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Reiko

ASSIGNMENT 5. Who will be your sample? This will be Part IV of your Proposal. Add it to your proposal page. **__Due November 14.__**

For now focus on the students for whom you will implement the treatment. We will talk about comparison groups nest session. Complete Sample Planning Sheet BELOW and Paste it into your Research Proposal Page (Part 4). If you are working in a group, each of you should have one that relates to your classroom. You do not have to complete the demographics. (If you will be conducting your study next year or you are not sure who your sample will be, you can fill in what you know and leave the rest blank.)

Part A

Sampling Plan: 1. My intended sample (subjects who would participate in my study) consists of (tell who and how many): _


 * Machiko and Reiko will do a project together in Reiko's Japanese as a foreign language class. She is planing to invite Machiko as a guest teacher and/or Reiko will do main teaching part (but we plan and research together).

There are 16 students in Reiko's class -- 10 students have been studying Japanese for three years. This is their forth year studying Japanese. Other six students have been studying Japanese only for a year, however, they have lots of exposure out side of their classroom. Many students are in local Japanese baseball teams, gymnastics teams, dance and piano classes. They immerse only Japanese situation in meaningful ways.

At school, they study Japanese as a foreign language. We meet for 45 minutes everyday. As our school policy, they usually have no homework, however, they occasionally receive some work outside of their class.

2. Demographics are as follows: Most students' families live in downtown Tokyo or near the school. Many are from high educational/high income family. They came here because of his/her father/mother's job assignment -- they are experts at financials and others. Almost all of the students are from the US and speak no Japanese at home. Depends on the family, they have been staying here in Tokyo for two to ten years.

a. Age Range _ Forth graders / 9 to 10 years old

b. Sex Distribution _ Male = 10 Female = 6

c. Ethnic Breakdown _ 14 Americans 1 Indian 1 French

­­­­­­­­­­­­­ d. Location _ "The American School in Japan" locates Cyofu, Tokyo; about one hour away from downtown. It is founded 1902 and is the oldest international school in Asia. It is K through 12th school, and we have about 1500 students in total. In ES division, we approximately have 500 students from K through 5th.

e. Other important characteristics (attach additional sheets as necessary). Some students are in learning support program. Starting from this year, we have been using the push-in style support.

­­­­­­­­­­­­­­­

3. The type of Sample

Simple Random _ Stratified Random _ Cluster Random_

Convenience _ Purposive _

4. Explain how you will select your sample. What kind of randomization will you use. Or if you are using a purposive sample, what criteria are you using for selection? Etc. For a convenience sample simply state -- I will use all members of my class.

We will use all members of Reiko's class.


 * 5. Data collection matrix **


 * ====**Dependent **====

**Variables **
|| ======== **Teacher ** || ======== **Student ** ||
 * ====** Performance **==== || * ====Anecdotal notes ====
 * ====Performance Checklist ====
 * ====Rubric ==== || * ====Pre and Post assessments of material covered in a particular math strand==== ||
 * ====** Use **** of **====

** Vocabulary **
|| * ====Tally Sheets ==== || * ====Performance Task==== ||
 * ====**Attitude **==== || * ==== Student Interviews ==== || * ==== Students complete a likert scale ====
 * ==== Self Assessment Rubric on attitude toward mathematics ==== ||

__//** ここからが足りないみたいですね、copy paste at 11;35pm 11/15 **//__ ** Session 6 Part 2-- Instrumentation: operationalizing your dependent variables **


 * Assignment 6. Instrumentation. **

Describe the performance or outcome variable that you are predicting will change after the intervention. Tell how you will measure this variable. Include if you will have students complete a scale or take a test. For example:
 * POSTING: ON YOUR PROPOSAL PAGE POST THE FOLLOWING BY November 14. **

