data analysis techniques
DESCRIPTION
Data Analysis Techniques. Participatory observations Free from bias Derived from student questionnaire Response frequencies in data Compiling Disassembling Reassembling Interpreting Drawing conclusions. Data Analysis Techniques. Refection Action Plan Implementation - PowerPoint PPT PresentationTRANSCRIPT
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Participatory observationsFree from biasDerived from student questionnaireResponse frequencies in data
CompilingDisassemblingReassembling InterpretingDrawing conclusions
DATA ANALYSIS TECHNIQUES
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Refection Action PlanImplementationModification of methodologyTriangulation of data
DATA ANALYSIS TECHNIQUES
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ConsentAssentVoluntaryAnonymity
RESEARCH ETHICS
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Reasons for Students not Studying Outside of Class Jobs Athletics Apathy Self-confidence Non-interest in subject matter Family commitments
Students are indeed predisposed to lack motivation in school for a variety of reasons. (Ford, 2002) If students feel they are not capable of success, they will not
perform. Belief in one’s ability and one’s effort are equally
necessary antecedents to successful academic student achievement. (Ford, 2002)
ANALYSIS AND FINDINGS
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Hindered due to sleep?Lack of motivation or desire?Are they not prepared?When the task is not an integral component of a
student’s life, or if, in effect, it is not important to the student, amotivation may result. (LeGault, Pelletier, Green-Demeers, 2006).
Content needs to be relevant. The classroom content should strive to foster students’ intrinsic motivation. (Ford, 2002).
Instructors should try and plan activities based on relevant topics. (Ford, 2002).
FACTORS PREVENTING STUDENT ENGAGEMENT
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Revise the format of the classImplement student led modules based on NGSS, KCC
and WKU StandardsFlip to a more digital format (Google Docs)Increased rigor
GENERAL CONCERNS WITH THE FORMAT OF THE CLASS
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Initial Study
Why decline in motivation?What prevents engagement?Two years of data showed
ninth grade outperform tenth grade
Ninth grade study more than tenth grade
Extension Study
Does block lend itself academic success?
Two years of data do not show an overall increase
Eleventh grade students are not outperforming ninth grade students
More research is needed
CONCLUSION
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Improved teaching strategies in classroom KTS and ISTEDirect impact KTS standard 7
Strands 7.1 and 7.2
RATIONALES
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TimeDifferent schools / different instructorPerspective
LIMITATIONS
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PLCValidity?Third study
RECOMMENDATIONS FOR FUTURE STUDY
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Busteed, C. and Bergin, D. (2009). Attachment in the classroom. Educational Psychological
Review.21, 141-170. Retrieved from http://edusource.org/wp- content/uploads/ClassroomAttachment.pdf
Bynoe, Tyrone. (2014). ADOL 633 Course content KTS and ISTE standards. Retrieved from ttps://ucumberlands.blackboard.com/webapps/portal/frameset.jsp?tab_tab _group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute %2Flauncher%3 Ftype%3DCourse%26id%3D_46712_1%26u
SOURCES
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Ford, Valjeaner. (2002). Why do high school students lack motivation? Global Education Journal. 101-113.
Retrieved from http://libres.uncg.edu/ir/uncp/f/Why%20Do%20High%2 0S chool%20Students%20Lack%20Motivation%20in%20the %20Classroom.pdf
RESOURCES
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Irmsher, Karen. (1996). Block Scheduling. ERIC Digest, Number 104. Retrieved fromhttp://files.eric.ed.gov/fulltext/ED393156.pdf
Lawrence, W. & McPherson, D. (2000). A comparative study of block scheduling and
traditional scheduling on academic achievement. Retrieved from http://curriculum.austinisd.org/soc_stud/resources/doc uments/ComparativeStudyofBlockvsTraditional.pdf
SOURCES
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Legault, L., Pelletier, L. & Green-Demers, I. (2006). Why do high school students lack motivation in the classroom? Toward the understanding of amotivation and the role of social support. Journal of Educational Psychology. 98 (3) 567-582. American Psychological Association. Retrieved from http://selfdeterminationtheory.org/SDT/documents/200 6_LegaultGreenPelletier_JEP.pdf
Musbach, Jennifer. ( 2006). Saline area school district and Ypsilanti public schools. University
of Michigan. Retrieved from http://sitemaker.umich.edu/musbach.356/traditional_vs._block_schedule_
SOURCES
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Parsons, J. and Taylor, L. (2011). Student engagement: what do we know and what should we
do? AISI School Improvement Press. Retrieved from http://education.alberta.ca/media/6459431/student_engagement_literature_review_2011.pdf
Rettig, Michael. (1999). The effects of block scheduling. Two leading authorities describe
what results when high schools use alternative schedules. The School Administrator. Retrieved from http://www.aasa.org/SchoolAdministratorArticle.aspx?id =14852
SOURCES
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Taylor, L. & Parsons, J. (2011). Improving student engagement. Current Issues in
Education.14(1).http://cie.asu.edu/ojs/index.php/cieata su/article/view/745/162
Wilson, J. T. (2014). Students’ perspective on intrinsic motivation to learn: a model to guide educators. A Journal of the International Christian Community for teacher Education, 9 (1). Retrieved fromhttp://icctejournal.org/issues/v6i1/v6i1-wilson/
Wilson, J. T. (2014). Students’ perspective on intrinsic motivation to learn: a model to guide educators. A Journal of the International Christian Community for teacher Education, 9 (1). Retrieved fromhttp://icctejournal.org/issues/v6i1/v6i1-wilson/
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