A summary of Action Research Projects at Holy Family College Fall Semester 1998
Len Soroka, Professor
A developmental writing approach was implemented that encouraged students to "write what they hear" without stressing spelling.This approach increased student-writing skills in a short period of time. Donna Hnosko
Survey and standardized tests were used to assess individual student learning styles. When these styles were incorporated into individual assessments, student test scores increased. Melanie Culver
A unit implementing self-esteem activities was integrated into every aspect of the basic curriculum. Rubrics measured changes. As a result, student's scores improved. They also volunteered more, completed more homework on there own, were genuinely more outgoing and were kinder to one another. Kelli Czerwinski
An individualized intervention utilizing applied behavioral analysis and behavior-shaping techniques in a trial format were used with a student diagnosed with pervasive developmental disorder/autism. The results indicated that the two methods remarkably improved the student's behaviors. Erin Stevenson
A structured socialized recess program was designed to eliminate behavioral problems associated with transition to the classroom. Direct interviews, surveys, and observations were used to collect data. Behavior in the school yard, during transition, and in the classroom improved as a result. Nicole Sassa
An extrinsic rewards system was designed and implemented on one 3rd grade student with behavior problems. Behavior logs showed that rewards helped him control his behavior. Alicia Smith
Two teachers assessed the learning differences between using cooperative grouping of students and whole class instruction. Preliminary results showed that math lessons were less effective with cooperative learning. English lessons showed little difference when comparing the results of the two instructional methods. Possible methodology problems developed because we asked students to share equipment in cooperative groups and did not ask them to share when working independently. Scott Yollin and Brian Dunfee
The effect of parental involvement on student achievement was studied from students in two classes from two different schools. Parent teacher surveys, observation notes, student work samples, homework records and tests were evaluated. Finding indicates that a lack of parental involvement significantly effects the achievement and attitudes of the students.
Will teaching conflict resolution skills affect students' behavior and attitudes toward other students? Data from classroom observations in 3 classrooms and teacher interviews demonstrated that teaching a conflict resolution program reduced the number of conflicts in the classroom. Joanne Kobylinski and Kristen Nolan
Can social awareness of 3rd grade students with limited social skills be enhanced through the implementation of instructional strategies? Social awareness was defined and measured by a set of predetermined behaviors that were not exhibited prior to implementing the instructional strategies. Methods for collecting data included anecdotal records, running records, questionnaires, surveys and interviews. Data revealed that targeted instructional strategies can increase the social interaction among the students. Sheri Basalyga
Is a reading recovery program effective in improving 1st grade reading levels? Pre and posttests as well as concept checklists were compared to determine the impact on students in a reading recovery program. Students in the program increased their scores by an average of 1 reading level. Student's enthusiasm for learning and self-esteem increased. Reading recovery proved to be an effective program for low achieving 1st grade readers to improve their reading skills in a short period of time. Lisa Handy
What programs in Philadelphia are available to students who speak a language other that English? Teacher surveys, ESOL teacher surveys, testing results and one on one tutoring indicated that ESOL education needs to be re-evaluated and improved city wide. Cathleen M.Conner
Do students do more homework correctly when there is parental involvement? Data from a survey, homework assignments, a journal, demonstrated that students did more homework correctly with parental involvement. Karyn Kazmierczak
A reading program titled The 100 Book Challenge was evaluated using surveys and interviews with students, parents and teachers. Data demonstrated that this was an effective way to motivate students to read. Cathleen Goetz
Can cooperative learning have an effect on student success? Written interviews with teachers indicated that teachers believe that student success varies greatly based on grouping strategies used. Kimberly Patterson
Do some students really need transitional first grade before they can succeed in regular first grade? This study compared academic and behavioral success in kindergarden and through the early stages of first grade. Students who completed transitional first were compared to another group who were recommended for transitional first grade but chose not to attend. Results indicated no difference between the two populations. Nancy Neufang/Greene
