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Research purpose/introduction:

I want to study how I can incorporate multicultural books into the curriculum throughout the year. I have noticed in the schools I have worked in the past years and in my current place of work that they do not incorporate multicultural books in the curriculum. At my job, we use the creative curriculum. There are some Spanish books that we recommend to use for the curriculum, but most of the books are not age appropriate for preschoolers. Some of the books are so long that a 3 year old would not sit for a long time to listen to the story. I also would like to incorporate books from other languages. Where I work, there are students from Bangladesh, Nepal and the Philippines, and I would like to add representation of their cultures into the curriculum.

Research question:

How do we incorporate multicultural books throughout the school year?

Sub-questions:

1. How can I incorporate multicultural books in the curriculum in a 3K class to develop their sense of community?

2. What type of multicultural books are age appropriate for a 3K classroom to develop their social skills?

3. Why is it important to incorporate multicultural books into the curriculum in a 3K classroom?

Participants:

The participants will be teachers at my site and from others sites after I ask for permission from my supervisor. In total I’m thinking of 30 teachers.

Data Collection:

I will collect data by designing a survey and send them out to the participants. Then, I will be interviewing the participants. Also, I am thinking of visiting their classroom to see if they have multicultural books in their libraries.

Timeline:

It would take 3 months to do this study.

In February, I will send a survey to all the participants.

In March, I will interview teachers at their workplace.

In April, I will gather all the information and find what type of multicultural books can be part of the curriculum.

Issues I’m struggling with:

I am not sure if I can ask other preschool  teachers from schools I have worked before.

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Diverse books in the classroom, all year round

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Why do I want to study this?

Working in early childhood education for the last four years has introduced me to many children , many with diverse learning needs. This school year has been my first working with children who are receiving services inside of the classroom. Two of my current students have ISFP’s that state they need mandated 20 hours a week with their ABA therapists. With this, the therapists are in the classroom for up to 4 hours a day. Because they are such an integral part of my students’ learning and day,I want to ensure that I am creating positive relationships with them that benefit everyone in the classroom. As a class of 15, it is very busy. Therapists are often trying to exercise different goals while instruction is happening. Other  students become very intrigued and sometimes want to participate or engage with the materials they bring. I want to ensure that the students who these services are for are getting the most out of their service plan, therefore I want to explore and research the many questions this brings about.

Research Question

How can I form a positive relationship with ABA therapists in my classroom to ensure student success?

Sub questions

-How do I as an educator support the ABA therapist in their instruction?

-How do the teacher and ABA therapists prioritize  which goals are most important for the classroom setting?

-How do I ensure that my students are getting the most out of their mandated hours, while other students are present in the classroom?

Participants

(2) three year old children who receive ABA therapy

(2) ABA therapists

(13) three year olds in the classroom

Myself and TA

Data Collection

How? Observations -

observing how the ABA therapists interact with students, and observing what their expectations of them are.

observing particular goals that ABA therapists are working on

observing the setting and how all children interact with the services being provided in the classroom

Student Records/ Documentation

Using documentation such as the ISFP, or any written goals the therapists have documented

Teaching Strategies report card/ checkpoints that I do to track student progress.

ASQ

Interviews/ Self Reflections

Interviews with ABA therapists

Interviews with TA

Reflections in my own practice

Timeline

I am going to be collecting the data in my own classroom, across the two month period allotted (February- April). By then I would have already done the ASQ, first checkpoint, and report card. By then we will have already reached the 6 month mark of school as well, and so there would be goals on the ISFP that should be a work in progress. Using this, I will be able to use these tools as support in my observations and interviews.

Issues I struggle with

the possibility of having different educational pedagogies/philosophies

I added this image because its a large debate that i've seen for some time . However, there is a category of families that don't have the luxury to choose one or the other. They work full-time, therefore their children need to be in preschool. However, their children also need individualized plans. This picture helps me better understand the differences between what the two offer, but also encourage my wanting to research how to merge the two and make it effective.

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I wanted to start my research brief off with a video that highlights the importance of guided play, showing possibilities of how the teacher will be involved but still allow the children to explore their own creativity with open-ended questions. She also shares a lot of her own reflection and what she learned via her observations.

Research purpose/introduction:

All my life I have found the importance of play through acting and theatre, and I believe that has been a foundational part of my learning process. I feel I have gained so much of my own independence from different forms of play, and I would like to promote the same in my classroom. In this research project, my goal is to identify the importance of play in education. So often students are expected to grow up too fast, and therefore miss out on opportunities to create child-led experiences. I, like many teachers, have an idea how each day should go, but I want to support students using a play-based method by following their lead and providing autonomy in the classroom setting.

Research question:

I want to study the effect of play on middle school aged children and how that could lead to a more joyful educational experience.

How can I effectively incorporate play within my classroom, and how will that provide agency to my students? (new working research question- I tried to tie in all the ideas into an overarching question)

1. How will I let go of my own agenda to promote more independence for the students?

2. What role does play have in learning?

3.  Why is play important for learning in grades 1-6?

Participants:

I will use a handful of students (possibly those who objectively have a more challenging time engaging in play-based activities). I could also choose to use a small group of 2-3 focus learners, seeing as that might be a clearer way for me to collect data.

