ACTION RESEARCH

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ACTION RESEARCH
Reconnaissance
Mills, G. E. (2003). Action Research A guide for
the teacher researcher, 2nd ed. Columbus, Ohio
Merrill Prentice Hall.
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ACTION RESEARCH

• is systematic inquiry done by teachers (or
  other individuals in the teaching/learning
  environment) to gather information about- and
  subsequently improve- how their particular
  schools operate, how they teach, and how well
  their students learn.

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Chapter 1 Understanding Action ResearchAction
Research Teaching




Focus Area
Objectives
Implement lesson Reflect on whether students
achieved objectives
Data Collection
Data Analysis Interpretation
Reflect on Lesson
Reflect on how todays lesson affects tomorrows
lesson
Action Planning
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4 Steps in the Action Research Process Based on
Deborah Souths Example of Unmotivated Students

• Step 1
• KEY CONCEPT Identifying an area of focus
• EXAMPLE The purpose of this study was to
  describe the effects of a study skills
  curriculum on student outcomes. In particular,
  the study focused on the variables of student
  attendance, peer influence, adult influence, and
  students self-esteem.

X
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• Step 2
• KEY CONCEPT Collecting data
• EXAMPLE
• Data was collected through surveys,
  interviews, and report card/attendance records.

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• Step 3
• KEY CONCEPT Analyzing and interpreting the data
• EXAMPLE
• Attendance did not appear to be an issue--
  children attended school regularly.
• Peer groups did affect performance. Students
  encouraged each other not to complete homework
  assignments.
• Teacher approval of student work appeared to have
  little effect on students work habits, whereas
  about the half of the children indicated that
  they were motivated to complete their homework to
  receive parental approval.
• On average, student grades had dropped
  dramatically during the term in which they were
  enrolled in the study skills class.
• Interpretation The study skills class was having
  a negative impact on student outcomes, behavior
  and attitudes.

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• Step 4
• KEY CONCEPT Action planning
• EXAMPLE It was determined that students would
  not be homogeneously grouped for a study skills
  class the following year because of a critical
  mass of negativity that appeared to emerge from
  the students as they fed off each others lack of
  motivation. The study skills curriculum would
  continue to be used and monitored with a
  heterogeneous grouping of students.

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The Dialectic Action Research Plan
Mills, G. E. (2003). Action Research A guide for
the teacher researcher, 2nd ed. Columbus, Ohio
Merrill Prentice Hall.
Identify an Area of Focus
Develop an Action Plan
Collect Data
Analyze and Interpret Data
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Steps to Planning an Action Research Project

• To Do
• Select an appropriate area of focus.
• Do reconnaissance.
• Review related literature.
• Write and research plan to guide your work.

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Area of Focus
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1. Criteria for Selecting a General Idea/Area of
Focus
Take a statement/observation and turn it into a
Research Question.

• Should involve teaching and learning and should
  focus on your own practice
• Something within your locus of control
• Something you feel passionate about
• Something you would like to change or improve

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Steps to create a good Area of Focus

• Identify a problem or situation you would like to
  change or improve.
• Example My ESL students dont like to read in
  English.
• Turn that problem into a question.
• Example What can a ESL teacher do to motivate
  her students to enjoy reading in English?
• This question will guide your reconnaissance
  and eventually your development of final research
  questions.

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2. Criteria for Reconnaissance

• Explore your own understanding of your Area of
  Focus.
• Write a Reflective Memo

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Reflective Memo
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Steps for writing a goodReflective Memo

• Based on your Area of Focus,
• Self-Reflect on your own understanding of the
  general situation
• Describe the specific situation to clarify the
  focus area (who, what, when, where, how)
• Explain how and why the specific situation can be
  improved (why)

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Self-Reflection(Background Knowledge)

• Discuss own understanding of the general
  situation based on
• Beliefs about teaching and learning
• Educational values
• Known theories or research
• Historical or school contexts
• Example
• I believe that the ESL students in my class
  dont have good reading strategies in L1, and
  therefore find reading difficult in L2. This is

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Description(Context)

• Describe the specific situation you wish to
  change or improve by answering
• Who
• What
• When
• Where
• How
• Example
• The ESL students at my school come from very
  poor areas and most have had interrupted
  schooling in their L1. We know this from Their
  weak education background has

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Explanation(Hypotheses and Bias)

• Explain what you think can improve the situation
  and why
• Answer Why?
• Give possible explanations (hypotheses).
• Example
• If we were to teach our ESL students reading
  strategies, we should see improvement in their
  reading in L2.

