I can establish my reputation as an ethical instructional designer by ensuring that the work I do following guidelines for ethics and copyright.  This means being honest, giving credit where it is due, being open and flexible, and being aware of when value systems influence my work and clients.  I will develop this reputation by also working within my own vein of expertise without trying to do work for which I am not qualified.  Since I am in the field of secondary education, I can further build an ethical reputation by developing strong social responsibility and concern for the welfare of my students; this means that I will “work to minimize adverse affects on individuals, groups, organizations, societies and the environment” while working toward “[mitigating] the causes of human suffering” (Burns et al., 1999, p. 10).  Part of this job means that I must, when needed, conduct research that tells the whole story.  I cannot leave out parts that might make the research outcomes look better or worse than they really are.  To do so would damage my integrity, the value of the work, and negatively impact the clients for whom I work.

One of the more important lessons learned from this course is the idea of being open and flexible to new ideas and how one can learn from them.  Particularly in the area of performing literature reviews, I can learn from research materials that may or may not always directly address the issue or concern for which I seek a solution.  Often times, research materials can provide alternative solutions and ideas not previously considered.  This allows me to grow as an instructional designer.  It also prepares me for possible objections from clients, self, and those who might be working with me to create learning products.  Knowing the breadth of research available helps me to help the client not waste time, energy, or money.  Knowing how to read and understand statistics and how to convey that information is just as important as they research because I can learn of my own biases, biases of others, and how they can impact my work and the outcomes of learning material production.  I can use the research and the statistic to create more reliable and relevant products.  At the same time, I must not hide, misconstrue, or misrepresent information; as Burns et al., (1999) “professionals should warrant their research and evaluation conclusions adequately in a way consistent with the standards of their own theoretical and methodological perspectives” and “recognized standards of research competence and ethics” (p. 16).  This course is completely relevant to the work I do in education as a teacher and soon to be administrator in training.

One example of how I will use what I have learned in my job is in my position as curriculum specialist.  Teachers and other administrators do not always have the time to review best practices in regard to classroom management and instructional practices.  Part of my job will be to help teachers in this area.  This means I have to read the research available and be able to present in ways that can immediately and relevantly be used.  I will conduct thorough literature reviews that look at all sides of an issue and present the good and bad to avoid bias.  I will also be sure to check the statistics, and how research studies are conducted and funded because they might have a direct impact on the decision-making that occurs on my campus.  I will not look for what I think is the best option.  I will look for that which benefits the entire campus.

At the end of the day, it is not about me—the instructional designer.  It is about preparing and helping my fellow teachers and colleagues to be the best they can be at their jobs so that we can have a positive, long-lasting impact on the lives of the students who come to our school.  I can and will do this my holding myself to ethical standards and integrity.  I will continue to teach my eyes and ears to take a critical second look at all I do in a way that helps my clients and in a way that upholds my reputation.

References

Burns, J. Z., Dean, P.J., Hatcher, T., Otte, F.L., Preskill, H., Russ-Eft, D. (1999). Standards on ethics and integrity.  Performance Improvement Quarterly 12(3), 5–30 .

Please check out my Voicethread creation for my Foundations of Research course.  Let me know what you think.  Thanks for reading.

VoiceThread–Solution Proposal for Maintaining Attendance of At-Risk Students

Positive relationship building is one of the keys to building road maps to success for at-risk students.  Research findings from Lessard et al., (2009) and Nowicki et al., (2004) support the critical need for schools to develop learning environments that promote student engagement with less punitive measures.  Students who are at-risk have often participated in negative relationships at school, and some have stopped attending classes.  Teachers can change the classroom climate by modifying their own behavior towards students and by using feedback and strategies to create positive interactions, but this will require one-on-one relationships with students in the classroom.  I would recommend a focus on developing more positive student-teacher relationships at my school because the classrooms are where students spend the majority their time.

Research from Lessard et al., (2009) revealed that resilient at-risk students “established relationships, solicited social support from friends, teachers,” and “used positive inner discourse.”   Homeroom would be similar to the school-within-a-school program not unlike what Nowicki et al, (2004) describe in their research study—small blocks of students and teachers in which that team “[takes] every opportunity to make students aware of what the students [are] doing interpersonally and to teach them a relationship language process to discuss the students’ behaviors and their consequences” (p. 230).