The micro society program created and run by elementary school students was evaluated using interviews, evaluating attendance rates, and SAT-9 scores. Results show across the board improvement and excitement among participants. Susan Hutkowski
A first grade student with procrastination problems showed little interest in completing assignments. We implemented a chart with rewards to improve his behavior. A sticker chart on the student's desk was developed and stickers were applied when his behavior improved. When the chart was full, a prize could be selected at the basket. He liked the idea and it made a big difference in the quantity and quality of his work. Sarah Hanuscin
Is a quiet classroom a better classroom for learning? I compared two methods of teaching during 6 math lessons for a 6th grade class. The first involved "restricted" talking and quite individual work. The second involved student focused instruction including open asking of questions, and group work. Result demonstrated no difference in grade performance. It did take more preparation for a student focus lesson but the students seemed to enjoy it more. As a result I combined the styles in a 7th and 8th lesson with success. Brian Carden
A comprehensive behavior modification intervention program was designed to improve a student's ability to independently complete seatwork. During a six-week period, environmental, skill building and contingency management components were added to plan. Student progress was monitored and recorded daily on a behavior chart. Environmental strategies were implemented after one week by moving the desk to a quiet area with choice activities once the student successfully completed the seatwork. This showed substantial increase in the students' achievement level. The use of consistent consequences for inappropriate behavior while reinforcing target behavior increased the students' productivity. Monitoring of this comprehensive plan during two additional weeks revealed an average performance level slightly higher that when first implemented. Dawn Killian
Is there a correlation between students reading and writing ability? I tested students reading and writing abilities using students grouped into 3 different ability levels. Results indicate that a strong correlation does not exist between reading and writing skills. For example, many students who were good readers were not as good at writing. Some students who were good at writing did not excel in reading. Mike Biddle
Can behavior modification correct violent behavior/ A 4th grade student exhibited violent behavior during play activities in the schoolyard? This behavior was exhibited only in the unstructured school yard environment. An aid was assigned to shadow the child to correct and monitor behavior and as the behavior improved the aid would distance herself from the child. The mother was also involved by giving rewards for coupons earned in school. Preliminary results verified through interviews with the aid, councilor, and teacher seemed promising. Maryann Ward
Does providing positive reinforcement for a student increase the number of times a student participates in class? The student agreed to use a tally sheet on his desk to monitor his classroom participation. When he earned 10 tally marks, he would receive reinforcement. At the outset the method worked well. As the semester continued his enthusiasm waned and so did his participation although it never reverted back to starting levels. I suggest that he should have been allowed to choose a new set of rewards. Linda Dubell
A variety of strategies designed to help transitional 1st graders become better listeners were implemented in the classroom over a six-week period. These strategies included modeling, visuals, discussions, and modifying the classroom environment to cut down on distractions. Students were assessed weekly through various listening activities and assignments. The results demonstrated that the students were becoming more active listeners and teachers gave fewer repetitive instructions. Jennifer Piotti
Is there a significant difference in academic achievement between students from two-parent and single parent families? Achievement was judged by averaging test scores from spelling, reading, social studies, and mathematics. Scores from the standardized tests for math and reading were also compared. The results were consistent with those from previous studies. In general difference in mean scores was small, between 2 and 4 points in favor of two parent families. In reading the scored differed by an average of 11 points in favor of single parent students. This may have been related to the outside reading assistance that was received by several students from single family homes. I found that the structure of the family had minimal effect on academic achievement.