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SAMPLE Reflective Memo By
Barbara Noel Self Reflection Based on my
experience in higher education, it is very
difficult to have professors approach their
practice with humility and admit they have a lot
to learn. n1 Oftentimes professors spend a lot
of time building their knowledge. They then
receive a heavy teaching load. It is therefore,
difficult to have energy left over for further
learning. Their careers are also built on a
reputation of their expertise in a certain area.
Having to admit lack of knowledge then goes
against their reputations and time for further
learning. n2 When people come together to
learn through research change inevitably ensues
and learning is heightened. Many theorists such
as Morris (2002) suggests that change in learning
institutions occurs more deeply through
collaboration between teachers and research
projects. n1Topic sentence n2Examples n3the
ories
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Description At UNICA professors teach English
and content as they prepare students to be
bilingual teachers. While many professors are
highly skilled in teaching English, the idea of
teaching students to learn through a new language
is new. They need tools to know how to deliver
curriculum in a way that is not confusing to
themn4. Oftenn5 our students do not
understand important concepts because they are
explained in a language they are still learning.
For example, when students learn about cognitive
theories in pedagogy such as those of Bruner
(1990) they miss parts of the explanations
because they have insufficient vocabulary.
Whenn6 students do not fully understand
important concepts they develop gaps in their
practice and their ability to build on prior
learning. n4situation n5evidence n6critica
l factors, why it is a problem
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Explanation The SIOP model is a way of
delivering lessons to second language learners
through content courses. It has been validated on
the K-12 level and now we are validating it on
the higher education level. I predict that
professors and students will find this to be a
clear and tangible tool to support their learning
process. n7 Im interested in finding out
about professors experience as they learn to
apply this model. Students at UNICA will learn
how to learn through their second language in a
more efficient and comprehensible manner as they
develop strong pedagogical skills and deep
bilingual proficiency. U8 References Bruner,
J. (1990). Acts of Meaning, Boston, Mass Harvard
University Press Morris, M. (2007). The New
Meaning of Educational Change, New York, NY
Longman n7hypothesis U8convince the
reader the study has practical value.
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3. Review of Related Literature

• Search for others theories and research on your
  topic.
• Write a Theoretical Framework of theories that
  support your study.
• Write a Literature Review of research studies
  that pertain to your study.
• These will help you narrow your area of focus
  and create good research questions for your
  Action Research study.

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Theoretical Framework
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What is the difference between Theory and
Research?

• It is theory that decides
• what can be observed
• (Albert Einstein, Retrieved March 01, 2009).
•  

•  
• What can be observed can be supported and
  demonstrated through research.
•  
• - Florencia Montes, María Patricia Botero, and
  Tracy Pechthalt (2009)
•  

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Steps for writing a goodTheoretical Framework

• Based on your Area of Focus
• Search for Theories of other people that relate
  to your area of focus.
• Make a Cluster Diagram with the area of focus in
  the center extending out to theories and their
  details
• Write the Theoretical Framework paper which
  connects the theories with your study.

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Search for Theories

• Like buying a new car
• 1. Find information on theories/theorists related
  to your topic from
• Friends, teachers, experts
• The internet
• Books, journal articles, textbooks

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Worksheet for References

• Copy the references exactly from left to right
  from the Reference Worksheet onto your reference
  page. (Make sure that you copy every comma,
  period, etc.)
• Use your computer to make a hanging indent, and
  put the references into alphabetical order.
• Any missing information is not included.

Ovando, C. J., Collier, V. P. (1998). Bilingual
and ESL classrooms Teaching in multicultural
contexts. Boston, MA McGraw Hill.
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• 2. Fill out a matrix for the theories you find.