Mayer and Mitchell (1993) noted interventions for at-risk students that include a career and cultural development component can help decrease the number of student dropouts and increase students’ engagement at school.  Focusing on the career needs of all students at our school would fulfill the school’s mission to help students to be prepared for work and successful living.  It would also help students to feel that their learning is relevant to their lives and their own goals.

At-risk students require school employee dedication and intervention programs that work.  Focusing on creating better student-school relationships, year round tutoring, behavior related interventions, and community involvement activities have been shown to be successful.

References

Knesting, K., & Waldron, N. (2006). Willing to play the game: How at-risk students persist in school. Psychology in the Schools, 43(5), 599-611. doi:10.1002/pits.20174

Lessard, A., Fortin, L., Marcotte, D., Potvin, P., & Royer, E. (2009). Why did they not drop out? Narratives from resilient students. Prevention Researcher, 16(3), 21-24. Retrieved from EBSCOhost. (Accession No. EJ858782).

Mayer, G., & Mitchell, L. K. (1993). A dropout prevention program for at-risk high school students: Emphasizing consulting to promote positive classroom climates.  Education & Treatment of Children, 16(2), 135. Retrieved from EBSCOhost ERIC database. (Accession No. 9409260200).

Nowicki Jr., S., Duke, M. P., Sisney, S., Stricker, B., & Tyler, M. (2004). Reducing the drop out rates of at-risk high school students: The effective learning program (ELP). Genetic, Social & General Psychology Monographs, 130(3), 225-239. Retrieved from EBSCOhost Education Research Complete database. (Accession No. 16468498).

Yampolskaya, S., Massey, O.T.,  & Greenbaum, P.E. (2006). At-risk high school students in the “Gaining early awareness and readiness” program (GEAR UP): Academic and behavioral outcomes. Journal of Primary Prevention, 27(5), 457-75.  Retrieved May 30, 2011, from ProQuest Health and Medical Complete. (Document ID: 1124442131).

Inconsistent attendance for at-risk students in secondary schools can be an issue affecting a student’s knowledge and skills, accrual of credits, and earning a high school diploma.  Students who have excessive absences often fall behind in course work, and many drop out.  At a public charter school, students attend an accelerated program to earn their high school diplomas.  Because the program moves at a quicker pace than a traditional high school, consistent attendance is imperative.  Several at-risk students at this charter school have had severe attendance issues affecting their ability to quickly earn a diploma as well as their ability to perform academically well in their course work.  This issue affects the student, the family, and the community.

This research literature review is focused on maintaining attendance for at risk students in accelerated learning programs.  The main research question is to answer how schools can maintain attendance of at-risk youth in accelerated learning programs?  Faculty and staff at the charter school recognize there are forces outside of school that can impact student attendance.    Several research studies were consulted as they addressed the causes of inconsistent attendance, intervention programs, tutoring, and relationship building targeted at meeting the needs of at-risk students .  In searching for the answers to these questions, it is my hope to impact change efforts within the school designed to increase student attendance, build productive relationships between student-school-parent, accrual of credits, and completion of the current high school diploma program.

A research study by Mayer and Mitchell (1993) tested interventions designed to lower the rate of students dropping out as well as the time spent in less negative learning environments; it was funded by the U.S. Department of Education (p. 9).  The researchers of the study found there were contributing factors for students missing school, and from previous research, they cited among these punitive responses in the classroom and from the school, disruptions in the classes, defiance, and apathetic attitudes (Mayer and Mitchell, 1993, p. 2).

The main objective of the program was to create positive learning climates and to provide training to teachers in more effective communication practices with at-risk students.  The research data was collected by university trained, part-time counseling/psychology graduate students who used multiple observations of tutoring sessions, classroom sessions, and student-teacher interactions (Mayer and Mitchell, 1993, p. 3).  Teachers and consultants worked together to implement programs focused on improving behavior, positive reinforcement, teacher-student interactions, targeted skill development in reading and math, student exposure to culture and career opportunities, relationship building with tutors and teachers, classroom engagement, intensive summer programs focused on core subjects, and tutoring throughout the school year and in the summer time;  (Mayer and Mitchell, 1993, p. 7).

