Action Research Project
Phase V
Denise Thrasher
Indiana Wesleyan University
August 24, 2003
Table of Contents
Research Question
Will a curriculum focusing on the improvement of critical thinking skills such as analysis, interpretation and comparison and the inclusion of realia enable students to better understand events and situations from others' cultural perspectives?
Introduction & Purpose
This action research project was developed to open students to diversity of cultures through the use of critical thinking skills. In 1995, the world changed forever with the introduction of an easy to use Internet system. This innovation along with prior changes in travel, business and communication patterns placed greater importance on the ability to understand individuals who are different than ones self. Recent political problems including the attacks of 9-11 have further emphasized the need to understand why people react in particular ways to stimuli. Additionally, critical thinking and problem solving skills were found low in a recent school improvement study. Therefore, it is hoped that improvement of those skills will occur by using and focusing on them.
Indiana State Academic Standards and national foreign language standards four and five focus on the ability of students to see and understand things from the perspectives of other cultures. In order to accomplish these standards, students first needed to determine their own cultural perspectives. It was then possible for them to analyze the ways in which they demonstrate their perspectives and to compare their actions and reactions to events to those of others. Through this comparison/contrast process, students came to better understand why people react in different ways to the same stimuli. Enabling students to increase their use realia from the foreign culture also helped to facilitate this understanding.
Description of Action Research Project
The project began by conducting an analysis of the current levels of student knowledge of cultural perspective, the effects of cultural perspective and their abilities to apply problem solving techniques. These evaluations were then reapplied after the students had been given the opportunity to gain knowledge of cultural perspectives and to analyze the effects of cultural perspective in groups and individually.
Films, news articles and questionnaires were used to demonstrate cultural perspective. Students viewed and analyzed French and American versions of the same films. Additionally, students answered questionnaires and compared their responses to that of French students. The students were directed that they needed to find reasons for their responses and to speculate as to why the French students may have responded as they had. As the students viewed the films, particular scenes were highlighted and the students found differences in the scenes and applied their knowledge of culture to explain why the changes in the scenes were made.
The same process was applied to news articles about the recent Iraq situation. Students read articles from both American and French publications about the potential war and the reasons supporting and denouncing it. The students applied their knowledge of American and French culture in attempts to explain the differing attitudes.
The final activity of the project required that students apply the knowledge that they had gained to prepare storyboards indicating changes that would be needed to culturally prepare a popular American film for release in the French film market. Students worked in pairs and presented their ideas to the class.
Methodology
|
Research Concern (from Needs Assessment) |
Research Question(s) |
Data Collection Instrument(s) |
Specific Item(s) to be Measured |
Schedule of Data Collection |
How Data are Expected to Inform Teaching Practices |
|
Students are not able to use critical thinking skills at expected levels . |
Will students improve critical thinking skills by developing an understanding the effects of cultural perspective on reactions to events? |
Pre and post test scores on culture terms |
Vocabulary knowledge |
Beginning and end of the unit |
Determine the need to address basic cultural terms and the ability to measure the success of the teaching of the terms |
|
Excel Spreadsheet |
Knowledge of French and personal cultural influences |
Fourth day of unit (after viewing two films) |
Determine need to reteach or further discuss |
||
|
Excel Spreadsheet |
Ability to identify examples of cultural perspective |
Fourth day of unit (after viewing two films) |
Determine need to reteach or further discuss |
||
|
Individual projects demonstrating use of critical thinking skills addressing the influence of cultural perspective |
Ability to analyze cultural perspectives |
Second week of unit |
Determine if individuals need additional help |
||
|
Teacher observation |
Ability to use critical thinking skills in discussions |
Daily discussions |
Determine progress and understanding of the group in order to set and/or adapt pace of unit |
||
|
Storyboard |
Ability to apply knowledge of cultural perspective to adapt a particular situation |
After completion of the Excel table/spreadsheet |
Determine the levels of understanding and ability to continue unit |
||
|
Skit |
Ability to demonstrate examples of cultural perspective |
After completion of storyboard |
Determine if the unit has reached its goals or if additional time/teaching is needed |
||
|
Essay/journal writing samples addressing analysis of cultural perspective |
Ability to identify, analyze and evaluate the effects of cultural influences |
Twice weekly |
Determine individual understanding in order to set and/or adapt pace of unit |
Data Presentation & Analysis
The pre/post test scores indicated that all students improved their understanding of culture and cultural perspective. Additionally, the writing portion of the tests indicated that the students had improved their ability to explain how culture influences every day life and political views. The largest increase in scores was eight points and the least amount of increase was two points.