=== copy from email
 * From: |||| Henry Nicols < hjnicols@gmail.com > ||
 * To: |||| machiko romaine  ||
 * Cc: |||| Reiko Aya  ||
 * 日付: |||| 2014年11月14日 11:55 ||
 * 件名: |||| Re: Session 6 10 possible items with rationale Aya/Romaine ||

> > 5)I enjoy journal writing in Japanese class. Hank says: Good > Rationale: Survey on how s/he views journal writing project. > 6)I like to use new words in my journal. Hank says: Good > Rationale: How aware s/he is of the expectation of using newly acquired words. > 7)I like to work on projects in class. Hank says: Good > Rationale: Since we are project based learning environment, to make sure s/he fits in. > 8)It is important for me to complete my project well and on time. Hank says: Good

=
Dependent variable — I like to use new words in my journal.

I will use a pre and post writing sample completed by the students. Fluency will be measured by tallying the amount of words in the writing sample.

What is my research question?
 * Data Collection **
 * What is the effect of digital learning games on developing students' writing skills and on their eagerness to complete their digital portfolios? **


 * What are my dependent or outcome variables: **
 * 1. Performance **
 * 2. Attitude **


 * ====**Dependent Variables **==== || **Student ** || **Teacher ** || **Others ** ||
 * ====** Performance **==== || * ====Pre/post-assessments====
 * ====Performance checklist / a can-do self check list ==== || * <span style="font-family: Arial,Helvetica,sans-serif;">Teacher observation / anecdotal records
 * Performance checklist / a can-do self check list || * Portfolio ||
 * ====**<span style="font-family: Arial,Helvetica,sans-serif;">Attitude **==== || * Pre/post-<span style="font-family: Arial,Helvetica,sans-serif;">lickert scale
 * <span style="font-family: Arial,Helvetica,sans-serif;">Self- checklist / <span style="font-family: Arial,Helvetica,sans-serif;">self-evaluation sheet ||  ||   ||

=

 * 6. Likert Scale **
 * 7. Research Design **
 * 8. Threats to validity **
 * 9. Data analysis plan (Research Sheet #3) **
 * 10. Summary of one article **
 * 11. Final action plan **

__original__

__** ASSIGNMENT 5. Who will be your sample? This will be Part IV of your Proposal. Add it to your proposal page. Due November 14. **__

__** For now focus on the students for whom you will implement the treatment **. We will talk about comparison groups nest session. __ __ Complete Sample Planning Sheet BELOW and Paste it into your Research Proposal Page (Part 4). If you are working in a group, each of you should have one that relates to your classroom. You do not have to complete the demographics. (If you will be conducting your study next year or you are not sure who your sample will be, you can fill in what you know and leave the rest blank.) __

Sample Planning Sheet

__ Part A __

__ Sampling Plan: __ __ 1. My intended sample (subjects who would participate in my study) consists of (tell who and how many): __ __ _ __

2. Demographics are as follows:

a. Age Range _

b. Sex Distribution _

c. Ethnic Breakdown _

d. Location _

e. Other important characteristics (attach additional sheets as necessary).

­­­­­­­­­­­­­­­

3. The type of Sample

Simple Random _ Stratified Random _ Cluster Random_

Convenience _ Purposive _

4. Explain how you will select your sample. What kind of randomization will you use. Or if you are using a purposive sample, what criteria are you using for selection? Etc. For a convenience sample simply state --I will use all members of my class.

** Session 6 Part 2-- Instrumentation: operationalizing your dependent variables **


 * Assignment 6. Instrumentation. **


 * Decide what instruments you will use to measure your dependent variables. **
 * It is extremely important that you decide how to measure your variables. By careful use of instruments you can also eliminate threats to validity. There are many kinds of data we can use depending on what we need to know. **


 * Consider the following. **

Kinds of Data

•Demographic •Interview •Survey •Questionnaire •Observations •Rating Scales •Grades •Test Scores •Performance Ratings

Once you know the kind of data you need then you must decide the best way to collect the information. It is important to make sure the way you plan to collect information aligns with your purposes. Will it answer your questions? Think carefully about what you think should change as a result of your study. If it is an increase in vocabulary, decide on how you can measure this increase. Perhaps you are charting a decrease in acting out behaviors—for this you would design a tally sheet to record misbehaviors that you identify. We will discuss how you will record changes in attitude in the next section. The figure below lists instruments that you might consider depending on your questions and the dependent variable you chose (the “then” variable).