In the next research study, the researchers sought to understand how school relationships play a role in the attendance and academic performance of at-risk students.  Knesting and Waldron (2006) explored a grounded theory based on students receiving support from faculty and administrators.  In the study these researchers wanted to know what made at-risk students persist in earning high school diplomas, and they cited past research that addressed the issue of students dropping out but not on why they stay or how schools impact students’ decisions (Knesting and Waldron, 2006, p. 599).  Interviews and observations were conducted, compiled, and analyzed over a five month period and revealed three factors that made students stay in school: “goal orientation, students’ willingness to follow school rules, and relationships with teachers ho believed students could graduate and provided support and caring” (Knesting and Waldron, 2006, pp. 602-603).  Mayer and Mitchell’s research (1993) though completed years earlier, shares the claim that building positive rapport and relationships with at-risk students is a strong factor in their academic success.  Particularly in regards to the need for schools to care and support high school students, it seems that schools have a valuable part to play in the lives of all students, but especially students who are at-risk.  This would involve a more hands-on approach in education.   However, both studies point to relationship building and schools understanding students’ issues in effectively maintaining attendance.

A Canadian study of what kept students in school and from dropping out revealed a subject that has not been generally researched in the education field, and that is the subject of resiliency (Lessard, Fortin, Marcotte, Potvin, and Royer, 2009).  Their studied was focused on researching participant’s challenges and what made them continue going to school (Lessard et al., 2009).  This research study noted that there are internal and external factors that can affect a student at risk of dropping out of school.  Data and stories extrapolated and analyzed from the student-participants revealed that “social support from friends, teachers, and psychologists could be considered as a problem–solving strategy to used to improve [a student’s] situation” (Lessard et al., 2009, p. 23).  Several of the research studies used in this literature review support the need and the impact of external relationships to help at-risk students be successful.

This information is significant to the research study I have proposed because the charter school seeks to build relationships with students in order to help them finish high school.  The Lessard et al. study (2009) provides compelling support to continue this practice.   Two items suggested in this study that appear to improve student attendance and high school completion are healthy self-esteem and self-efficacy (Lessard et al., 2009, p. 23).  Interventions and programs that support teaching students how to develop a healthy self-esteem and the ability to self-governance would be appropriate for my school in helping at-risk students connect at school and stay involved.

There are several intervention programs designed to address the issue of truancy and low academic performance, but one particular study I reviewed is relevant to the attendance and academic performance of students.  Yampolskaya, Massey and Greenbaum’s (2006) study was designed to evaluate a multi-layered intervention program.  They used three groups from a high school in Florida to complete the study, and this included groups of no participation, low participation, and high participation.   The Yampolskaya et al. study  would serve as positive reinforcement for using the tutoring program we began as the tutors shared similar backgrounds as the students.  An intervention program such as GEAR UP is also based on voluntary participation in various aspects of the program.  The program includes tracking of student participation and relationship development between teachers and students, students and tutors, and parents and the school.

Of particular interest to me, is the idea that the GEAR UP program speaks to the need for helping at-risk students learn to change their behaviors and how to communicate with others.  At my school our students have difficulty in this area and many choose to stop coming because they do not know how to change their behavior in ways that help them to be successful.  The program highlights the idea that it takes multiple strategies used in tandem with one another to help at-risk students.

In the final analysis of the literature, I found several answers to the research questions in regard to maintaining attendance for students at-risk of dropping out of high school.  Faculty and staff must work together and involve themselves a little more closely in the lives of students.  This may seem like an impossible task, but at my charter school this is possible because it is a small high school with an average attendance of three hundred students.  Teachers are most intimately involved with students because they teach them on a daily basis.  The key is to provide time and space in the week for teachers to engage students in discussions about life, goals, overcoming obstacles, conflict resolution, and developing self-efficacy.

References

Mayer, G., & Mitchell, L. K. (1993). A dropout prevention program for at-risk high school students: Emphasizing consulting to promote positive classroom climates.  Education & Treatment of Children, 16(2), 135. Retrieved from EBSCOhost ERIC database. (Accession No. 9409260200).

Nowicki Jr., S., Duke, M. P., Sisney, S., Stricker, B., & Tyler, M. (2004). Reducing the dropout rates of at-risk high school students: The effective learning program (ELP). Genetic, Social & General Psychology Monographs, 130(3), 225-239. Retrieved from EBSCOhost Education Research Complete database. (Accession No. 16468498).

Lessard, A., Fortin, L., Marcotte, D., Potvin, P., & Royer, E. (2009). Why did they not dropout? Narratives from resilient students. Prevention Researcher, 16(3), 21-24. Retrieved from EBSCOhost. (Accession No. EJ858782).