Data Collection:

The data I will be collecting is:

Observations: Identifying moments during the day where students are most joyful. What is happening in the room? How are the students attuning to the group? Is this child led or adult led? Note: I am not looking to compare, simply want to make observations for what is happening within the classroom. At what times is the class most joyful?

Student pictures/Portfolios: Each month we collect work from the students that target their goals. Thinking I could possibly use some of this work to show my findings.

Personal reflections: How am I teaching? What strategies am I using in order to support my students in gaining independence in a school setting?

Interviews/quotes from kids: I hope to  interview my focus learners to see when they have the most fun in school, and what are some joyful moments in their day. Is it related to play? What data might I find there? I also think interviewing my team members who can also observe the students in a different capacity might provide clearer data.

Why: I want to note any observations that demonstrate children are having fun in play based learning. I also want to show any positive effects play has on children in an older age group, especially since play seems to stop before middle school age. I will be collecting the data in my personal classroom.

When will you be collecting it and for how long?

I will be collecting the data over a period between February- April. Once I start collecting the data during play-based activities, I think I can collect 2x per week.

Breakdown: First talking to my team members, next making my own observations, then receiving data by interviewing the students. Finally, I will compose my reflections on what I’ve learned.

Timeline:

Over the 8-9 week period, I will be completing different phases of my study (once approved):

My thought is to gradually increase the level of play within the classroom during this time to note any changes.

February (3 weeks) : Perform simple observations of the flow of the classroom, identifying and noting patterns of the students (Weekly during play-based activities)

March (3 week): Observe focus learners, noting the most playful and joyful moments of their day

What other factors effect this (time of year, is it after or before a break, etc)

April (3 weeks): Complete observations, interview students,  finalize data

Issues I’m struggling with:

How often can I and my team follow the students’ lead?

Is increasing the play in the classroom going to change my data to comparison? (I don’t want that)

I fear that this research question may look like I am trying to remove the academics, even though I am assessing whether or not play-based learning can support students in having a more positive experience surrounding academics

I wanted to finish off with this video, as it expresses my similar idea of students growing up too fast, and he focuses on his school in Australia and how they provide play for all of their students.

https://youtu.be/SUghI1LdKac?si=mEXPgve5avh7CExd

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Play-based Learning in NH’s Kindergarten Classrooms: The Teacher’s Role (REL Northeast and Islands)

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Brittany Nunez

Research purpose/introduction: Why do I want to study this?

I want to be able to provide my students with the best support system they possible can have, in regards to the language gap being closed, so that they can better grasp the content that is being presented to them. I want to see my MLL students grow and develop a sense of belonging and confidence in what they are learning and how they are learning it. I want my MLL students to get in the habit of answering questions without fear of error, or shame because they might answer incorrectly.  I want to understand and know the strategies that can appropriately be applied to help build their English proficiency, in the content area that they are learning.

Research question: What do I want to study? What sub-questions do I have? (2-4 sub-questions)

Main question: How can I best support MLL students’ access in understanding the content in English?

Sub questions:

1) How can I best support MLL students’ access in understanding the English language?

2) How can I keep my MLL students’ engagement while helping them develop an understanding of what they are learning?

Participants: How will they be selected?

My focus will be on 1 to 2 students within my MLL intervention group. I will be observing how they learn, what they know and the strategies that can be applied within their learning, to build their understanding of the content and English language. Teachers are also part of the research, seeing as I will be working alongside them to gain a better understanding as to where the students are at.

Data Collection: How will I collect data? / What exactly am I going to be collecting?

Data will be collected through observation notes gathered during pull out and push in sessions, progressing monitoring through the Mclass and I ready system, that test their reading abilities, through assessments given within specific content area, and through the language proficiency exams given towards the end of the school year, if applicable and provided before the end of the research. Through conferencing with homeroom teachers to examine if progress and growth has been made, in what the students are learning and, in their ability to communicate in English.

Why am I collecting this data?

The data will give me an understanding of where the student is at in their language proficiency and understanding of the content. The data will help me examine different methods and strategies that can be applied, to build their proficiency and understanding of the content, and it will help me gain knowledge of what works for said student and the type of learner that they are.

Where are you going to be collecting it?

Data will be collected during pull out sessions for phonics and reading, and during push in sessions within the student’s classroom setting.

When will you be collecting it and for how long?

The data will be collected and analyzed continuously for a period of 2 to 3 months. I will be taking notice of strategies that didn’t help, and the ones that do help the student focus and gain understanding and access to the content in English, and the methods I used to try to develop their English language proficiency as well. Timeline: (2 months or more (once the project is approved), February-April.

When will I complete the different phases of my study?

During month 1, I will collect and analyze the data to examine where the student is at, and what seems to be the gap within their learning. During month 2, I will be applying different strategies that can possibly help to build their understanding of the content and language, while communicating with their teachers and with my dean as well, and noticing the progress being made and or not being made. Also looking at the changes that can be applied to continue to help the students. During month 3, my documentation and analyzation of the data and strategies/ methods applied throughout this research process, will be finalized and a report will showcase the knowledge learned and applied while conducting this research.

Issues I’m struggling with:

1)    How much information is too much information, when collecting data and when creating my final report and putting everything together.

2)    Besides number 1, I am not able to identify any more struggles as of yet.

