Student Sample Action Research

1. What is the problem?
     Students are struggling with recognizing rhyme and word families.
2. What is the rational for the project?
     An over reliance on phonics instruction and recognizing the rhyme or word family can simplify the process; helping learners achieve reading fluency and avoid frustration.
3. What strategy will be used to address the problem?
     Simulations and Games; Implementation of a range of rhyming games
4. What is the question?
     Guiding question:"How can I use a variety of rhyming games to help my students recognize rhyme and word families in text?"
Supporting question: "Will the rhyme strategies change students attitudes about reading instruction?"
5. What evidence is supported that the strategy will work?
     She has different resources that she found that supported her strategy such as: Allen 1998, Bradely and Bryant 1983, Wylie and Durrell 1970, etc.
6. How will data be collected?
     Through observation, use of a checklist, and personal journaling

Secondary Action Research Article

1. What is the title of the project?
     Evidence of understanding in an 8th grade classroom
2. What is the question?
     What happens when students participate in the process of providing evidence of their understanding?
3. What strategy is being used to address?
     Identifying similarities and differences, cooperative grouping, providing feedback, and thematic instruction
4. What evidence is presented that the strategy will work?
     Identifying similarities and differences: students were to provide evidence of their understanding and thinking about their reading. They did this by creating different artifacts that showed their understanding and thinking. The students were aloud to work in groups of 2, 3, or individually.
5. How will the data be collected to determine if the strategy would work?
     Class observations were conducted every 10 minutes while the students worked on their projects.
6. How was the data analyzed?
     Students presented their work to the class and they discussed whether their work "met standards" or not.
7. What were the results?
     With having the students involved in the process, they were more focused on what they were supposed to be learning and what it meant to provide evidence of their understanding. The class discussions of evidence that "met standards" or not showed a need to balance the freedom to assess in unique ways and the structure necessary for students to produce effective evidence.
8. How do the results inform teacher practice?
     Provide teachers with professional development to support their efforts at on-going assessment and involving the students in the process.