Knesting, K., & Waldron, N. (2006). Willing to play the game: How at-risk students persist in school. Psychology in the Schools, 43(5), 599-611. doi:10.1002/pits.20174

Yampolskaya, S., Massey, O.T.,  & Greenbaum, P.E. (2006). At-risk high school students in the “Gaining early awareness and readiness” program (GEAR UP): Academic and behavioral outcomes. Journal of Primary Prevention, 27(5), 457-75.  Retrieved May 30, 2011, from ProQuest Health and Medical Complete. (Document ID: 1124442131).

The main research question is:
How can schools maintain attendance of at-risk high school youth in accelerated learning programs?

Secondary questions to be addressed are:
Do school faculty/staff need to address underlying issues for each individual—causes for nonattendance?
What interventions are most appropriate for truant students?
Does relationship building help students stay connected and involved? With whom are the most critical relationships?
Will parent engagement help at-risk youth continue attending school?
Does one-to-one focused tutoring addressing the academic needs of truant, at-risk youth in accelerated instructional programs?

For these research questions I would use a mixed method research study (qualitative and quantitative). This research question seems to require back ground information about the students, their viewpoints about school and attendance, their personal successes and failures in school settings, what they think gets in their way, and information from teachers, administrators, and parents in regards to previous interventions or observations. In the quantitative portion of the study, I would use a survey instrument asking the aforementioned questions. This information would allow me to “[capture] and [display] a graphic picture of a situation expressed in numbers, and it would reveal “measures of central tendency and dispersion” (Locke, Silver, and Spirduso, 2010, p. 96). This would help me to create correlational research information that will help me to see the relationship among all the variables from the descriptive information, and this would lead me to engage in “predictive/modeling research to improve [my] capacity to anticipate events” (Locke, Silver, and Spirduso, 2010, p. 97). These kinds of research study practices can help teachers, administrators, and parents know what kinds of strategies or interventions might work based on the results or the research found.

Because this research study deals with adolescents, I think it would be of great value to understand the social and economic ramifications and causes of students who do not attend school consistently. An interpretive qualitative study would help add story to the numbers as well as help educators understand the underlying causes and issues for truancy and inconsistent attendance. Hearing directly from the students might provide valuable insights that can drive intervention programs. More importantly, interviewing students, parents, administrators, and teachers helps the researcher “to understand [the] situation from the perspective of the participant,” and it helps the researcher “understand the setting for social action” (Locke, Silver, and Spirduso, 2010, p. 183; 184). This type of study might also reveal if the participant’s perspectives point to other issues addressing the cognitive, affective, and behavioral domains—this can help the research to know which variables play a role that is a negative or positive impact on attendance (Locke, Silver, and Spirduso, 2010, p. 186). Interviews and questionnaires would be used to clarify any possible phenomenological differences that students might have in regard to expectations, attendance, and school, etc.

Sample questions might include (with revisions for clarity): (for students) Do you like school? Do you have a favorite teacher? What do you like about him or her? How does you feel about school? What are your goals? What are your most/least favorite classes/teachers? Tell me about a bad/good experience at school? Does home life affect how you perform at school? (for parents) Does your child attend school regularly? Why or why not? Are drugs, alcohol, teen pregnancy, or other factors an issue affecting attendance? How Have you talked to your child about school? Do you receive help from the school, administrators, or teachers? (for teachers and administrators) What students are most absent? When? Why? Do you talk to students about attendance issues? What strategies have you tried in the past to help? Did they work? How do you support/penalize truant or nonattending students?

All of these questions are critical to understanding how schools can help students maintain more consistent attendance, and this is especially important because the researcher needs lay aside his or her own notions and “listen attentively to the reports of participant’s subjective experiences” (Locke, Silver, and Spirduso, 2010, p. 186). This study is more about the students than the researcher, so it would make sense to get an idea of how the participants construct meaning or assign importance to issues surrounding their education.

One last thing that would be added from the qualitative study would be lead to “grounded theory” which “emerges from the investigators’ intimate association with and manipulation of the data to understand why the data are the way they are” (Locke, Silver, and Spirduso, 2010, p. 192). The data analysis would lead to a theory based on what happened in that particular study (Locke, Silver, and Spirduso, 2010, p. 192). The new theory may provide a glimpse into what can be done to address the needs of at-risk students with attendance problems. Once that issue is addressed, the focus could shift to building appropriate accelerated learning programs to help students earn diplomas.