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Differentiating Instruction: A Guide for Teaching English-Language Learners

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I choose this video because it shows all the different types of co teaching styles there are.

Research purpose/introduction: Why do I want to study this?

My name is Noshath Chowdhury and I'm currently a first year teacher. I have two years of background experience being an assistant teacher, one year being with kindergarten and another year being with 1st grade. I decided to be brave and step it up one grade higher this year and luckily I found a school in need of a 2nd grade teacher so I quickly applied and got accepted. But taking this new role not only meant working with a whole new age group of students but I was tasked to work with another teacher too. This is because the 2nd grade class is an ICT class, which stands for an integrated co teaching classroom. Being an assistant teacher, I was used to the structure of the main teacher leading and me assisting. At most instructionally I would lead a morning meeting then the rest of the day be in charge of handling behavioral tasks, preparing the students worksheets for activities and facilitating students during lunch and recess. Even as a student teacher, when I taught a content area for that day, it was only me in the front. I would discuss and review the plans with my lead teacher the days before but is fully me teaching upfront. Now with co teaching that changes the game field completely. With co teaching all the instructional content has to be mastered and prepped beforehand not just by one teacher but by both. They both have to know what part to teach, when to lead, what to say, where differentiation needs to occur, and how is going to be lead. Will it be parallel teaching or team teaching or station teaching? It was no longer just me being prepared to teach the next day but having my lessons prepared even earlier because it then had to be differentiated with my teacher. It requires so much additional planning and collaboration that I'm honestly finding a little difficult to manage. That's why my biggest question for my research paper is:

How can two teachers co teach effectively in an ICT classroom when their teaching styles differ?

Research question: What do I want to study? What sub-questions do I have? (2-4 sub-questions)

My sub questions are:

Sub question 1: What types of complications commonly occur between co teachers in an ICT classroom?

Sub question 2: What collaborative strategies help co teachers to manage instructional differences in an ICT setting?

Sub question 3: How does maintaining individual teaching styles during co teaching impact student learning in an ICT classroom?

Participants: How will they be selected?

I will select participants who are currently in an ICT classroom setting. These will be teachers at my school, after I get permission from the principal. I aim to select 4 co teaching pairs varying in experience, subject area, and teaching styles.

Data Collection: How will I collect data?

I will collect data by doing one on one interviews with the teachers, anecdotal classroom observations and short questionnaires for teachers to fill out.

Why am I collecting this data?

I am conducting the interview because I want to hear about the stratgies that work for the teachers from their own voice. That way if I do implement it then I can envision and remind myself of the care and perosonalness this practice is for the tecaher that does it. I think theres depth in hearing the why, rather than just reading it.

I am collecting the data of the challenges teachers face through a questionnaire because then I can get more honest feedback versus if they had to say it in front of the other teacher.

Lastly, I am collecting the anecdotal observations as record of student engagement and particpation.

What exactly am I going to be collecting?

I will be collecting google form responses of the teachers background years of experience teaching in this ssetting, as well as complications they faced or continue to face.

I will be handwriting anecdoctal observations of what I see the students do in the classroom during the teaching. This is Evidence of student outcome, engagement and participation

Lastly, I will have an interview report with responses from the teacher of the strategies they use, purpose for it and its effectiveness.

Where are you going to be collecting it?

I will be collecting it at my school after I get permission from my principal.

When will you be collecting it and for how long?

From February to April, approximately 8 weeks. Each teacher pair observed for 5 days and interviewed once.

Timeline: (2 months or more (once the project is approved), February-April. When will I complete the different phases of my study?

Given the timespan of February to April.

February 1- February 14: Recruiting Participants

February 15-February 21-Data collection from observations to interviews for Teacher Pair 1

February 22-February 28-Data collection from observations to interviews for Teacher Pair 2

March 1-March 7 -Data collection from observations to interviews for Teacher Pair 3

March 8-March 14- Data collection from observations to interviews for Teacher Pair 4

March 15- March 31 Preliminary Data Analysis

April 1- April 20-Based on data analysis go back and get missing information

April 21-April 30- Draft report

Issues I’m struggling with:

Grouping the qualitative data: At first I was going to work on data dealing with numbers which is easier to create a graph or group into a visual display. Now with qualitative data, I'm afraid that it's going to be hard grouping the responses from the teachers into distinct themes.

Gaining Permission: One way I wanted to measure student success was through their work and I'm afraid that getting the consent to do this will be challenging. Even when we send required forms for parents, it takes a long time for parents to fill it out if they even do. I'm afraid the teachers will dismiss using student work because of how time consuming and chaotic it might be to send out, inform then collect from parents.

Personal discouragement: The notion of a research article has always been something of a high caliber, something that's super scientific and ground breaking. I'm feeling a little discouraged that my question might not live up to this standard. It just doesn't seem as riveting or thought provoking as many other works that I have heard and read about.

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Research purpose/introduction:

Working in an early childhood general education class does not guarantee that we will not have any students who may have special needs. Students in the younger grades, like 3k, often are newly exposed to a classroom environment with large groups of students. Being in this environment and assessed by a professional (teacher) can bring to light developmental delays that were not previously observed, which explains why some students had not received services earlier. This being said, it is important to educate myself on the different tools and strategies that I can incorporate in my classroom so that all students are appropriately represented/educated. By conducting this research, not only will I improve my teaching practice by increasing inclusivity, but I will also create a stronger partnership with families by sharing the services and resources that can help their children and ease their worries.