|
Student |
Problem Solving Rubric Score 1 |
Problem Solving Rubric Score 2 |
|
1 |
8 |
15 |
|
2 |
10 |
18 |
|
3 |
8 |
15 |
|
4 |
12 |
20 |
|
5 |
12 |
18 |
|
6 |
8 |
12 |
|
7 |
10 |
15 |
|
8 |
9 |
12 |
The student scores on projects using the high school problem-solving rubric indicate that all students improved. The students were expected to apply the steps of the rubric to given situations. The first project asked students to find potential situations that would be problematic for foreign exchange students and to develop a means of avoiding those problems. The final project required that students prepare an American film of their choice for release in France.
|
Student |
Discussion 1 |
Discussion 2 |
Discussion 3 |
|||
|
1 |
2 |
Some knowledge of self, but little of other culture |
2 |
Some knowledge of self, but little of other culture |
3 |
Knowledge of self and other culture evident |
|
2 |
2 |
Some knowledge of self, but little of other culture |
3 |
Knowledge of self and other culture evident |
4 |
Knowledge and understanding of self and foreign culture evident |
|
3 |
1 |
Little knowledge of self or of other cultures |
2 |
Some knowledge of self, but little of other culture |
3 |
Knowledge of self and other culture evident |
|
4 |
2 |
Some knowledge of self, but little of other culture |
2 |
Some knowledge of self, but little of other culture |
4 |
Knowledge and understanding of self and foreign culture evident |
|
5 |
2 |
Some knowledge of self, but little of other culture |
3 |
Knowledge of self and other culture evident |
3 |
Knowledge of self and other culture evident |
|
6 |
2 |
Some knowledge of self, but little of other culture |
3 |
Knowledge of self and other culture evident |
3 |
Knowledge of self and other culture evident |
|
7 |
1 |
Little knowledge of self or of other cultures |
1 |
Little knowledge of self or of other cultures |
2 |
Some knowledge of self, but little of other culture |
|
8 |
1 |
Little knowledge of self or of other cultures |
3 |
Knowledge of self and other culture evident |
3 |
Knowledge of self and other culture evident |
Student discussions took place throughout the research project. Three of these discussions were scored using a rubric. The scores on those discussions indicate that the students all showed improvement. The scores indicate that the students improved their knowledge of their culture and French culture. The discussions evolved from a basic understanding of what culture is to the students applying their knowledge of culture to specific situations in order to explain why people react in particular manners. Observation anecdotal notes were kept throughout the project.
Findings & Application of Findings
The data that were collected led to the conclusion that increased time spent using critical thinking skills in the study of cultural perspective increased understanding of other cultures and improved critical thinking skills. Students were able to identify elements that influenced both their cultural perspectives and that of the French perspective in general. Additionally, students learned to apply problem solving techniques and analysis procedures as the project progressed.
As a result of this action research project, it has become evident that it would be beneficial to expose students to cultural comparison at earlier stages in their language study. The knowledge of cultural perspective and its effects on the meaning of words is important to the understanding of the language as a whole. As students increased their understanding of the influence of cultural perspective, they were able to look at words and see how people from different cultures interpreted the words differently.
Definitions of Terms
Culture - the set of shared attitudes, values, goals, and practices that characterizes a company or corporation
Perspective- the capacity to view things in their true relations or relative importance
Literary Review Action Research
Introduction
Those conduct research with questions and traditionally in all professions other than teaching the members of the profession conduct the research needed to answer those questions. Teachers are expected to be familiar with educational research and are often told to implement programs based on research findings, but they have not traditionally done the research. According to Richard Sagor, teachers have existed in a world divided between research and practice. Two worlds that have been considered separate and not equal (Sagor, 1992). These two worlds developed in part due to the purpose and traditional usefulness of educational research.
In 1979, Fred N. Kerlinger specified that the purpose of educational research was to advance educational theory (Daniel, L.1996). This form of research is often seen as having limited usefulness to the classroom teacher and carrying out such a project may mean that teaching will actually be interrupted (Parsons, (n.d.)). Today's teachers have begun redefining their profession and research through the inclusion of action research as part of their daily routine.