Area of Focus Area of Focus Area of Focus Area of Focus Area of Focus Area of Focus
Research Questions 1. 2. 3. 4. Research Questions 1. 2. 3. 4. Research Questions 1. 2. 3. 4. Research Questions 1. 2. 3. 4. Research Questions 1. 2. 3. 4. Research Questions 1. 2. 3. 4.
Check which question the theory connects to Check which question the theory connects to Check which question the theory connects to Check which question the theory connects to
Author (year) Theory RQ1 RQ2 RQ3 RQ4




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Theories Summary Worksheet
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• 3. Take notes on your sources.
• 4. Put them into a Cluster Diagram, with your
  area of focus in the center, and the theories and
  details extending out.

detail
Theory
Theory
detail
detail
Area of Focus
detail
detail
detail
detail
Theory
Theory
detail
detail
detail
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5. Turn your Cluster Diagram into a Theoretical
Framework. Hint Write the body first, then
the introduction and conclusion

• Introduction Tell the readers what you are going
  to tell them
• Gives the paper a context
• States the. area of focus
• Explains the structure of the paper (how theories
  will be discussed)
• Introduces the theories that will be discussed
• Briefly explains the connection between the
  theories and the area of focus
• Introduces next paragraph

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• The SIOP model of Sheltered Instruction was new
  to second language teaching in Colombia, until it
  was adopted by UNICA. It is therefore important
  to research the effects of the model as used at
  UNICA. In order to identify the contributions
  this study can make to the field, faculty and
  co-researchers positioned this study by reviewing
  relevant theories that are summarized below. A
  good way to structure a discussion regarding
  second language learning in academic contexts is
  to refer to Virginia Colliers Prism model (1995)
  for understanding the interconnections between
  conceptual learning, linguistic learning, and
  academic development in both languages through a
  specific social context. Vygotskys (1962) social
  cultural model indirectly validates Colliers
  work. As does Stephen Krashens (1982) Input
  Hypothesis and Jim Cummins (1981), description
  of communication that occurs within varying
  context embedded and context reduced
  environments. Finally, the work of Benjamin Bloom
  (1956), and his colleagues regarding higher order
  thinking skills contributes to our understanding
  of the ways in which cognition is mediated by
  language and socio-cultural influences. A brief
  review of each of these contributions follows
  along with an explanation of the ways in which
  these contributions help us build a foundation
  for understanding why the various components of
  Sheltered Instruction are effective for second
  language learners. We will start with Blooms
  theory and work backwards respectively.

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• When somebody asks you about your language
  ability you would probably give an answer like,
  I speak English instead of saying I read
  English! Or I listen to English. In my job I
  help them with the websites or software that we
  have for them to improve their pronunciation and
  speaking skills. At the end I can see that the
  practice in the lab for speaking or pronunciation
  is not the best, and the students leave the lab
  without further improvement in their speaking
  skill. That is why with this research study I
  would like to let the reader know what would be
  the possible strategies that can be used in order
  to take the best out of computer Assisted
  Language Learning (CALL), and make it really
  useful when learning to speak a second language.
  For this research study I will provide the most
  relevant theories available which have to do with
  learning a second language. Here I would include
  theories from Krashen, Cummins, and Reed and
  Railsback.

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Describe Explain
Theory
Author date
Area of Focus
Example of a Cluster Diagram
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• Body Tell them
• Each paragraph
• Discusses a different theory
• (Although, 2 theories can be in 1 paragraph or 2
  paragraphs can be about 1 theory)
• States the theory, author of the theory, and year
  of publication.
• Describes/explains the theory
• Connects the theory and the area of focus
• Gives examples

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theory, author, yr. of publication
Example 1
Describe/explain

• Jim Cummins (1981), describes this process of
  reaching automaticity as also lying on a
  continuum where certain activities occurring in
  schools are gradually more cognitively demanding
  at a certain point in time for a learner. When
  students are learning to cook, for example, the
  items the teacher refers to are usually in sight
  and easy to touch or at least point to, thereby
  being context embedded. Teachers who
  precisely identify their learners needs for
  context embeddedness and cognitive demand on
  these two continua of communicative environments
  will provide instruction that is comprehensible.