Research question:

What tools and strategies can I use in my general education 3k classroom to ensure I am fostering an inclusive environment for all students, including those who may have special needs?

1.     How can I best meet the sensory needs of both sensory seeking/avoidant students?

2.     What kind of materials and visuals will help in motivating students and promoting engagement for all students?

3.     How can I collaborate with families to educate them on the services and resources that they have access to?

Participants:

My participants are 15, 3-year-old students in a general education 3k class in a public school. Participants range from sensory seek/ avoidant, having speech delays, motor delays, and/or being on the spectrum. Since participants are still relatively new to school, they are still being assessed, and special instruction may not be relevant just yet.

Data Collection:

Data will be collected through various means: observation, anecdotes, interviews, and environmental walk-through assessment. This data will provide me with various perspectives that will help me hone in on the specific areas that need reforming. This data will be collected in the classroom, mainly when students are engaging in the classroom routine/ materials, which will help me assess which materials students respond to and which they are seeking more of.

Timeline:

February – Observe students’ engagement with various materials, then begin introducing new sensory materials and assess if they increase engagement.

March – Interview parents of students with an IFSP/ IEP and ask what resources they would have benefited from at the start of their evaluation process, and what resources would help now to answer any questions/ ease their worries.

April – Continue to collect observational data. Use the results from the observation and interviews to assess how to bridge the gap between resources that help educate families and materials that increase inclusivity in the classroom.

Issues I’m struggling with:

I’m not sure yet what I am struggling with. I think I will better understand what I may struggle with once I gain a better understanding of the different developmental/ sensory needs that are in my classroom this year.

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The Importance of Sensory Integration in the Classroom

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Alina Reyes~

Research purpose:

Working with young children for now 6 years I’ve come to realize a lot when it comes to stories. The imagination it sparks within child, the curiosity building that can be seen at that moment of every word being read. For young children, especially toddlers, it’s not just about listening to the book. These moments allow connections to be made to have a self-discovery shared in the class, a moment where the children learn to be part of a group. But even at this age, children struggle to sit still, maintain focus, or even stay engaged. Storytime can quickly take a sharp turn into an act of attention instead.

By exploring strategies that make Storytime interactive (using movement, props, or even having children take part in it), I hope to discover ways to redirect those disruptive moments into a positive learning experience. I always aim to help toddlers feel more involved and connected with their peers with their own confidence and by taking Storytime (a moment where everyone is together) I believe not only will their language grow but also a sense of belonging within a class.

Research Question: (Please be aware that I have been juggling many questions, so this is my newest concrete of the ideas I have)

How do I design interactive storytelling strategies that reduce disruptions and promote social–emotional development in toddlers?

What Storytime strategies are most effective for sustaining attention in toddlers?

Does interactive Storytime reduce behavioral disruptions (like fidgeting, laying down, calling out)?

What impact does interactive Storytime have on toddlers’ attention span and ability to focus?

Participants and Ways of Collecting Data:

In my study I will be focusing on the young twos classes that my school offers. There are a total of 21 students who have the same schedule but come at different times throughout the week. One group (11 students) comes 3 days a week; Monday, Wednesday, and Friday. The other group (10 students) come two days a week; Tuesday and Thursday. I will also be asking the two teachers in the room for their thoughts on interactive storytelling and ways they think someone may incorporate in the classroom.

Ways of data collection are as follows: All data will be collected during story time.

Transcripts/ recordings of Storytime taking place

Interviews:

1. With students, asking students their opinions on how the Storytime went when concerning use of props

2. Teachers within the room. Asking their thoughts on interactive storytelling and the effectiveness when the day comes.

Engagement Tracker:

Tracking of a list of which students stay engaged within 5 minute marks of the story time slot. Behavior such as eye contact, joining in to the story, and staying seated.

Anecdotal Notes

Timeline:

This study will take place through February to April estimated as followed:

Week 1 to 2 - Baseline observations will be recorded with regular Storytime.

Week 3 to 6 - Implementation of different storytelling strategies and collection of data

Week 7 to 8 - Review and compare data across different questions, analyzing any present patterns, and reflection of what worked best.

Issues I’m Struggling with:

Other than solidifying my questions I believe I am also struggling with finding the best way to measure “social-emotional growth” since I'm not sure which part of this development to truly follow.

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Research Brief: Arts Integration (Please click the PDF link below for the full presentation)

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Research Brief: Arts Integration (Please click the PDF link below for the full presentation)

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Research purpose/introduction: This is my first year teaching in a classroom that includes kindergarten and first grade students. I am exploring how to scaffold instruction to support students at different academic levels. Because the class consists of students of different ages and abilities, structuring whole group instruction to meet everyone’s needs can be challenging.

Research question:

How can I effectively scaffold instruction to support students at differing academic levels in a k/1 classroom?

1. How can I structure whole-group instruction so that both kindergartners and first graders remain supported and engaged?

