https://padlet.com/samantha_zimmerman/EDU501 Action Research en-us 2016-07-06 15:02:54 UTC 2024-04-07 00:52:28 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lovecoffee.png samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116271705 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. ]]> 2016-07-12 13:23:02 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116271705 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116272873 2016-07-12 13:36:48 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116272873 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116272907  Every day we're shufflin': Empowering students during in-school independent reading. (Hall, Hedric, & Williams, 2014).]]> 2016-07-12 13:37:20 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116272907 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116273738 The daily 5 fostering literacy independence in the elementary grades. (Boushey & Moser 2006). ]]> 2016-07-12 13:45:01 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116273738 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116273936 Mosaic of thought, the power of comprehension strategy instruction (2nd ed.) (Keene & Zimmerman, 2007).]]> 2016-07-12 13:47:29 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116273936 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116274152 The continuum of literacy learning: Grades prek-2 (2nd ed).  (Pinnell, G., & Fountas, I. (2008). ]]> 2016-07-12 13:50:10 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116274152 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116274312 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). ]]> 2016-07-12 13:52:52 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116274312 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116274672 Teacher classroom management behaviors and student time-on-task: Implications for teacher education. (Ratcliff, Jones, Costner, Savage-Davis, Sheehan, & Hunt, (2010). ]]> 2016-07-12 13:57:25 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116274672 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116275261 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. ]]> 2016-07-12 14:05:23 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116275261 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116275358 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.  ]]> 2016-07-12 14:06:47 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116275358 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116276845  Using teacher and researcher data to evaluate the effects of self-management in an inclusive classroom. (King-Sears, 2008)]]> 2016-07-12 14:26:46 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116276845 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116278674 Early adjustment, gender differences, and classroom organizational climate in first grade. (Ponitz, Rimm-Kaufman, Brock, & Nathanson, 2009). ]]> 2016-07-12 14:52:45 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116278674 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116279221 Increasing task engagement using preference or choice-making: Some behavioral and methodological factors affecting their.... (Morgan, 2006). ]]> 2016-07-12 15:02:40 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116279221 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116279346 Student engagement. (2014). ]]> 2016-07-12 15:04:26 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116279346 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116280610 2016-07-12 15:26:40 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116280610 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116470400 ~ 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? ]]> 2016-07-15 13:35:17 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116470400 samantha_zimmerman https://padlet.com/samantha_zimmerman/EDU501/wish/116470717 “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)  ]]> 2016-07-15 13:41:14 UTC https://padlet.com/samantha_zimmerman/EDU501/wish/116470717