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Nigel Burris

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Right now for my research question I am considering taking the direction of either the effectiveness of online learning compared to traditional in-person instruction, or the impact of technology on student engagement and achievement, relating to the role of digital literacy in modern education

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How might my perspective as a student, rather than a teacher, shape the way I approach potential research questions in education? (And will this lack of actual teaching perspective and experience negatively effect my ability to get the most out of this assignment.) If my educational research question is not researchable due to me not being a teacher, how should I go about completing the assignment? (how can I use this perspective to generate innovative and relevant research questions)

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As someone that is a student and not yet a teacher,  I may not have the ability to conduct an investigation myself. That being said, there are still ways I could explore this topic. Such as looking at literature, case studies, online resources, surveys, or interviews with teachers and students to gather insights into the effectiveness of my research question.

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Katie Dunn

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I am interested in exploring the usage of differentiated instruction and how we can use meaningful and impactful tools to support students at all learning levels, finding and promoting equity rather than equality within instruction.

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What kinds of learning differentiations and needs will I need to accommodate for during the first week of school? How much information will need to be retaught… what do students already know… did students spend time over the summer refreshing materials? What can I do as an educator to make the last few days of school meaningful and intentional? How can I support students who struggle with a shift in routine find balance as big changes are coming?

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I have freedom to model and differentiate instruction for my students aligning with the curriculum provided. This is absolutely something I can grow and investigate during small group instruction time.

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Kate DeLon

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I'm really interested in exploring how technology integration tools or using PBL can impact the learning of my students. I want to make the learning of my students authentic so maybe researching something that can relate to that? Or which science curriculum/way of setting up units is the best for middle school science?

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From my research, will I be putting my research to practice by developing a curriculum from it for my thesis? Should my research be focused on the content areas I'm certified in if I need to develop a curriculum? How do you find the right balance between giving students voice/choice but still keeping the classroom managed? Does integrating more PBL or a 5E model make a difference in student engagement, motivation, and behavior? Would using these learning methods improve my classroom management? 

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I have the freedom right now to be creative in how I teach the science standards, so I could definitely investigate this in my classroom. 

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Sometimes it feels like my job isn't to keep one or two students from falling through the cracks, its that the whole school is the crack and we are just trying to push them back up out of it.  I want my research to focus on how to use best practice when I need to account for massive learning gaps, no resources, and sporadic attendance.  My initial thought is to figure out a way to do project based learning with large class sizes and sporadic attendance.

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How do I engage students who have sporadic attendance in project based learning?  How do I work with students who have missed so much school that they are almost guaranteed to fail?  Do I let them fail or try to give them alternative work so they don't just give up for the rest of the school year?  How can classroom management work when there are not enough adults in the building and no discipline measures taken with admin?  How can I teach students at a 10th grade level when they have massive gaps in their learning? 

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Yes, I think if I narrowed the focus enough I could definitely investigate this in my classroom.

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Jennifer Tewksbury

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I have really started to narrow it down to the topic of best practices for teaching writing in a first grade classroom.  I have kind of been flying by the seat of my pants as a teacher and what I think seems right, but I haven't really compared that with any particular curriculum or even seen data or studies about best practices.  

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What is the best way to incorporate the practice of writing in a first-grade classroom?  Is it better as whole group, guided writing or should it be tackled in small group - maybe both?  What is the standard expectation for writing in first grade? (school or state) Have the expectations been lowered through the years or maybe there is a higher focus on phonics and skills?  How impactful is first-grade writing as a formative year versus upper grades?

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I have the freedom in my 1st grade classroom to put something in place in either small-group or whole-group instruction.  

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Paige Linville (Siler)

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I'm still stuck between SEL or classroom management techniques. They both seem like too broad of concepts to narrow down to one question yet but I do know I want to focus on early childhood for whichever topic I decide on.

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Is there any subject content wise, like reading, I could be researching instead of management or SEL? Is my research ideas too broad to narrow down? Should I focus management or SEL?

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Yes. I could investigate both SEL and classroom management within my classroom.

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Currently, I'm finding myself interested in collaboration and communication among gifted math students. I don't know exactly what question or topic I'll land on, but I want to examine communication strengths and challenges of gifted learners, and how improving those communication skills can improve the quality of collaborative work and build math understanding in gifted students. 

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Why do so many of my gifted students seem to have anxiety or other mental health concerns? What routines and structures could I implement to make group work more meaningful? How do I get kids to talk about their learning and share ideas? How can I help them build communication skills so that they are able to disagree respectfully?

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I know that next year, one of my 3 classes will be the gifted math cluster, so I see myself being able to investigate this in my own classroom. 

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Betsy Woods

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At the top of my list of considerations today would be a research topic related to students' engagement with reading. With the courses I am slated to teach next term (AP Lit, CP Eng 12, and Bestsellers—an elective) I would have a good opportunity to observe reading habits in multiple settings. To narrow, my research question, I could concentrate one of the following: 1- Leisure reading versus academic reading. 2- Reading engagement in male versus female students. 3-Fiction versus nonfiction. 4- Building a reading culture in a school.  I am still considering other ideas for research as well, but I think I could begin the research for my Lit Review with the topics above in mind. 

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Should I research a topic that benefits my direct classroom, my department, my school? Should I concentrate on research topics about reading or writing? Something else? Should I research a topic that intersects with other areas I am working on next term?

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This would be something I could research in my own classroom through observation, but also other methods--surveys, interviews, quantitative assessments. 

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The direction I am planning our routing towards is a question over gifted mathematics. I have not decided if I want to narrow it down to the involvement of technology or real-world experience learning in the classroom. At this moment, I am leaning towards formatting my question to say "How does ..... play a role in challenging the though process and execution of a gifted mathematics learner."

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1. How can my final question be tied into my classroom?   2. Will I run into the issue of using a different grade for a control group?   3. Will behavior have a play in the outcome?    4. How can I plan for the reaction of change in my classroom?    5. Which route of my final question will be easiest yet most knowledgable to conduct?    6. How will the result of this question help change my ways of teaching?   

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This is something I could investigate in my own classroom. With having three different math classes, I can do an investigation with a "controlled group" and one regarding the question being asked. 