2. How do students engage with and respond to the scaffolds provided during these lessons?

3. What patterns emerge in student engagement and learning when different scaffolds are used?

Participants: The participants of my research will be the students in my class, a mixed-age group of kindergartners and first graders. The variation in age and academic levels will provide me with the opportunity to explore how different scaffolds can support learning and engagement.

Data Collection: The data I will collect will consist of lesson plans, observational notes, student work samples, teacher made assessments, and teacher reflection logs. Lesson plans will show how scaffolds were planned, while observational notes will capture how they were implemented during whole-group instruction. Student work samples and assessments will provide evidence of student learning and engagement. Reflection logs will serve as a quick check after each lesson is completed, allowing me to evaluate what worked well and what didn’t.

Timeline: I’m not too sure how the timeline will go, but this is what I have come up with:

February – Collect baseline assessments and review lesson plans.

March – Collect data during whole group instruction, including observational notes, student work samples, assessments, and reflection logs.

April – Complete post-assessments, organize the data, and reflect on findings.

Issues I’m struggling with: I worry that my sub questions may not be strong enough. I also worry about collecting data while balancing observation and reflection without disrupting my own lessons. Additionally, I am considering the number of assessments, since there are district mandated assessments (i-Ready and Acadience) and my own classroom assessments. For now, I am leaning toward using my own assessments to keep this process manageable.

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Research Purpose / Introduction:

I am going to research the importance of creating and maintaining good relationships among parents and teachers, as these partnerships are of extreme importance for the success of students. As a mother, I was anxious about the idea of taking my three daughters to pre-school and was constantly wondering. Am I doing the right thing by leaving them in this place? Is this a safe place? What if someone shoots up the school and kills my babies?

I expressed my concerns to the teachers to the administrators, who, first and foremost, not once invalidated my concerns. I was asked to call the office anytime with any concerns (they advised me not to show up and peek through the door, for this would disrupt the classroom). Our communication made me feel comfortable eventually, lots of my fears subsided. My girls enjoyed pre-school and had so much learning. They benefited from the partnership I maintained between their school and I.

As a graduate student of childhood education, I have often heard teachers express their dislike towards dealing with parents, but LOVE working with their children. To me, this is silly since it is a buy-one, get-one deal. In Prof. Scott’s course Parent-Child-School, I learned that children are the true beneficiaries when schools and families collaborate. As a future teacher, I am committed to creating these partnerships to benefit my students. This research will teach me how I am going to achieve my goal.

Research Question:

How can I create and maintain good relationships with parents in order to best benefit my students?

Sub-Questions (2–4):

1.     What strategies can I use to start to build these partnerships?

2.     How do I develop trust in order to build/maintain communication with parents?

3.     How can I use technology to help me maintain these relationships?

4.     What works best when: planting, watering and cultivating these Parent-Child-School partnerships?

Participants:

·      Elementary school teachers.

·      Elementary school parents.

·      Elementary school students.

Data Collection:

·      Interview teachers in an elementary school and find out about the methods they use to create a partnership with parents.

·      Create surveys for both teachers and parents to get a sense of how their relationships are with either their child’s teacher or their student’s parent.

·      What is working?

·      What needs to be improved?

·      Record interviews.

·      Ask parents what they expect from teachers.

·      Ask teachers what they expect from parents.

·      Talk to Spanish-only parents.

Why?

Interviews will provide me with a deeper understanding of how parents and teachers feel about each other. Learning from both sides will inform me if the partnership is working, not working or if it is nonexistent. These surveys and interviews will reveal what needs to be improved and what is working and more importantly, they will give me the necessary tools to build a bridge between the two. I want to understand what they have in common and start to build from there, learn what their expectations are and where they differ.

Where?

I will collect this data from parents and teachers at an elementary school.

Timeline:

February–April 2026

·      February (Phase One), two weeks.

My interview and survey questions must be finished and I must know who I will interview and when.

·      February (Phase Two), two weeks.

Conduct interviews and make sure everyone has completed everything. Transcribe recorded interviews.

·      March (Phase Three), one week.

Housekeeping, make sure phases one and two are 100% completed.

·      March (Phase Four), two weeks.

Analyze my data, find themes, find issues and find resolutions.

·      April (Phase Five), four weeks.

Write my findings.

Issues I am struggling with:

Figuring out the exact number of teachers and parents I should interview.

How to get everyone to be really honest with me.

Would the school allow me to interview the teachers and parents?

How to present my research in a way that, administration does allow me to conduct my research?

Will I present my findings in a clear, professional, graduate student-level?

https://www.youtube.com/watch?v=kin2OdchKMQ

https://www.youtube.com/watch?v=CbwqFEuQwKQ

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Teacher and parent relationships - a crucial ingredient: Cecile Carroll at TEDxWellsStreetED

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Purpose:  In my 3 years of teaching 4th grade, I have noticed a significant gap in students' ability to think critically when answering questions that require a deeper level of thought to answer properly.  With my group of students this year, the students were strategically placed based on their academic abilities from the previous school year, as well as NYS test scores.  All of my students show 97-100% fluency when reading, but when asked grade-level reading comprehension questions, only 21% of students can provide answers that show their ability to think critically.  With this data, my goal for my class is to improve their critical thinking skills.  I thought this would be great to research since it is something that I will actively be working on throughout the school year, and something easy for me to conduct and implement in my day-to-day.