Connect to AofF
Example 2
theory, author, yr. of publication
Describe/explain
Another theory that fits my research study is
Krashens affective filter. This theory says that
a students emotions can directly interfere or
assist in the learning of a new language
(Krashen, 1981). According to Krashen This
theory is also great for my research study
because the practice in the lab makes the student
interact with the computer or repeat sentences or
words aloud. What I have noticed with this kind
of practice That leads me to think that before
using it is very important to know what kind of
students you have in order to create a friendly
environment in which they feel confident
practicing their new language.
Connect to AofF
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• Conclusion Tell the readers what you already
  told them
• States the area of focus.
• Summarizes the theories that were discussed
• Briefly explains the connection between the
  theories and the area of focus

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Example 1

• Sheltered instruction seeks to continuously
  merge language, cognition, and academic
  development in both language during the school
  program. Therefore, Cummins (1981) continua of
  context embeddedness and In this sense,
  Vygotskys work reminds educators that students
  Only then will students socially construct their
  learning to the maximum of their potential.

Example 2
Although there have been many research studies
about CALL and its uses for learning a second
language, that is why it is very important for
me to go back to the theories that talk about
second language acquisition and then relate them
to the main target to see how they can be taken
into consideration and then applied for the best
use of CALL. With these theories that I wrote
about, now I have a wider perspective of how my
project will be developed to make the best out of
using CALL.
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Transitions when you compare/contrast
Hogue, A. (2003). The essentials of English A
writers handbook. NY Longman
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Literature Review
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(See Other Power Point for Writing Process)
Steps for writing a goodLiterature Review
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Pre-Writing for a Literature Review

• Choosing one area of focus
• Developing a question to research
• Writing a reflective memo
• Searching for literature
• Reading on the topic
• Taking notes and summarizing
• Writing a Reflective Memo
• Forming a Literature Matrix
• Creating an outline

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Literature Review

• Search, read and summarize the studies.

2. Create a matrix of studies to variables
3. Create a brief summary of each variable.
4. Create an outline of variables studies
with APA style citation (Name, year)

• 5. Write a draft which is a review of the
  studies that support important variables that
  emerge.
• Compare/Contrast studies
• Note which studies are newer/older than others to
  see changing trends.

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1. Study Summaries

• Summarize the importance of each study (see
  summary worksheet).
• Be sure to include answers to the following
  questions
• Who did the research? (Author, year of
  publication)
• What was the research study about? What did the
  researcher DO?
• When, where, about whom was the study performed?
• Why was the research done?
• What were the findings conclusions of the
  study?
• This will help you later with the body of your
  literature review.

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Literature Review Summary Worksheet
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2. Literature Review Matrix

1. Write the authors titles down the first column.
2. Write variables that are considered in the
   studies across the top. (Start with the main
   variables, and then continue adding if new ones
   arise.)

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Literature Review Matrix
3. Mark and X under the variables that were
considered in each study.
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Look For Patterns

• Look at Matrix What patterns are there?
• What variables are considered by most/few
  studies?
• Which studies considered each variable?

• Look at Year of Studies
• Which studies came first for that variable?
• Which followed?

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3. Variable Summaries

• Quickly write 1-2 sentences about the importance
  of each variable based on all the research
  studies regarding that variable.
• This will help you later with your introduction
  to that variable within your literature review.

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4. Outlining

• After your Research Study Summaries, Variable
  Summaries, and Literature Matrix are done, you
  are ready to outline your paper.
• Look for common sub topics among the studies you
  read.
• Read over your summaries for each variable
• Outline a paragraph about the studies in each
  sub-topic. (see example)

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Sample Paragraph Outlines
Variable

• Subtopic 1 Repetition through songs as tools for
  learning language patterns.
• Blodget (2000) found
• Songs help memorization.
• The role of memorization is a LLS (Language
  Learning Strategy) that is taken for granted.
• Danielson (2002) studied the importance of
  nursery rhymes for expanding vocabulary and
  language patterns.

