.  But after further thought and reflection, I realized that the redundancy was mere practice and with the contextual order and sequencing they proved to be adaptation, and have given me perspective on the need to become more 21st century thinking (use of technology to aid in research) vs. 20th century thinking.  I had to and have to adapt, until these new methods become second nature and I'm able to construct and use technology that is readily availble.

With all of the guidance that i have received and the peer support through discussion boards and blogs, I feel as though I can successfully complete this Masters study.  I am looking forward to it and though at this time I have no intentions of further study, I believe that my action research can be instrumental to someone who does a PHD study in the area of parental involvement.
 

Challenges to Action Research Plan: Week 4 Posting

In this week’s readings I found that one of my preconceived notions concerning NSLB and inclusion classes for ‘ALL’ students was supported by research and not just a disposition that I had.  In a report, Loveless (as cited in Bracey 2009) examined the number of students that were being placed in Algebra I in 8^th grade and notice how over the last 20 years that advanced placement in mathematics courses had double.  I decided to look at this from a Social Studies discipline perspective and using my classroom as a study over the past 6 years for background information and realized that since my career began the number of students that have been promoted to high school and yet did not have the basic skills and knowledge to answer the basic questions that would be asked on TAKS examinations.  Bracey (2009)  argued that many of these children are “misplaced” and that too often this policy results not only in leaving children behind, but “in over their heads” (p. 57). He suggested that the solution is not to lose sight of the goal to hold all children to high standards, but instead to emphasize learning, not course taking. This is an example of how sustaining improvement and building for the future are so closely connected.

I support this argument and it is corresponds with the argument that several of my peers and department members have shared since I joined my current campus.  It is concurrently believed by the majority that too many of our students are coming into high school lacking basic skills and knowledge; thus far putting them in a position to fail and those of us that receive them as freshmen in a position of being behind according to the curriculum and district timelines.  We are spending far too much time reviewing to ensure present and currend grade level success rather than preparing for the rigors and expectations of the next discipline (i.e., World Geography to World History; World History to United States History; United States History to Government and Economics).

With this knowledge gained, I found that my action research topic is very valid and holds merit because parents will be needed more in the 21^st century to step up and bridge the gap between home and the classroom.  This knowledge also led me to sit and talk with a former educator and to rethink my direction on my action research plan. 

Much of my focus had previously been directed at race and socio-economics and how those two affected the student.  I have since revised my thoughts to include the insight of the parent and how they as students were positively and negatively affected and how their high school experiences have led them to view authority figures within the school system.  I have also decided to look at a more in detailed range of years of reference to see if the parental involvement decreased as the student became older in order to allow the student the space he or she believed necessary to assimilate into the high school population. 

Any feedback, suggestions or experiences that any of my followers or anyone reading this blog post would very much be appreciated.

          

1. Action Research Plan - Draft

ACTION PLANNING TEMPLATE
ACTION RESEARCH PLAN	Analyzing the impact of parental involvement on student success
Person Responsible: Bradley O. Allison
OUTCOMES	Activities	Research/Resource tools needed	TIMELINE	ASSESSMENTS	REVISION TO SIP BASED ON MONITORING AND ASSESSMENTS
To analyze data to determine if it has any effect on the success or failure of the students.	Interviews and Surveys Students Teachers Parents Parent facilitator Administration	Promotion and retention data Discipline Records Surveys Attendance records Any related material that has previously been researched	September 2012 thru June 2013	1.Sign up log or survey acknowledgement receipt. 2.Promotion or retention reports and discipline and truancy records	TBD
Discuss student performance with campus teachers, parent facilitators and campus principal emphasizing those students who from surveys have been identified as having little to none parental involvement	Gather information and feedback from those surveyed and interviewed	Google documents forms and a computer. Parent facilitator Previously researched data Collected data	September 2012 thru June 2013	Attendance and Truancy logs Promotion and Retention reports Surveys Related previously investigated material	TBD
To understand how parental involvement or the lack of affects student performance	Surveys Teacher Student Parent Parent facilitator Previously studied research	Notes from interviews and discussions. Completed surveys. Questionnaires Previously researched information	September 2012 thru June 2013	Mid-term and Final Academic grade report,  discipline or referrals report and attendance or truancy logs	TBD

I was unable to attend Wednesday nights web conference due to other (coaching school) responsibilities.  I have since viewed the conference online and know that I need to be, and would have been of great benefit for me to be present in the conference.  It dealt primarily with action research planning, and that is where I am having the greatest difficulty thus far in the course.  I have been trying to 'over think' and take on a monumental task; and realized from the discussion and some of the examples that have been posted that I need to simplify things.  Dr Abshire continuously reminded us to use the templates provided.  I know once I get started this will keep me from getting to far off course.

Thanks to all of you who have joined my blog and have been posting comments on my weekly assignment posts.  I will be gladly following and using any comments or suggestions that you give and look forward to continued correspondence.

Bradley

week 2: Action research

Week 2: Action research

From week 2 assignment i have learned that in order to prepare for the future of education that technology will be an area that i must adapt to and adopt as a daily proceedure.  From listening to and notating the beliefs of the 3 speakers this week, I realized that the next generation of learners are far more advanced that my generation because of technology and that as teachers and future educational leaders that we have to challenge this level of innovative thoughts and look beyond any preconceived notions that we may have about demographics because the ease and affordability of some technology tools has allowed for techonological advances to be in most homes today.  We must push forward and prepare for the challenges of tomorrow.

Education: 20th v. 21st century Parental Involvement

Pondering the thought of education and parental involvement in the educational process as a whole from the 20th to the 21st century when the parent or guardian took the thought of education seriously whether they did or did not have a formal education.  Comparing that to today when those raising our next group of leaders may still be a child themselves and their educational experiences and beliefs have not always been positive therefore they view teachers and administrators as the 'villain' and not as the 'professional' who is there for the success of their child. What do we as 21st century educators do to close this gap between teacher and parental involvement?