Research Question & Sub-Questions

How can targeted instructional strategies improve critical thinking skills in 4th-grade students?

1. What types of instructional activities most engage students in critical thinking?

2. How do students demonstrate growth in critical thinking through classroom discussions, writing, and problem-solving tasks?

3. What challenges do students face when developing critical thinking skills, and how can these be addressed?

Participants:  For this research, I will use my 4th-grade class and potentially create a rubric to use to maybe select specific students whose progress I will track during the study.

Data Collection:  While conducting this research, the forms of data collection I will use are pre-/post-assessments.  I must have a rubric to gauge student abilities at the beginning of my research, track their progress throughout, and assess their progress at the end.  I will also use student work samples, classroom observations, student interviews, surveys, and a reflection journal that I will use to reflect on my practices.

Timeline:  I plan to conduct my research within a timeline of 8-10 weeks.  Once I begin doing further research, I will use that data to create an implementation plan and solidify a more specific timeline to track my week-to-week expectations.

Issues I’m Struggling With: The biggest challenge I can think of at the moment is creating the time to more closely analyze my data.  Since this is already a working plan within my classroom, I know that I’ll regularly be tracking dates.  However, for my own personal research, I would like to be able to dig a little deeper, which I know will require more time for the time of the year that the research will be conducted.  While I present this as a challenge, I am certain that by February, I will have a solid plan for how I will carry out this research and when I will be able to analyze it more closely.

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I added this link just because of how many great resources were provided at the bottom.

Research purpose/introduction: Why do I want to study this?

I want to study the topic of behavior because it is something that I am currently learning how to manage in my own classroom. Challenging behaviors in the classroom can not only have a negative effect on the child, but on their peers and their teachers as well. I feel like one of the many important roles of being a teacher is learning how to identify and help children regulate any challenging behavior they may be experiencing whether big or small. I am hoping that studying this topic will lead me to findings and strategies that I will be able to add to my teacher toolbox and apply them whenever need be throughout my teaching career.

Research question: What do I want to study?  What sub-questions do I have? (2-4 sub-questions)

How can I support children in my class with behavioral needs?

1. How can I implement strategies that are responsive to each child's individual needs?

2. How does classroom management and routine influence behavior?

3. How can positive teacher-parent relationships influence students' behavior?

Participants: How will they be selected?

The participants of my research will be my entire class, with a focus on 3 students who have been exhibiting behavioral challenges during the school day. The other participants of my research study are the families of selected students, and my co-teacher and assistant.

Data Collection: How will I collect data?  Why am I collecting this data?  What exactly am I going to be collecting?  Where are you going to be collecting it?  When will you be collecting it and for how long?

Observations: I will conduct observations during play time to see how the selected students interact and engage with their peers. I will focus on any behaviors I see (maybe:ABC chart?) I will also conduct observations during times of transitions (clean up, moving from one activity to the next, etc.) in order to get insight on how routine/management affects children. Or maybe focus on certain days for example: Tuesdays we have less transitions than Thursdays.

Meetings: I will meet with my co-teacher and our assistant throughout the study to discuss what is working and what is not. We will meet once a week and more if necessary.

Conversations: I will be having conversations with the families of the selected students to discuss updates, concerns, and/or questions that we may have for one another regarding their child’s behavior. These conversations can happen via email, phone call or in person.

Timeline: (2 months or more (once the project is approved), February-April. When will I complete the different phases of my study?

I want to start collecting data as soon as possible so I will begin in February. I am not sure of the timeline as I am still trying to get an understanding of the initial ins and outs of the study.

Issues I’m struggling with:

Some issues that I am struggling with is that I worry my question is too “big”. I thought I narrowed it down but still, as I was thinking about the timeline and what kind of data I will be taking, I started to over think it. Some questions that I have regarding my project itself are: What if my selected students all start exhibiting positive behavior before it’s time to take data? Am I supposed to wait until February to start implementing these strategies? Should I (can I) extend my study to the other classrooms in my school? What other forms of data collection can I use for this study? Did I choose the right sub-questions to guide me in the right direction/conclusions?

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Research Brief: Redesigning Tier 2/3 Interventions for 3rd-Grade Non-Responders

Research Purpose / Introduction

I want to study how Tier 2/3 interventions can be redesigned to better meet the needs of 3rd-graders who remain below grade level despite additional support. While interventions are meant to accelerate learning, many students still do not respond. By focusing on how structures such as time, grouping, task design, and feedback are implemented, I hope to identify more effective ways to support these learners. This matters because equity in education requires that every child has access to instruction that actually works for them, not just a “one size fits all” approach.

Research Question and sub-questions:

Main Question
How can Tier 2/3 interventions for 3rd-graders below grade level be redesigned to better meet the needs of non-responders?

Sub-Questions

1. In what ways do current Tier 2/3 structures (time, grouping, materials, feedback) fall short for identified non-responders?

2. Which adjustments in intervention dosage (minutes per day/week) and grouping structures (size, rotation, criteria) increase student engagement and progress?

3. How do changes in task types, instructional tools, and feedback routines (timing, mode, prompts) affect student access and learning outcomes?

Participants

3rd-grade students identified for Tier 2/3 interventions who have shown minimal growth (“non-responders”) based on progress monitoring and diagnostic assessments.

