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.