Action research is an inquiry or research in the context of focused efforts to improve the quality of an organization and/or its ability to perform. It typically is designed and conducted by practitioners either as individuals or teams. These professionals analyze the data collected to improve their own practice. The term collaborative inquiry is used to refer to action research done by teams or colleagues (Action Research, (n.d.)).
Teacher researchers focus their research on finding solutions to practical problems. These teacher researchers raise questions about what they observe in their teaching and in their students' learning. Additionally, they collect examples of student work in order to evaluate both the students' and their performances in the learning environment. Student work is viewed as data that needs to be analyzed in order to examine the teaching and learning processes that produced it (Teacher Research, (n.d.)).
Origins of Action Research
Though the origins of action research are somewhat unclear, the American psychologist Kurt Lewin is credited with the construction of a theory that described action research as a spiral of steps where each step included planning, action and the evaluation of the action. Further, Lewin felt that in order to change and understand certain social practices social scientists had to include practitioners from the social world being studied in all phases of the inquiry (Masters, J., 2000). Stephen Corey and others at Teachers College of Columbia University are said to have actually introduced the use of the term action research in 1949 (Johnson, B., 1993, March).
Who Conducts Action Research & Why
Current educational movements include site-based decision making. Site-based decision making offers teachers the freedom to try new methods, but at the same time places more responsibility and accountability on teachers. Also, teachers are facing the need to include a variety of teaching methods in their lesson plans in order to meet the needs of diverse learners. New standards and corporation policies often also require the inclusion of technology based projects throughout the year. Additionally, schools are being bombarded with criticism from the President, the legislators and the public about the quality of education students receive. These critics are telling educators to leave no child behind, but also to do it with fewer funds. In this type of environment, teachers must have proof that students are learning and what they are learning. Action research has become a valued tool in school improvement efforts and provides the proof that learning is taking place. Additionally, action research is considered a valid method to evaluate the effectiveness of new teaching methods or materials. But, above all teachers use action research to improve their teaching. Projects may be part of staff development or designed in a way that allows the teacher to establish expertise in subjects like curriculum development (Johnson, B., 1993, March).
Steps of Action Research
In order to get started on an action research project, one must first find a focus, determine that an action research project is the best way in which to solve the problem, develop a plan to gain insights, analyze the data collected and report what has been learned. In order to validate findings, it is vital that a variety of data be collected during the project. Further, the findings should be analyzed using triangulation (Parsons, S., (n.d.)).
Sagor describes teachers as working in a different world. Teachers work in the same building as others, but rarely turn to one another as professionals (Sagor, 1992). Sharing what is learned from action research allows teachers to develop collegial communities. Further, through the sharing process further action on a project may be taken by the teacher or other members of the educational community (Parsons, S. (n.d.)).
Tie to UAP
The action research project dealing with diverse cultures and problem-solving that was developed as part of the Indiana Wesleyan University program has resulted in increased student learning. The focus of the project was developed due to the need to improve higher level thinking skills and to address multi-cultural issues. The project provided proof of learning and through sharing the project colleagues are working together. Further, it has resulted in increased awareness of the importance of research to the individual teacher, the school improvement process and the educational community.
Conclusion
Action research offers educators the chance to develop standards for their profession. Sagor equates traditional teachers to blue collar workers who have others tell them what will work best on the job. Action research is a tool that offers teachers the opportunity to determine what happens in the classroom. Additionally, he points out that no system of accountability is more effective than self-regulation. If teachers want to considered professionals, than they must use research. If outsiders are allowed to control educational data, then they are also being allowed to set the educational agenda (Sagor, 1992).
Literary Support for Project Design
This research project addressed two specific curricular needs: to include cultural education and the school improvement goal of centering on critical thinking skills. A review of educational literature validated the combination of these two elements. Further, the student improvement that was found was supported through literary research that states students can improve critical thinking skills and that they do it best when content knowledge is present.
In the early 1970s, it was emphasized that foreign language students should not only learn to understand themselves, but also be tolerant of people from different cultures (Kitao, 1991). This need has led to inclusion of foreign language and cultural instruction as a vital component in the basic preparation for many careers and knowledge of a second language has become a tangible advantage in the job market (Weatherford, 1986). Further, multicultural or diversity education is a major component of both Indiana's Academic and teaching content standards as well as the National Foreign Language Standards for Learning. The inclusion of this focus offers students a chance to become aware that there are many different types of lifestyles, languages, cultures and points of view (Gomez, 1991). Further, the inclusion of this content knowledge also offers foreign language teachers an opportunity to focus curriculum on higher level thinking skills.