Selection will be based on i-Ready diagnostics, classroom performance, and teacher recommendations.

Data Collection

What/Why: Collect both quantitative and qualitative data to understand structures and student experiences.

Tools:

Teacher interviews (to capture perceptions of time, grouping, tools, feedback).

Student surveys/focus groups (to hear what feels helpful vs. unhelpful).

Progress monitoring data (weekly i-Ready or curriculum-based measures).

Observation notes (intervention sessions, grouping, materials in use).

Where/When: Data will be collected in intervention classrooms between February–April. Observations and interviews will be scheduled weekly; progress data will be ongoing.

Projected Timeline (February–April)( subject to change based on data collection)

Weeks 1–2: Finalize participant selection, design surveys/interview protocols.

Weeks 3–5: Begin data collection (observations, progress monitoring, teacher/student input).

Weeks 6–7: Analyze emerging patterns (compare dosage/grouping/task adjustments to outcomes).

Weeks 8–9: Draft findings, align to literature, and prepare Padlet presentation.

Issues I’m Struggling With

Ensuring non-responders’ voices are authentically included (student perspective is often missing).

Balancing time demands of data collection with my teaching responsibilities.

Deciding how much emphasis to place on quantitative progress data vs. qualitative insights.

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Academic Success for All Students: A Multi-Tiered Approach

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Courtney Burnett had an IEP growing up, and now works as a disability advocate, speech language pathology assistant, and IEP coach. 

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Rashad Blake Research Brief

Research Purpose: I want to study how teacher’s personal experience with having an IEP for learning disability shapes the way they build relationships with students who have learning differences. I am personally invested in this topic because I am a teacher who once had an IEP for a learning disability which was for speech, due to a speech delay. Growing up, I often acted out because I could not fully express myself, and this shaped how I see and connect with students today. I want to know if other teachers with similar experiences also feel a deeper sense of connection and empathy with their students, and whether this influences how they manage classroom behavior. My goal is to better understand how teachers lived experiences with learning differences can become an asset for building trust, empathy, and effective behavioral management in their classrooms.

Research Question

Main Question:

How does a teacher’s personal experience with having an IEP shape the way they build relationships with students who have learning differences?

Sub-questions:

1.      In what ways do teachers draw on their own past learning challenges to support students?

2.      How does having an IEP experience influence teachers empathy and patience in student interactions?

3.      What strategies do these teachers use to create inclusive, trusting classroom environments to approach behavioral management?

Participants:

Participants will include teachers and myself who previously had an IEP for a learning difference and are now teaching in inclusive classrooms. They will be selected through professional networks, school contacts, or referrals. Ideally 3-5 teachers will be included to allow for rich perspectives for data.

Data Collection

·       How: Semi structed interviews and reflective surveys

·       Why: To capture both narrative experiences (stories of their time as IEP students) and present-day teaching practices.

·       What: Data will include interview transcripts, survey responses, and classroom observation notes.

·       Where: Data will be collected in person at school, in a meeting area or virtually via Zoom

·       When/For how long: Each interview will last about 45-60 minutes. Data collection will take over 6-8 weeks.

Timeline

·       February (Planning Phase): Obtain approval, identify participants, and finalize interview questions.

·       March ( Data Collection): Conduct interviews, distribute surveys, and collect responses.

·       April (Analysis and Reporting): Review transcripts, code data for themes and summarize findings.

Issues I’m Struggling With:

·       Finding teachers who are comfortable sharing their personal IEP experiences.

·       Ensuring confidentiality while discussing sensitive personal histories

·       Balancing subjective teacher reflections with objective analysis.

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Advocacy in Special Education: A Talk With an IEP Coach

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How can I build a classroom culture that fosters belonging among culturally diverse students?

My Sub-Questions:

1. How can I create culturally responsive lessons that celebrate students’ diverse identities?

2. What collaborative activities can I use to encourage students to learn from each other?

3. How can I design homework and projects that intentionally include family participation?

Research Purpose:

I centered my questions on belonging, culturally responsive teaching, and family involvement because these themes are both timely and practical. Today’s classrooms are more diverse than ever, and teachers must be prepared to create inclusive environments where every student feels valued. I also personally love social studies and reading nonfiction about race which has made me passionate about exploring equity and culturally responsive teaching. These questions can point me toward concrete strategies I can actually use in a classroom: designing lessons, activities, and projects that can be implemented right away in schools. They also connect to areas of education research I care about, including Culturally Responsive Teaching, Educational Debt, Critical Race Theory, Culturally Responsive Differentiation, Inclusive Education, Collaborative Learning & SEL, Immigration & Education. .

Participants:

Because I am not currently teaching, I will rely on observations. I plan to reach out to Dos Puentes Elementary School, a dual-language school in NYC that is known for its inclusive practices, bilingual curriculum, and strong commitment to family and community engagement. (Pending approval) Ideally I would observe several of their classrooms.

Data Collection

1. How: Primarily classroom observations, plus teacher interviews, family interviews, student surveys, and my own reflective journaling and note-taking. I will also review samples of student work when relevant. Once I am in the school setting, I will also assess what other data sources are realistic and appropriate to include.

2. Why: To see how teachers actually bring belonging, culturally responsive teaching, and family involvement into everyday classroom life

3. What: Observation notes, student work samples, teacher and family reflections, student survey responses, and my own field notes.