More options to help the students reach their goals would be good for my school, but in this tough economy it’s difficult. I am looking to find alternatives for building strengths where students are weak. One tool I’d like to look into more is MOODLE–it’s free and open source. I hope to be able to design courses for students that have inconsistent attendance, major medical issues, or out for pregnancy. The students deserve every opportunity to earn a diploma, or to at least not be able to say no one gave them chances or programming.
Reference

Locke, L., Silverman, S., & Spirduso, W. (2010). Reading and understanding research (3rd ed.). Los Angeles: Sage Publications.

Annotated Bibliography

Mayer, G., & Mitchell, L. K. (1993). A dropout prevention program for at-risk high school students: Emphasizing consulting to promote positive classroom climates.  Education & Treatment of Children, 16(2), 135. Retrieved from EBSCOhost ERIC database. (Accession No. 9409260200).

In this research study, the test was to decrease students who drop out of high school by providing tutoring services and less penalizing environments within the classrooms.  This quantitative research is supported by large numbers of students who drop out and cite factors that lead to that decision.  Researchers focused on various intervention strategies to decrease the number of students dropping out of school and maintaining their attendance.  Researchers included ethnically diverse, low performing students from five different schools in the county of Los Angeles grade nine through eleven.  The students were assigned to tutors with backgrounds similar to the at risk students in core subject areas: English, math, and science.  Teachers and consultants worked together to create positive classroom environments and teacher behaviors toward at-risk students.  Local businesses and community organizations participated to help the at-risk students.  The results were decreased numbers of students dropping out.  The conclusion notes that there are varying factors that allowed for the success of the program.  The researchers noted that relationships and positive learning environments played a key role in student success.

Nowicki Jr., S., Duke, M. P., Sisney, S., Stricker, B., & Tyler, M. (2004). Reducing the dropout rates of at-risk high school students: The effective learning program (ELP). Genetic, Social & General Psychology Monographs, 130(3), 225-239. Retrieved from EBSCOhost Education Research Complete database. (Accession No. 16468498).

Researchers in this research study focused on at risk students in the Effective Learning Program (ELP).  The study focuses on which specific factors lead to the success of the ELP.  The study took place at one high school that serves at risk students, and the focus was on English, history, humanities, and math with very small student-teacher ratios.  Students with low performance or attendance issues were recommended to the ELP and then chosen randomly in this correlational  quantitative study.  The students who participated in the ELP received intensive instruction and attention from ELP teachers.  These teachers taught students how to more effectively communicate and participate in their learning and interactions at school.  Researchers used four data collection measures to test what lead to the success of the ELP including:  standardized test scores, attendance, graduation, and state assessments.  Researchers also used the Children’s Nowicki-Strickland Internal-External Locus of Control Inventory, Interpersonal Adjective Scale, and the Diagnostic Analysis of Nonverbal Accuracy to measure students’ communication/behavior and consequences in relation to school environments.  The conclusion of the study found that there are multiple factors that affect at risk students and their success.  Among these are relationships, structure, and communication.  They found that students who participated and did well in the ELP were those at the greatest risk of dropping out.  The researchers note that the study’s design might require further research because this particular ELP intervention offered high numbers of positive interactions between teachers and students with the addition of multiple rewards.  While the researchers note that the sample of students studied only at one school was small, they acknowledged the powerful impact of the ELP intervention in decrease the number of dropout students.  This study focuses on one school, but the idea of developing relationships in smaller settings and targeting healthy communication practices should be duly noted.

Lessard, A., Fortin, L., Marcotte, D., Potvin, P., & Royer, E. (2009). Why did they not dropout? Narratives from resilient students. Prevention Researcher, 16(3), 21-24. Retrieved from EBSCOhost. (Accession No. EJ858782).