Study 1
details from summary
Study 2
details from summary
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Sample Paragraph Outlines
Variable

• Subtopic 2 Preservation of socio cultural
  patterns and songs.
• Soh (1995) found
• Songs help children understand different
  backgrounds, values and socio cultural patterns.
• Social competence can be developed through the
  use of songs if they are included in the
  curriculum.
• Sirinides (1997) studied
• the importance of songs in the oral tradition for
  ethnic groups in the task of preserving their
  cultural background and history.

Study 1
details from summary
Study 1
details from summary
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Sample Paragraph Outlines

• Subtopic 3 Relationship between specific
  learning styles and the use of songs.
• Condis (2000) found
• Kinesthetic children would respond to the
  language that is communicated through body
  movements or gestures, or the language found in
  songs that use certain kind of performance or
  finger plays.
• Zimmermann (2006) studied that
• the musical skills are better learned
  inductively, after students are allowed to
  experience and enjoy the music as a whole
  entity. That is to say that the students explore
  the music in their learning preferences before
  they are focused on the linguistic component of
  the song.

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Later Example of a Paragraph for One Variable
variable
Introductory Sentence the summary of the
variable
Summary of study
Summary of study
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variable
Introductory Sentence the summary of the
variable
Using Technology in Second Language Acquisition
There are different articles and studies that
consider the important role the use of technology
has in the learning process of a second language.
For example, Wyk and Louw (2008) combined the use
of the software programs Reading Excellence and
Lector with a group of 31 South African learners.
The researchers found that the software allowed
the learners to work on improving their skills
privately, rather than through reading in front
of the class. They concluded that computer-based
reading programs are effective for addressing the
reading problems of young learners. Others
authors, Liu, Moore, Graham and Lee (1999),
researched uses of computers with second
language learning through the meta- analysis of
21 journals and 246 studies from 1990 to 2000
inclusive. They concentrated the study on the
following points The study concluded that the
research from 1990 2000 provided some evidence
on the effectiveness of technology in second
language learning and students anxiety levels
were reported to be lower when they used the
technology. When their anxiety level was lowered,
students became more active participants in the
learning process. Furthermore,
Constantinescu (2007), The opinions of the
authors mentioned in this part of the paper help
the teachers and the students understand the
importance that technology has in classroom
instruction for benefiting reading comprehension
and vocabulary acquisition.
Summary of study
Summary of study
Summary of study
Concluding Sentence connect to A of F
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variable
Introductory Sentence the summary of the
variable
Essay Structure   Essay structure is the first
variable in this study. According to prior
research, essay structure, as well as any other
writing technique needs to be taught as a
process, and should include student choice as
well as a real purpose. Kapka Oberman (2001)
did a study with limited English proficient
students in 3rd and 5th grade  to improve their
writing skills, in two separate schools ranging
from low to middle class. The data showed
evidence that giving students topics they can
relate to is very important in the writing
process. Students showed more interest in writing
about themselves or about something they had
experience with. According to this study, it can
be assumed that writing will be easier for a
student if he writes about a topic he likes.
Another study done by Anderson (2002) showed
that students prefer to write for real reasons
and not because they are told to. This study
focused on a process oriented approach to writing
with second grade language minority students in
the United States. The purpose of this study was
to develop independent writers by using a process
oriented approach instead of a product oriented
approach. This study showed that students become
independent writers because they concentrate on
the process of writing instead of the final
product. From the above, it can be
concluded that writing happens in steps, it is a
process and should be taught as a process.
Skilled writers plan their writings by
brainstorming, before beginning the process of
writing and during the writing process. They stop
and revise their work several times. Some of the
students in UNICA use brainstorm to begin
writing. Brainstorming with teachers guidance is
one way to scaffold instruction to help the
students get started in their writing process.  
Teacher Coaching on Scaffolding Teacher
coaching 
Summary of study
Summary of study
Concluding Sentence connect to A of F
Introduction to next variable
variable
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After finishing the outline for each sub-topic.