4. Where/When: At Dos Puentes Elementary (if allowed) during classroom lessons and family engagement activities.

5. Duration: February–April

Timeline:

February: Connect with school, confirm observation site, begin observations, conduct interviews, gather student's work.

March: Continue observations, collect data, review classroom materials,

April: Complete observations, analyze notes, draft early findings.

Issues I’m Struggling With:

1. Not having a permanent classroom of my own yet.

2. Whether families will consistently participate in projects.

3. The limited access I currently have to classrooms and participants.

4. It’s challenging for me to sit back and observe instead of being active in the classroom.

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The Effectiveness of Targeted Reading Instruction

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The Effectiveness of Targeted Reading Instruction

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I chose this short video to talk about the some of the advantages in Small Reading Groups/Targeted Reading Groups

Research Brief Padlet Assignment

Research Purpose / Introduction:
Hello, my name is Jason Johnson. I am researching the effectiveness of targeted small reading groups because they provide focused time to develop literacy skills and encourage reading engagement beyond the classroom. Small groups give students more chances to participate and allow teachers to tailor instruction to individual needs better than large groups.

Research Question:
How can targeted reading groups support struggling readers’ literacy and foster reading engagement outside the classroom?

Research Subquestion

1.How can teachers evaluate if skills from targeted reading groups are being transferred into classroom instruction

2. What data could teachers collect in order to measure student reading engagement outside of the targeted reading groups

Participants:
Students will be selected based on reading levels and assigned to groups. As an ELA teacher, I will work mainly with mid- to lower-level readers using strategies for struggling readers.

Data Collection:
I will collect data by reviewing students’ individual reading goals during one-on-one reading conferences to measure if they are meeting their reading goal. I will also take anecdotal notes during classroom discussions to see when they participate and to evaluate what they share when they do decide to participate. I will also be collecting student samples based on the skill we practiced for that day. I am collecting this data to measure student growth in terms of their individual reading goals and to also evaluate if they are able to implement the reading strategies they learn in targeted reading in various contexts. I will be collecting the data within my classroom, as that is where my targeted reading group will be. I will be collecting for about 1 month.

Timeline:
The study will run from February to April, covering the second trimester, to assess growth based on quarterly reading assessments.

Issues I’m Struggling With: To continue to refine the research question and subquestions to begin the study. Making sure I have clear measures for the study. Will confer with the principal to address any concerns in terms of implementation and the revision of the current research. question

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Literacy Fundamentals | Elementary ELA Activites

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Why Whole Group Reading Isn't Enough | Small Group Reading Shift

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How Does Homework Support Student Learning

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This is a video from the UK that lays down some basic groundwork of being inclusive to many different types of children. Not sure if my last post worked!! Sorry!

Layla Keele

Research Brief

Research Purpose: I want to study inclusion in the classroom because I believe that every student deserves to experience and learn in an atmosphere of respect. As a growing teacher I have visited many classrooms. Every classroom is very different. I have been in a dual-language classroom, a classroom where all students of all learning styles stay in the classroom together, and in classrooms where students are constantly being pulled to learn elsewhere. I want to have more tools in my teaching kit, and I want to learn from my community to teach inclusively.

Research Question:

1.     How can I create an inclusive classroom space where all my students feel safe to be themselves?

·      How can I create an inclusive classroom?

·      How can I implement inclusivity into my teaching and when I am planning a lesson?

·      How can I create an inclusive classroom space without singling out a student?

·      How can I create an inclusive classroom community in an equitable way without highlight students’ identities?

Participants: How will they be selected?

·      I will ask my peers and community to help me find different inclusive classrooms. As well as reach out to different principals.

Data Collection:

I will be using many different forms of data collection.

·      Observation:
I will observe multiple classrooms at multiple schools with multiple teachers. I will use this data to see how classes are conducted, how the teacher addresses the students and how engaged the students are.

·      Interview:
I will interview many different types of teachers and possibly students.

·      Pictures:
I will take pictures of the classrooms to see how it promotes inclusivity. As well as pictures of the campus to gain more understanding of the environment of the school.

·      Work Samples:
Student work samples such as homework and classwork.
Lesson plans
I will be collecting this data to learn about the atmosphere in the classrooms.

How does the teacher, classroom and environment affect inclusivity or include it?
Are there posters/signs for all learners?
Do the students see themselves in the classroom?
Are the students engaged?

I would like to observe multiple classrooms and hopefully be able to observe each class at least two times over a 2–3-month period.

Timeline: February – April

I would like to collect my data from February to March.
I am still struggling on the way I will observe and what exactly I will be looking for. As I am not a teacher, I am not directly involved in making things inclusive though I will find what works.

Issues I’m Struggling With:

I am struggling with a few things. I don’t know if my overarching question is too board or if it needs to be broader. I’m not sure if one of my sub questions should be my overarching question. I’m not sure “inclusive” is too broad a topic though I really want to explore many different sides of inclusivity. I am also figuring out what classrooms to observe and if my questions need to shift because I am not the one that is necessarily in charge of the classroom.

If anyone has a classroom at their school that they feel is inclusive let me know! :)

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How to Create an Inclusive Classroom - Diversity and Inclusion in Education