For this study, researches sought answers to what made at risk high schools students stay in school and finish as well as what challenges they overcame.  In this quantitative study, researchers contacted just over 800 Canadian Caucasian students (male and female; aged 19-22) over an eleven-year period using interviews and questionnaires.  Approximately one hundred students identified as at risk were chosen, and sixty participated.  The researchers note in the study there only two students included in the report as they represent similar stories of all participants.  Researchers found that there were key challenges for at risk students involving the student’s challenges personally, his or her family challenges, and challenges at school.  These challenges did not keep these students from finishing high school.  They learned to cope and developed strategies to help them be successful and overcome various difficulties.  Participants revealed to researchers what helped them stay in school were relationships, positive self-attitude, and purposeful decision-making.   The conclusion of the study reminds the educator and researcher of students’ choice in staying in school or dropping out.  The researchers goal was to describe what made at risk students stay in school and finish.  They also echo the at risk student’s pathway to success through positive relationships with their teachers and other school members.  In comparison to the other texts included in this list, there is support for developing relationships with at risk students.  In contrast, this research study highlights a healthy self-esteem and self-governance as key factors in helping students stay in school and finish.  In comparison with Mayer and Mitchell (1993) study, only one ethnic group was study.  The researchers did not include ethnically diverse students in their study.

Knesting, K., & Waldron, N. (2006). Willing to play the game: How at-risk students persist in school. Psychology in the Schools, 43(5), 599-611. doi:10.1002/pits.20174

In this qualitative research study, the focus is on what makes at risk students stay in school.  They focus on three key factors:  goals, relationships, and abiding by school rules.  Researchers note student descriptions of what they saw as necessary to be successful from teachers.  Points of support include the acknowledgement of past research in understanding causes for students at risk of dropping out of high school, intervention programs for at risk youth, and academic deficits that lead to students dropping out.  This study sought to analyze the school and its impact on at risk students.  The interpretive study was completed at one school with the purpose of deciphering the multiple factors affecting dropout rates.  Students were chosen from ethnically diverse backgrounds between ninth and twelfth grade at a school where the graduation rate dropped more than 15%.  Students were male and female and considered as at risk by their teachers.  Formal Interviews containing open-ended questions with these students were conducted and later clarified by student-participants.  In addition, the researchers interviewed administrators, school counselors, socials workers, and teachers were conducted.  Interviews and observations were also retrieved from information conversations with students and teachers.  Researchers are forthcoming about the credibility of data collection and triangulation; they clarify information from interviews and observations with students and teachers.  The data revealed compares with that of Mayer and Mitchell (1993) and Nowicki, Duke, Sisney, Stricker, and Tyler (2004):  positive school relationships make a difference for students at risk as well has students buying into the idea that they have to be willing to follow the rules to be successful.  The researchers of this study also conclude that schools have a vital role to play in the successes and failures of at risk students.

Yampolskaya, S., Massey, O.T.,  & Greenbaum, P.E. (2006). At-risk high school students in the “Gaining early awareness and readiness” program (GEAR UP): Academic and behavioral outcomes. Journal of Primary Prevention, 27(5), 457-75.  Retrieved May 30, 2011, from ProQuest Health and Medical Complete. (Document ID: 1124442131).

The authors of this quantitative research project studied at risk students in Florida.  The authors note multiple research studies conveying the negative impact of high school dropouts socially, economically, and individually.  One high school implemented an intervention plan to help its at risk students become successful.  The GEAR UP program was studied for its effectiveness in helping at risk students’ academic and behavioral performance and the effects of the time students spent in the program.  Participants were chosen from one school and ranged in cultural, ethnic background.  Data included assessments, attendance records, state test results, and demographical information.  In addition, logs were kept of participation in the program by tutors and case managers.  There were three control groups consisting of no participation, low participation, and high participation groups.  The researchers founds that academics increases and negative behavioral incidents decreased.  The researchers are truthful in sharing that the research focused on after-school programming.   In comparison to the Mayer and Mitchell (1993); Nowicki, Duke, Sisney, Stricker, and Tyler (2004); and Knesting and Waldron (2006) studies, positive relationships with adults helped at risk students make academic gains.  In contrast, this study did not require parental involvement nor was there any comparison.  It also did not address previous interventions

It makes no sense to me to try and reinvent the wheel when there is the possibility that someone else has delved into an issue that may be of interest to me. With this in mind, it is a great idea for me to figure out how the research fits into what is already known. In this way, I am not doing what others have already done, and in fact can find new ways of testing out ideas. As Locke et al. (2010, p. 152) wrote, “the statement of purpose signals a direct connection to existing knowledge;” and this can help me to know how to see “gaps in the structure of knowledge and/or point out conflicting findings and promising leads.” This can help me identify and be aware of possible bias in the research.