• Now you have information on what to introduce.
• You can see your sub-topics take shape.
• Focus on outlining the Introduction.

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Introduction(usually 1-3 paragraphs)

• Begin outlining the first paragraph
• Include
• A clever hook
• State Area of Focus
• Introduce variables connect them to Area of
  Focus

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Introduction

• First paragraph
• Hook- something to make your readers want to read
  your analysis (short account of an important
  moment that made you interested).
• Example I have often wondered why students
  resist writing a literature review as though they
  were being pushed to walk the dry, hot Sahara
  desert barefoot.

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Introduction

• First (or Second) Paragraph
• State your Area of Focus or research question.
• Example Due to the confusions I had in my
  practice, I decided to study the following
  question What are the areas of resistance to
  writing a literature review and what
  instructional activities help students move along
  the process?

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Introduction

• Second (or Third) Paragraph
• Show the general variables that are related to
  the question and the general conclusions that
  have been identified in the research literature.
• Example I found four areas of study on this
  subject.
• Some studies analyzed the role of
• Other studies focused on the effects of
• Yet others looked at the importance of
• Lastly another group of studies analyzed how

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Concluding Paragraph

• Now you are ready to outline your concluding
  paragraph
• Summarize the various sub-topics
• Discuss any gaps in the research
• Show how your study fits or connects with the
  other studies.

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Putting sections together

• Place the introductory section before the body
  (sub-topic outlines)
• Read over your outline
• Move paragraphs around and/adjust them so they
  make more sense to the reader.
• Share your outline with 3 peers to get advice.
• Add, change or delete items in the outline based
  on peer advice.
• Read over your outline again to double-check.

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Drafting

• Now that you have your outline and you have
  reviewed it you are ready to write.
• Look at your outline beginning with the
  introduction.
• Start filling in the paragraphs based on the
  outline.

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Sample Introduction

• Outline
• Topic Sentence
• Language learning takes time and language
  patterns are needed.
• Teachers need to give students tools for
  learning.
• Richards and Platt (1992) learning strategies as
  tools.
• Music is a tool for learning.
• Role of music in learning is topic of the study.

Hook

• Draft First Paragragh
• Learning a language is a process that takes
  several years and due to this fact, learners
  might not have the ability to store all the
  language patterns. As teachers, we have the
  responsibility of giving our students tools that
  will help them remember in an effective and fast
  way the language they need to communicate.
  According to Richards and Platt (1992) learning
  strategies are "intentional behavior and thoughts
  used by learners during learning so as to better
  help them understand, learn, or remember new
  information." This is the reason why in this
  paper the role of music as a learning strategy
  for young learners will be investigated, because
  music is an important source for repetition and
  it also helps preserve the cultural background of
  the cultures (Sirinides, 1997).

Area of Focus
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Second Paragraph
Here the author inserts parts of her reflective
memo.

• I hold the educational value that children need
  to learn how to give complete sentences to
  questions when they are asked to in a second
  language. I believe so because in the institution
  that I work for, the system of evaluation and the
  outcome of the tasks to be done in class require
  the students to come up with the structures of
  the target language (English) learned during a
  Unit. My job is to prepare the students for the
  tasks and the exams which are both oral and
  written. One of my biggest concerns was to notice
  that students came to class and they did not
  remember what was learned the previous class.
  Leaving homework was not enough to help them
  remember. During the week, my students go to
  school and have several other activities. It
  seems that they only have the possibility to
  study before the class starts (on Saturdays at 2
  pm.) Because all of this, it is important for me
  to know how I can help my students give complete
  questions and answers using the patterns learned
  in the lesson and remember them for a long term.

Area of Focus
Here she justifies the reason for her studyshe
says why the study is important.
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Third paragraph

• As my main objective is to help my students
  recall easily the information they are getting
  every class period, I decided to implement the
  songs that come in the book we use in the class
  in the lessons in a more active role. The reason
  why I chose the songs to achieve my goal is
  because I noticed that the children always waited
  for the song to be played so that they could sing
  it along using the lyrics from the books. I also
  started taking puppets to the class so that they
  could perform the song and even sing them with
  funny voices. I think that this is a helpful tool
  to better the level of English of my students,
  but I still need to know how songs (music) help
  elementary ESL students improve their language
  proficiency, since the adaptations of the songs I
  have used are still very simple, and with time,
  they will become repetitive and less meaningful
  to my students.