–Interview Schedules –Tally Sheets –Flowcharts –Performance Checklist –Anecdotal records –Time & motion logs –Rubrics || –Questionnaires –Self Checklists –Attitude scales –Personality or – Character inventories –Achievement / aptitude tests –Performance tests –Projective devices –Sociometric Devices –Rubrics ||
 * Data Collection Instruments **
 * Researcher Completes || Subject Completes ||
 * –Rating Scales

Think about your question(s) and decide the kind of data you need. Remember your dependent variables are quantitative. You will need to pick a way to get a score that you will use in your data analysis.

Describe the performance or outcome variable that you are predicting will change after the intervention. Tell how you will measure this variable. Include if you will have students complete a scale or take a test. For example:
 * POSTING: ON YOUR PROPOSAL PAGE POST THE FOLLOWING BY November 14. **

Dependent variable—writing fluency and originality

I will use a pre and post writing sample completed by the students. Fluency will be measured by tallying the amount of words in the writing sample. Originality will be measured by using a rubric with dimensions of originality.

S**AMPLE OF WHAT WILL GO IN YOUR ACTION RESEARCH PROPOSAL after approval of instrumentation. This is Part V of your Research Proposal as shown on home page.**
 * For your proposal complete the matrix for your study following the model below. Due March 18. **

What is my research question?
 * Data Collection **
 * Will using choice enhance student performance and attitude in math class? **
 * What are my dependent or outcome variables: **
 * 1. Performance **
 * 2. Attitude **

Chapter test || Teacher Observations || Observation by Department head ||  ||
 * Dependent variable measures ||||||  ||   ||
 * ^  || Students || Teacher || Others ||   ||
 * 1. Performance || Pre/post
 * 2. Attitude || Pre/post Likert Scale

Interview of several students about the treatment and their reaction ||  ||   ||   ||


 * ASSIGNMENT 7. MEASURING ATTITUDES: HOW TO DESIGN A LIKERT SCALE (You email your stems to Hank or Sue BY NOVEMBER 12. Once approved, your finished scale will be part of your Proposal on your page—Part VI due in Session 7). **

For this action research project we are asking you to also have an additional dependent variable, attitude. You will measure attitude by developing a Likert scale. You already know what this kind of survey is like because you are often asked to respond to them by completing -- “on a scale of 1-10 how do you rate this movie”. The link entitled How to Develop a Likert Scale provides more detailed information. Please read it to see how you can think about creating this scale. It is important to understand that to measure an attitude one needs to consider all the ways that construct manifests itself. In other words, to measure anxiety, we might ask about sleep, headaches, mood, difficulty making decisions. In the power point presentation on measuring variables, there are several slides showing how to go from fuzzy construct to defined item stems. For example, let’s suppose that your research question is Will using visualization improve elaboration in writing? The dependent variable is elaboration. We would need to give a score measuring how elaborate writing is with and without visualization.

A second question is “ Does the use of visualization improve students’ attitudes about writing? In this case we would need to develop a way to measure attitude about writing. We would first brainstorm ways to tell if someone enjoys writing and make them into statements. ** Notice these statements don’t mention visualization as the scale is about writing in general and if their attitude about writing improves after the treatment. It is not about the treatment ** ** itself **. See the examples below. Writing is easy for me. I get lots of good ideas to write about. I am happy when the teacher lets us write about our adventures. I like to share my writing with my friends. I can think of words to use when I have to write.