Evaluating the results of the research report will help me to figure out if the information is both relevant and useful to my topic. Looking at the end result of research studies allows me to practice my critical thinking through the research process. It also “[serves] as the basis for making any assertion about what was learned” and to “mark the limits of what can be claimed” (Locke et al., 2010, p. 176). This question can also help to me note bias or anything that might be one-sided. In education there are so many opinions and agendas that can sidetrack and/or sabotage instructional practices. I have an obligation to ensure that I note bias in results so that I don’t take it with me to the classroom. If the results don’t include information or results that are corroborated by the numbers, bars, and graphs, then I get the “red flag” signal. I would want to know if something is being hidden or left out. If the results don’t support the initial claim—red flag. If it seems as though the researchers didn’t address something—red flag, especially if it’s mentioned in the statement of purpose but not in the results.

From an ethical standpoint, these criteria are key to making good judgments about research in ways that are best for the people and students I serve. I have a responsibility to provide solid, well-proven research. The results should match the purpose and should match the hypothesis—or else there’s a problem with the integrity of the study. It should follow that what I research be of use to myself, my colleagues, and my students.

For bias, would consider who was in the study, why they were in the study, who was excluded, why they were excluded. This might give me an idea on the outcome of the research and if it fits my topic or addresses discrepancies or inequalities. I think sometimes education gets convoluted with personal agendas disguised as best practices. I hope to be able to recognize this in my research.

Locke, L., Silverman, S., & Spirduso, W.(2010). Reading and understanding research (3rd ed.). Los Angeles: Sage Publications.

The text I chose for this week’s discussion is from a journal, Career Development Quarterly, found on EBSCO. I accessed it through the Walden Library Research web page. The article is about identifying and classifying high school students as at-risk. The researchers based their classification system on major factors like: violence in the student’s community and its affect on student’s academics and health, student-teacher relationships, support at home, motivation, and relationships (Solberg, Caristrom, Howard, and Jones, 2007). The research also explores why and how some students are able to overcome insurmountable odds, while other at-risk student are not.

In evaluating this source, I found that it had some very reliable information related to my sub-topic of at-risk students. However, upon further reading, I found that it did not directly address my research interest in maintaining attendance in accelerated instructional programs. It did, however, offer “evidence from experiments” (Fink, 2010). The evidence was not convoluted nor was it difficult to understand. The language was fairly easy to follow. The resource is more concerned with describing and classifying what makes a student at risk. It does not address any specific instructional models or practices or to help at-risk students maintain consistent attendance and high school completion. In addition to this, the hypotheses tested by the researchers focused more on efficacy, motivation, and violence and how these impact academic performance (Solberg et al., 2007). Not using this resource will help me to further refine my focus, and it will help me by looking at the multiple cites referenced in the text.

Locke, Silverman, and Spirduso (2010) wrote that there are diverse forms of research, and quantitative research “[creates] descriptions or [detects] associations.” This resource does help me to classify my students and to look for alternative research topics related to my main topic. Unfortunately, this particular study cannot be completely replicated because it focused on one racial group of at-risk youth. As Locke, Silverman, and Spirduso (2010, p. 45 wrote: “When a study is replicated and the results are similar or change in predictable ways with changes in sample or setting, trust grows accordingly;” therefore these results may not prove true in other situations with at-risk youth. The researchers are up front about this in the article.

My research process must include resources that address how to maintain at-risk students school attendance so they can graduate while also addressing their academic deficiencies in accelerated instructional programs.

References

Solberg, V. H., Caristrom, A. H., Howard, K. S., & Jones, J. E. (2007). Classifying At-Risk High School Youth: The Influence of Exposure to Community Violence and Protective Factors on Academic and Health Outcomes. Career Development Quarterly, 55(4), 313-327. Retrieved from EBSCOhost.

Fink, A. (2010). Conducting research literature reviews: From the Internet to paper (3rd ed.). Los Angeles: Sage Publications, Inc.

Locke, L. F., Silverman, S. J., & Spirduso, W. W. (2010). Reading and understanding research (3rd ed.). Los Angeles: Sage Publications, Inc.

This research project will focus on a learning issue in a secondary charter school addressing the educational needs of at-risk youth in accelerated learning programs.

Instructional Context

The researcher teaches at a school that addresses at-risk youth.  The majority of the students who come to the school are lacking credits to graduate, over-aged freshman, teen mothers, dropouts, adjudicated youth, have failed state assessments multiple times, have attendance issues, behavioral issues, and a few who wish to finish high school early.  The charter school is unique in that there is open enrollment meaning students can enroll anytime throughout the school year whether it’s the beginning or end of the term; and students only come four hours a day, five days a week.

