Term Paper on "Action Research Teacher Coaching -- Vocabulary Building"

Term Paper 7 pages (1914 words) Sources: 1+

[EXCERPT] . . . .

The methodology proved to be adequate for answering the research question without being overly complicated, and the choice of quantitative data provided a strong argument for the 7-point vocabulary building instruction and use of visual and graphic organizers that the teacher wished to promote, should it prove to be an effective instructional solution for the problem of practice. The data collection and data analysis enabled a solid picture to take shape of student performance in vocabulary skills and reading comprehension. Moreover, the data collection and analysis mapped well to the theory of action for the instructional interventions (Wiggins & McTighe, 2005). The action plan was a useful guide for implementation, monitoring, and evaluation of the action research project. The teacher expressed appreciation for the coaching approach that assisted with conceptually solid thinking about the action research and the relations among the various components of the teaching, learning, and assessment.

References

Armbruster, B.B., Anderson, T.H., & Meyer, J.L. (1991). Improving content-area reading using instructional graphics. Reading Research Quarterly, 26(4), 394-416.

City, L., Elmore, R., Friarman, S.E., Teitel, L, & Lachman, A. (2009). Instructional Rounds: A Network Approach to Improving Teaching and Learning. A Network Approach to Improving Teaching and Learning. Cambridge, MA: Harvard Education Press.

Joyce, B., & Showers, B. (2002). Student achievement through professional development. In B. Joyce & B. Showers (Eds.), Designing training and peer coaching: Our need for learning.

Alexandria, VA: Association for Supervision and Curriculum Development.

Neufeld, B., & Roper, D. (2003) Coaching: A strategy for developing instructional Capacity. Providence, RI: The Annenberg Institute for School Reform. Retrieved July 9, 2003, from http://www.annenberginstitute.org/images/Coaching.pdf

Sagor, R.D. (2011). The action research guidebook: A four-stage process for educators and school teams (2nd ed.). Thousand Oaks, CA: Corwin.

van den Broek, P., & Kremer, K. (2000). The mind in action: What it means to comprehend during reading. In B.M. Taylor, M.F. Graves, & P. van den Broek (Eds.), Reading for meaning: Fostering comprehension in the middle grades (pp. 1-31). Newark, DE: International Reading Association.

Wiggins, G. & McTighe, J. (2005, December). Understanding by Design (2nd ed.) Upper Saddle

River, NJ / Alexandria, VA: Pearson Education/Association for Supervision & Curriculum Development.

Appendix -- I - Central City, Third Grade Reading Scores

Reading Skill

% Correct

Literal/Explicit

AVG: 86.16%

Analysis

AVG: 77.12%

Inference

AVG: 70.71%

Vocabulary

AVG: 66.66%

Reading Comprehension Item… READ MORE

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