Do students have the ability to choose "just right" books when permitted to self select their independent reading assignments? A "just right " book is one that the student can read with a minimum amount of errors. Students were grouped and conferences used to determine their appropriate reading level. A form was developed to chart the students ability to choose "just right" books. Individual students were analyzed with respect to their choices. Nancy Montone
Will the incorporation of extrinsic rewards and cooperative groups improve the social behavior of three students in my classroom? Students were seated in six cooperative groups, with the 3 disruptive students in different groups. The cooperating teacher, the librarian, and I (the student teacher) observed the students for one month. A record was kept of the number and type of misbehaviors observed. After this month we began a popcorn race. Each time the entire group was observed "doing good" we would reward this with a scoop of popcorn in their group bowl. When the bowl was full the group could celebrate by popping and enjoying the bowl of popcorn. Students loved the race. Two of the three students almost completely stopped the misbehaviors. This was in large part due to the encouragement of other members of the group. One student improved in 4 of the 6 areas however he continued to talk at inappropriate times. Pat Homshu
Are literature circles an effective way to encourage students to critically react to literature? I assessed students before and after using literature circles through an informal survey and through journal writings. I evaluated both with a rubric. After implementing literature circles, there was an increase in the students' ability to critically evaluate and react to literature. Journal writings demonstrated that after introducing literature circles students showed greater ability to elaborate and critically think about literature. Mark Godwin
How can I improve my students listening skills? I collected data on the number of times I was asked to repeat a direction in a class. The average was 12 times a day. Listening activities were introduced and taught once a week. The results showed a significant drop in the number of times I was asked to repeat a direction. My results show that for students to follow directions they must develop listening skills. Listening skills can and should be taught in early grades. Christina Reed
Would two kindergarten students who did not speak fluent English progress as well academically as two students who did? The 4 students all achieved the same score on a kindergarten pretest. Data was collected for 12 weeks including my journal entries, center assignments, reading logs including the number of books read, written tests, and verbal tests. Findings indicate that the English-speaking students progressed faster than the non-English speaking students did. Hong Huynh
Does a correlation exist between parental involvement and academic achievement? I used surveys of parents and teachers to collect baseline data on parental involvement from the previous year. I put the students into groups based on achievement. Data showed that parental involvement does directly tie into achievement. Bill Patterson
Do manipulatives help motivate and develop more positive attitudes toward math lessons for students who do not like math? Attitude assessments and interviews were used to identify students who did not like math. The math lessons were split into 5 lessons with manipulatives and 5 lessons without manipulatives. I administered daily observations and questionnaires. Only one of the three students felt more positive and motivated about the lessons that contained manipulatives. My observation logs indicated that all 3 students looked more positive and motivated when using manipulatives. Jennifer Clark
Do computers within the classroom increase and reinforce lessons? I had students work in groups of 2 on the computers. I tested and evaluated 15 different programs. These programs included math, reading, writing, and spelling. I noted how the children interacted, what they were learning, and any improvement. I found that computers are a good resource if used correctly. It is important to research software before use and focus on software that will be the most helpful. Christine Villari
Is show and tell an effective method for language development in early childhood classes? Data was collected to demonstrate the degree of language development in children during show and tell. Anecdotal records and teacher/assistant teacher interviews demonstrated that show and tell can be an effective form of language development and communication. Suzanne Szychulshi
Do children who have early childhood education experience have an advantage socially and behaviorally over children without this experience? Data was collected on checklists of social and behavioral skills. The students completed a checklist and I completed another one using observation. The results showed that the students with early childhood education experience all scored a 4 (on a range of 1-5) or better in all questions. Results showed that students who have early childhood education do have a significant advantage socially and behaviorally over other students when entering kindergarten. Kelly Kent
Does an ADHD student's behavior change from class time to play time? A checklist identifying class time behaviors included communication/interaction difficulties, restlessness, and short attention span. Playtime behaviors were isolation, hyperactivity, and short attention span. My conclusion was that the students changed his behavior during class time. During playtime the student did change his behavior. Michael Yeager
What are the effects of whole language instruction on the reading and writing ability of traditionally taught students? Surveys and writing samples were used to assess the results of a "Whole language and Writing Workshop" on the writing ability of 5th grade students. My research showed that 3 months of whole language instruction dramatically improved student's perceptions of reading and writing, and also increased writing ability. Helene Byrne
Will one-on one assistance during the school day help improve the completion of assignments for an ADHD student? This student teacher provided one-on-one assistance to an ADHD student during the school day. Tutoring and sending home notes to the parents occurred daily. The charted results indicated a dramatic improvement his homework assignments and class assignments. Wendy Buchter