Here she describes the situation she wishes to
change. This comes from her reflective memo.
Research Question
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Fourth paragraphtransition
Variables that are related to the question

• Having this question as a starting point for my
  research, I explored several studies on this
  subject. I found research papers that addressed
  some of the areas concerning this topic. Some
  studies focused on describing the issue of
  repetition through songs as tools for learning
  language patterns. Other studies analyzed the
  importance of songs in the preservation of socio
  cultural patterns. Finally, another group of
  research papers looked at the relationship
  between specific learning styles and the use of
  songs in classrooms.

Here the author creates a transition from
introduction to the sub-topics.
Missing General conclusions that have been
identified in the research literature.
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Sub-topic Paragraphs

• Provide a strong topic sentence.
• Example One possible explanation to .. Is to
  look at the influence of.. The following studies
  looked at the variable.
• Draft
• One possible explanation to the important
  role music has on learning is to look at the
  influence of learning strategies in language
  acquisition. Condis (2000), found that
  kinesthetic children would respond to the
  language that is communicated through body
  movements or gestures, or the language found in
  songs that use certain kind of performance or
  finger plays. This is evidence of the way in
  which learning styles examples of a type of
  learning strategy.

73
Sub-topic Paragraphs

• Provide strengths and weaknesses of the studies.
• Example
• Blodget (2001) based his study on two older
  students that were in middle school. More studies
  would need to be done to see if this pattern
  holds true with larger student samples in various
  settings and age groups. Danielson (2002) studied
  300 pre-schoolers in a rural setting. However, it
  would be interesting to find out if a wider range
  of student ages in especially urban settings
  would yield the same results. There is not enough
  evidence yet to make definitive statements based
  on these studies until they are replicated.

74
Sub-topic Paragraphs

• Use transition words to connect ideas between
  sentences and between paragraphs.
• Example
• Blodget (2001) based his study on two older
  students that were in middle school. More studies
  would need to be done to see if this pattern
  holds true with larger student samples in various
  settings and age groups. Danielson (2002) studied
  300 pre-schoolers in a rural setting. However, it
  would be interesting to find out if a wider range
  of student ages in especially urban settings
  would yield the same results. There is not enough
  evidence yet to make definitive statements based
  on these studies until they are replicated.

75
Transitions when you compare/contrast
Hogue, A. (2003). The essentials of English A
writers handbook. NY Longman
76
Finish Drafting..

• Finish drafting the entire paper.
• Type up your list of references
• Refer to the APA style slide show and Reference
  Worksheet
• Print out your draft and reference list to share
  when you confer with your peers.

77
Reference Page

• Type references on a separate page.
• Put references in alphabetical order and in APA
  style formatting.
• Make sure that every citation has a reference and
  every reference has a citation. Only references
  that refer to a citation are included
• Check Formatting
• The title References is written on the top center
  of the page.
• All are double-spaced. References have a hanging
  indent.

78
Reference Page

• Copy the references exactly from left to right
  from the Reference Worksheet onto your reference
  page. (Make sure that you copy every comma,
  period, etc.)
• Use your computer to make a hanging indent, and
  put the references into alphabetical order.
• Any missing information is not included.

Ovando, C. J., Collier, V. P. (1998). Bilingual
and ESL classrooms Teaching in multicultural
contexts. Boston, MA McGraw Hill.
79
(See Other Power Point)
Steps for writing a goodResearch Plan
80
Dont stop there Write an Action
Research Paper!

• Why?
• The process of writing requires the writer to
  clarify meaning.
• The act of putting information on paper for your
  peers and teachers necessitates honesty,
  accuracy, clarity, and thought.
• Research, once written, can be shared with a
  wider audience.