# data[].attributes.headline
Sagor, R.
(1992). How to Conduct Collaborative
Action Research. Alexandria, VA: 

ASCD.

# data[].attributes.subject
Sagor, R.
(1992). How to Conduct Collaborative
Action Research. Alexandria, VA: 

ASCD.

# data[].attributes.body
“Action researchers undertake a study because they want to know whether they can do something in a better way” (pg. 7).

"Teacher-researchers have strong commitments to their students that will always push them to act rather than wait for more data." (p. 16)

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~ Do I have to tell my first grade students that I am doing this research and that they are the subjects of my study?

~ If I tell my students this will impact the findings by possibly changing their behavior based on the information that I give them not necessarily on the independent variable.

~ If parents know that I am doing this research are they going to talk to their child and this will have an influence on their child’s behavior, which in turn will impact the study?

~ What other outside factors could affect student time on task?

~ Will students complete all Daily 5 activities without me monitoring and tracking their rotations?

~ Will keeping track of student choice give me more work?

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Student engagement. (2014).

# data[].attributes.attachment_link.title
LibGuides: McDonough Geschke Library: Home

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LibGuides: McDonough Geschke Library: Home

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Increasing task engagement using preference or choice-making: Some behavioral and methodological factors affecting their.... (Morgan, 2006).

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Early adjustment, gender differences, and classroom organizational climate in first grade. (Ponitz, Rimm-Kaufman, Brock, & Nathanson, 2009).

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Using teacher and researcher data to evaluate the effects of self-management in an inclusive classroom. (King-Sears, 2008)

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Hunt, Wiseman, and Touzel (2009) suggested that in order to avoid retreating, teachers should use behavior controls only when student behavior is harmful or disruptive; they should observe students to see that directives are being followed; they should remain calm and confident; and they should avoid confrontations in front of the class where threatening comments are used.

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Pinnell and Fountas (2008) discuss
several key principles.  

# data[].attributes.subject
Pinnell and Fountas (2008) discuss
several key principles.  

# data[].attributes.body
Children learn by talking; children need to process a large amount of written language; the ability to read and comprehend texts is expanded through talking and writing; and learning deepens when children engage in reading, talking, and writing about texts across many different instructional contexts.

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Teacher classroom management behaviors and student time-on-task: Implications for teacher education. (Ratcliff, Jones, Costner, Savage-Davis, Sheehan, & Hunt, (2010).

# data[].attributes.body
Using choice to increase time on-task, task-completion, and accuracy for students with emotional/behavior disorders in a residential facility. (Ramsey, Jolivette, Patterson, Kennedy, 2010).

# data[].attributes.body
The continuum of literacy learning: Grades prek-2 (2nd ed).  (Pinnell, G., & Fountas, I. (2008).

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Mosaic of thought, the power of comprehension strategy instruction (2nd ed.) (Keene & Zimmerman, 2007).

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The daily 5 fostering literacy independence in the elementary grades. (Boushey & Moser 2006).

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Every day we're shufflin': Empowering students during in-school independent reading. (Hall, Hedric, & Williams, 2014).

# data[].attributes.body
I plan to study time on task with student choice in first grade during Daily 5 because I want to find out if allowing students to choose where they want to go first, second, third and fourth for the Daily 5 rotations will increase their time on task during these rotations. This will show if I should use student choice during Daily 5 with my first grade students so that I may better understand if student’s time on task is correlated with student choice.