Action Research Case Study Proposal

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Liberty University *

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747

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Linguistics

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Feb 20, 2024

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docx

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EDAS 743 A CTION R ESEARCH C ASE S TUDY : P ROPOSAL – P ART 1: D ATA AND A NNOTATED B IBLIOGRAPHY T EMPLATE Required Items Responses Volunteer Teacher Ms. Carla Joyner 8 th Grade Reading/Language Arts AVID Coordinator & NJHS Sponsor Reviewed Data Ms. Joyner, along with other educators are working on finding ways to better their classes a whole when it comes to reading and writing within the 90 minutes allotted (Language Arts block). Ms. Joyner teaches using the reading and writing workshop model as suggested by the school division. She feels comfortable teaching them separately. But teaching both reading and writing consistently and effectively has been a challenge. Ideally the language arts block would give scholars enough time for a reading focus lesson, writing focus lesson, independent reading, independent writing, guided reading, and guided writing, and vocabulary. This platform by Newsela is also a great tool to keep scholars focus on their writing and not feeling so overwhelmed. The Charles County Public Schools is composed of 38 schools and 6 educational centers.  22 Elementary Schools  9 Middle Schools  7 High Schools  6 Centers: o Early Learning Center, La Plata o F.B. Gwynn Educational Center o James E. Richmond Science Center o Judy Center o Nanjemoy Creek Environmental Center o Robert D. Stethem Educational Center The district’s minority enrollment id 80%. General Smallwood Middle School ranked a 3 out of 5 stars, when it comes scores in testing and overall academics. When I sat down with Ms. Joyner we looked over the indicator for academic achievement, academic progress, progress in achieving English Language Proficiency and school quality & student success. Each of these categories were very low, giving a 45.3% in total earned percent. Indicator: Earned Points: Academic Achievement: 20.0 6.8 Academic Progress: 31.5 14.9 Page 1 of 6

EDAS 743 Progress on Achieving English Language Proficiency: NA School Quality and Student Success: 35.0 17.5 Data Results Academic Achievement: 6.8  Percent Proficient Mathematics: 11.8%. 0.6 out of 5.0  Percent Proficient English Language Arts: 31.2%. 1.6 out of 5.0  Average Performance Level Mathematics: 1.6 2 out of 5.0  Average Performance Level English Language Arts: 2.1%. 2.7 out of 5.0 Academic Progress: 14.9  Percent Proficient Science: 21.6% 0.8 out of 3.5  Student Growth Mathematics: 49.4 6.7 out of 12.5  Student Growth English Language Arts: 35.3 5.1 out of 12.5  Credit for Well Rounded Curriculum: 81.1% 2.4 out of 3.0 The schools overall English Language Arts Data stood at a 24.1% this past school year and was last updated on 03/17/2023. Topic Integrating Reading and Writing Instruction During the Language Arts Period(s) While Integrating Learning Tables. Guiding Research Question How will revising and implementing a Language Arts schedule to include focus lessons (reading and/or writing) and learning centers impact student achievement in Language Arts Classes? Citations Public info / media . Charles County Public Schools. (n.d.). https://www.ccboe.com/about/public-info-media https://www.ccboe.com/academics/strategic-plan-data-dashboard-2022 Annotated Bibliography Langer, J. A. (2001). Beating the Odds: Teaching Middle and High School Students to Read and Write Well. American Educational Research Journal, 38(4), 837–880. Page 2 of 6

EDAS 743 https://doi.org/10.3102/00028312038004837 This article examines the aspects of instruction that contribute to students' success in reading, writing, and English. It compared schools with more usual scores with those whose children perform better than students at schools with similar demographics, focusing on English language arts programs in schools that have been attempting to raise student performance. The study, which was conducted over a 2-year period in each of four states, involved 25 schools, 44 teachers, and 88 classes. Schools with underprivileged and diverse student populations predominated despite the sample's diversity, which included urban and suburban locations. Six characteristics that pervaded the surroundings and clearly distinguished higher-performing schools from more typical schools were identified via analyses. I would like to consider with this article that skills and knowledge that need to be learnt must be carefully reconsidered, integrated for students' application in more extensive tasks, and given ongoing practice, discussion, and evaluation as necessary throughout time to be effectively revised in both curriculum and instruction. Leichtman, A. (2018). Creating Spaces for Culturally Responsive Pedagogy amid Standards Driven Curriculum in Secondary School English/Language Arts Classes (Doctoral dissertation, Florida Atlantic University). This article breaks down what we all have had conversations about, whether it’s in the school buildings or at home. The conflict between what kids should learn in school and what they actually learn was also examined. Eight high school language arts teachers in South Florida were each subjected to two interviews and a classroom observation to gather information about how they implement the current secondary school English/Language Arts curriculum while navigating Page 3 of 6

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