Unfortunately, several students have been chronically absent from school and are therefore several grades below the appropriate level.  The average ranges from 2-4 grade levels in deficiency on core subjects such as reading, writing, math, and science.  In nine weeks the students are supposed to earn their credits and get prepared for the yearly state assessments in March and April.

The Specific Problem

The problem the researcher has found is how to prepare students for passing the state assessment when the student is at-risk and academically several grades below the appropriate level.  Nine weeks goes by quickly.  The researcher wants to know what is the most effective way to help these students.

Why the Problem Is Significant

If the students are not on grade level, they tend to fall behind, fail, repeat courses, give up, and drop out.  If the students do not meet the necessary requirements for course completion, they do not earn credit for their diplomas.  As a school that exists to provide at second chance to at-risk youth, the deficiencies must be addressed in ways that allow students to learn and not get discouraged.  The problem of students at-risk and dropping out is not just an individual family issue.  It has the potential to impact the community and its economy.  This problem is also significant because at-risk youth the driving force behind the mission of this charter school and its existence.

Stakeholders to whom the researcher might present the solution to this problem

This research study project is important to educators in public, charter, and possible private schools in Texas.  However, the researcher believes this project will be of equal importance nation-wide as the instructional issues are not just happening in Texas.  Parents, administrators, students, education advocates, and teachers are stakeholders in this study.   The study may inform us as to whether or not we should revamp how we educate students with multiple deficiencies.  This information can help the administrators to plan courses, help teachers to prepare students with academic deficiencies, and give the students the opportunity and necessary tools to become academically successful.

Specific research questions

Does one-to-one focused tutoring bolster an accelerated instructional program for at-risk youth?

Will extending the school day from four hours to six hours daily allow ample instructional time to build specific skills in areas of academic weakness in accelerated instructional programs?
Do individualized education plans better address the academic needs of at-risk youth in accelerated, classroom instructional programs?

Do individualized education plans help in one-to-one focused tutoring addressing the academic needs of at-risk youth in accelerated instructional programs?

I teach at a charter school that addresses at-risk youth. The majority of the students who come to the school are very behind in their credits, over-aged freshman, teen mothers, are dropouts, have attendance issues, behavioral issues, and a few who wish to finish high school early. The charter school is unique in that there is open enrollment meaning students can enroll anytime throughout the school year whether it’s the beginning or end of the term; and students only come four hours a day, five days a week. We are on a four-term school year. Each term is nine weeks. In the fall there are two terms. It’s like having one full August-to-May school year in 18 weeks rather than 36. This accelerated program is designed to help the students graduate faster. Unfortunately, we get students who have been so absent from school that they are several grade levels below where they should be. It can average from 2-4 grade levels. In nine weeks the students are supposed to earn their credits and get prepared for the state assessment. In Texas we have the Texas Assessment of Knowledge and Skills or TAKS. Students have to pass four subject areas before they can receive a high school diploma—math, science, history, and English.

The problem is how to do you prepare students with rigor for passing the state assessment when the student is at-risk and academically several grades below the appropriate level. Nine weeks goes by very fast, and if the students aren’t where they need to be, they tend to fall behind, fail, repeat courses, give up, and drop out. I want to know what is the most effective way (s) to help these youth. Some students who enroll with less than 3-4 weeks remaining in a term are place on PLATO lab—an online credit recovery program for all the subjects areas required for graduation. Many of our students do not do well with the program citing the lack of a flesh-and-blood teacher and an inability to multi-task or self-monitor. Some of the students can’t keep up with the work load. Some like the individual pace, but more often than not, the students run out of time and end up failing even their PLATO coursework

My research questions are the following: Should we double block the courses? Should have make them do online catch up coursework with or without PLATO or with another program? Should we make them go to mandatory tutoring? Should we extend their hours from 4-6 daily hours? Should we focus only on preparing them for passing the test and not worry about college readiness (even though the state says otherwise)? Should we reteach the basics to the whole class or only as needed? How much instructional time should be devoted to teaching basics or to reteaching? How do you logically accelerate a curriculum to address the needs of at-risk youth?

I believe a solution to the problem might be found by reviewing the research literature that can help refine instructional practices and goals for the school. It may also inform us as to whether or not we should revamp how we actually enroll students. This information can help the administrators to plan courses, teachers to prepare students, and gives the students the opportunity to become academically successful.