 * Another example might be to measure student confidence. If I think my students will feel more confident because I have instituted a reading buddy system then I would be generating items about confidence in reading. Samples include **


 * Reading is easy for me **
 * I understand what I read **
 * I can describe what happens in a story to others **
 * I am good at figuring the personality of characters in my story **

We may be using this scale as a pre test or with a group who does not get the treatment. The items need to be general enough so they can be answered without direct involvement with the treatment.

To measure an attitude we need to generate 5-10 items that we can respond to. We try to keep them all positive other wise the test is difficult to score and interpret. Once we have some “stems” we will post the on the discussion board for Session 6 **Don’t tell us what you are measuring. Each of you will comment on what you think the items are measuring (content validity) by commenting to the post. All items should be stated positively and should not mention your treatment or intervention. There are some scales for you to look at on links for Session 6.**


 * Before creating the items for your scale look carefully at the power point slide show entitled “Measuring Variables” to review these ideas. The slides give you fine examples how to go from the abstract concept to specific items. Also review the link “How to create a Likert scale” which is rather statistical but makes important points. Take a look at the types of words that you might use show on a scale of “like just like me”, “almost like me”, “not like me”, etc. **

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 * Think of at least sample 10 items. All items should be stated positively and should not mention your treatment. Provide a rationale for why you think this item should change as a result of your treatment. **
 * Example: **
 * Research question: What is the effect of tiered assignments on students’ self confidence and performance. **


 * Dependent variable (affective) self confidence. **
 * Item: I can help others learn this skill. –Rationale. If the assignment is tiered then the student should feel empowered to succeed and thus help others. **


 * Email the item stems with rationale to Hank or Sue by November. Once your items are approved you will use them to design a finished scale as described in Session 7. **


 * Also post your research questions along with the proposed Likert items (without the rationale) on the Session 6 ur discussion board for your colleagues to view. **


 * More about Likert Scales on Session 6 links. **

We include samples of Likert Scales in the Resource Section on the Session 6 page. We also include a observation Tally Sheet if you are measuring specific behaviors in your students like hitting other children, shouting out answers. Feel free to use items that work for you.

In Action Research, we are most concerned with our own students, but if it works for our own students we might like to share the results with others. Take a look at the Likert scales in the published samples in resource section completed by former participants of this course.
 * One last note and resource. **

To review what you must do for Session 6
 * 1) M&M experiment with comments on **discussion board (**November 10 M&M counts and November 14—comments about patterns)
 * 2) Read about sampling and view the power point on sampling.
 * 3) Complete Sample Planning Sheet and include on **your proposal page**. (November 14)
 * 4) Think about how you will measure your variables. Complete a data collection matrix and post as #5 on your Research Proposal Page. (November 10)
 * 5) Read about an attitude scale development (Likert scale) and view the power point on variables before you develop one for your study by first generating appropriate items . State your research question and post your proposed item stems on your discussion board with your research mates (one posting with all your names on it) so your colleagues in your geographical group can comment (November 12). Email 10 possible items with rationale to Hank or Sue by November 12).
 * 6) Comment on three other groups stems as to whether or not you think 1, the stems are getting at the variable (confidence, attitude, motivation as stated in research question) and 2. whether you think that each of those behaviors are likely to be affected by the proposed independent variable (treatment). Please comment individually. Please make your comments by November 15.
 * 7) Revise items based on your colleagues’ and professor’s suggestions and design scale with approved items and post on your research proposal page (Complete during Session 7—not now.

To be clear: M&M experiment—10/10 Analysis of M&M patterns 10/14 Post with your research group-question and 10 possible Likert Stems (10/12) Comment on three other’s stems on discussion board as described above. (10/15)
 * Postings for discussion board are: **

Sampling Sheet (Part 4) (10/14) Data collection matrix (Part 5) 10/14) Email your proposed stems with rationale to Hank or Sue by 10/12
 * Postings for your research page are ** :

.