Section 1: Academic Achievement - National Center for School ...

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As a person who always is looking for ways to make my teaching more effective, I believe that I can always do better. I am not against change, but I firmly believe that kids and their needs should be considered in any aspect of change. By treating them alike we are doing them a disservice. There needs to be a balance between having high expectations and fostering a sense of helpfulness, a sense of belonging, and meaningful participation in their education. I have learned that I can make kids learn, but I strongly believe, this year more than any year past, that without attending to all the risk factors I can not create life-long learners. For me this is the ultimate goal as an educator. There needs to be a balance that was lost this year in my classroom. Although there was good academic growth I can only wonder what the results might have been if my students had attained a higher level of engagement, a sense of helpfulness and been able to connect and participate in a more meaningful way. I believe the growth potential could be phenomenal! Step by Step Process After reflecting on my experience this year, I offer the following recommendations teachers hoping to conduct their own action research project. 1. Read research until you find an area that really strikes you and that believe can have a direct affect on your students. 2. Realize the more you learn, the more questions you have. 3. Kids can be a valuable source of data, but it can be a challenge to get that data from them at times. This is where I relied upon journaling in addition to my surveys and achievement data. Action Research to Study Homelessness and High Mobility in School Communities 93
Suggested Steps to Enhance Educational Practices: Step Who Involved Tasks Find a way to connect with students Make your classroom welcoming Use a variety of instructional strategies appropriate for student population and culture Find ways to connect curriculum to students’ lives Have high expectations for students Teacher, Student Teacher Teacher Teacher Teacher, Student • Take time daily to listen to what your students want to share about their lives • Take time to learn what interests your students • Take time to learn about your students’ families • Eat lunch with your students from time to time • Learn something about your student’s culture and language if different than your • Let students have some input in classroom decisions • Decorate classroom with student work • Decorate classroom with décor that represents students’ cultures and languages • Smile a lot • Be available to help students outside of class time • Have extra school supplies available for new students who arrive and don’t have the means to get them right away • Survey students to find out what learning styles are present in your classroom • Learn about differences in educational settings for the cultures that are present in your classroom • Use journaling or anecdotal records to give you additional information about how your students learn best • Find literature that matches cultural background of students • Chose topics for study that interests your students • Give students choices in what to study when appropriate • Expect that your students can achieve grade level skills • Give them plenty of practice with varying levels of support to build confidence Action Research to Study Homelessness and High Mobility in School Communities 94
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WEB-BASED PROFESSIONAL DEVELOPMENT
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Chapter 1 OVERCOMING BARRIERS TO PA
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increase parent involvement as a so
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arriers such as time, money and chi
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Gathering Data This study was condu
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in school. They reported that their
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Action Taken Using the plan created
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more teachers and volunteers involv
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Appendix A -Parent/Child Homework G
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• Follow up with parents regardin
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Recommendations • Involve parents
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Appendix C - Individual Interviews
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Appendix D - Pre and Post Questionn
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Comments: Appendix E - Homework Bar
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more affluent, stable neighborhood
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started a lottery system to ensure
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perhaps because the Social Worker w
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Hopefully, you can offer quality af
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I had a total of 20 students. I hav
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Page 41 and 42: struggling with. On Thursday it was
Page 43 and 44: Recommendations/Process for WBPD 1.
Page 45 and 46: Appendix 1 Student Survey! Name ___
Page 47 and 48: Appendix 3 Name____________________
Page 49 and 50: houses grades Pre-K through 5th. Lo
Page 51 and 52: strategies that students could use
Page 53 and 54: Etta Kralovec and John Buell (2000)
Page 55 and 56: directions, to help check the finis
Page 57 and 58: I then sent a letter to the parents
Page 59 and 60: were even able to hand out the mate
Page 61 and 62: are worthy of other teachers using
Page 63 and 64: Chapter 5 IN WHAT WAYS CAN I ADJUST
Page 65 and 66: year. She couldn’t provide me wit
Page 67 and 68: frustration level rose, yet I was s
Page 69 and 70: So, I made three adjustments. First
Page 71 and 72: left the room they knew they would
Page 73 and 74: How did I modify the Title Math pro
Page 75 and 76: Chapter 6 HOMELESS AND HIGHLY MOBIL
Page 77 and 78: Literature Background Many educator
Page 79 and 80: school year with representation at
Page 81 and 82: them eat in class. Additional reaso
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Page 85 and 86: verbalize to me. It was their behav
Page 87 and 88: They have determined that by the en
Page 89: finding. However the 3 rd and 4 th
Page 93: Appendix 2 H&HM Research Survey 200
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