Critical thinking skills can be taught, however, students can not suddenly develop the means of thinking critically. Research such as Project Intelligence conducted through Harvard by Herrstein, Nickerson and others indicate that it is possible to teach in ways that help students become better thinkers (Riedel, S., et al, 2001, July). Herrstein used some of his research in a later text, The Bell Curve, to express his personnel beliefs, but his findings in the Harvard project are generally considered to be definitive. Content knowledge is essential to the critical thinking process. Through the evaluation of research concerning test results using Bloom's Taxonomy and other data, Howe and Warren concluded that students are not able to effectively use thinking skills without needed knowledge (Howe, R. & Warren, C., 1989). Context knowledge also aids in the implementation of the Socratic method of questioning which has been referred to as the heart of critical teaching ("Critical Thinking Curriculum Model Educational Components," 2001).
Conclusion
The action research project to date has resulted in positive student achievement and changes that will be made to the foreign language curriculum. Additional research will be conducted during the next school year to further validate the project's findings and to further refine the curriculum. This year's project was conducted with a small group of students, therefore, to feel confident that the findings are solid, it will be necessary to gather additional data. Further, plans for applying the project to beginning foreign language classes are underway. It is hoped that can be implemented during second semester next year.
Resource List
Action research (n.d.). North Central Regional Educational Laboratory. Retrieved on
August 13, 2003 from
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3act.htm)Critical thinking curriculum model educational components (2001). New Mexico: Los
Alamos National Laboratory. Retrieved October 23, 2002 from
http://set.lanl.gov/programs/cif/CTCM/EdComp.htmDaniel, L. G. (1996). Kerlinger's research myths. Practical Assessment,
Research & Evaluation, 5(4). Retrieved on August 12, 2003 from http://edresearch.org/pare/getvn.asp?v=5&n=4
Gomez, R. (1991). Teaching with a multicultural perspective. ERIC Digest, ERIC
Identifier ED339548. Retrieved October 25, 2002, from
http://www.ed.gov/databases/ERIC_Digests/ed339548Howe, R. W., & Warren, Charles R. (1998). Teaching critical thinking through
environmental education. ERIC/SMEAC Environmental Education Digest No. 2.
ERIC Identifier ED 324193. Retrieved October 21, 2002, from
http://www.ed.gov/databases/ERIC_Digests/ed32193.htmlJohnson, B. (1993, March). Teacher-as-researcher. ERIC Digest. ERIC Identifier
ED355205. Retrieved on August 8, 2003 from
http://www.ericfacility.net/ericdigests/ed355205.htmlKemmis, S. & McTaggart, R. (1982). Starting points and examples of action research.
The Action Research Planner. Victoria, Australia: Deakin University Press. Retrieved on August 12, 2003 from
Kitao, K. (1991). Teaching culture in foreign language instruction in the United States.
Doshisha Studies in English 52 & 53. Retrieved February 2, 2003, from
http://ilc2.doshisha.ac.jp/users/kkitao/library/article/culture.htmMasters, J. (2000). The history of action research. E-Reports, 3. Retrieved on
August 10, 2003 from
http://www2.fhs.usyd.edu.au/arow/arer/003.htmParsons, S. (n.d.), Teacher research. Classrooms of the 21st Century. Retrieved on August
10, 2003 from
http://www.accessexcellence.org/21st/TL/AR/Riedel, S. L., & Morath, R. A, & McGonigle, T. P. (Eds.). (2001, July). Training critical
thinking skills for battle command:ARI workshop proceedings. Fort Leavenworth, Kansas. Retrieved October 24, 2002, from
Sagor, R. (1992). How to conduct collaborative action research. Alexandria, Virginia,
VA: Association for Supervision and Curriculum Development. Retrieved on August 10, 2003 from http://www.ascd.org/readingroom/books/sagor92book.html#chap1
Teacher Research (n.d.). Retrieved on August 9, 2003 from
http://gse.gmu.edu/research/tr/index.shtmlWeatherford, H. J. (1986, October). Personal benefits of foreign language study. ERIC
Digest, ERIC Identifier ED276305. Retrieved February 2, 2003, from
http://www.ericfacility.net/ericdigests/ed276305.html