Instructional Validity: Plan Content FQ2 Thames, Type of Dependent t To determine if Reeves, Method: there are How do student Kazelskis, Independent t significant assessment York, Standardized: differences scores compare Charlotte, Mock CRCT Effect Size between means when literature Newell, and from two and language Wang (2008) Type of Data: groups arts are taught Interval together as Argo (1995) To measure the opposed to Type of magnitude of a when they are Stevens (2006) Validity: treatment effect taught Content separately? Student Outcome FQ3 Keating-Toro Type of Coded for Looking for (1998) Method: themes: categorical and What are the repeating data teacher and Smith (2003) reflective Recurring that form student journal Dominant patterns of attitudes when Wixon (1986) surveys Emerging behaviors language arts and literature Type of Data: are taught Qualitative together? Type of Self reflection Validity: and student Construct affect Research Design This study was in accordance with the action research design. McKay (1992) described action research as a cyclical process, which included six different steps. The first step involved identifying the particular issue in which to study. In the second step, the researcher gathered and reviewed information that relates to the topic. In steps three through five, the researcher developed the plan of action, implemented the plan, and then evaluated the results. In step six, the cycle can be repeated as many times as necessary
Instructional Plan Validity: Content FQ2 How do student assessment scores compare when literature and language arts are taught together as opposed to when they are taught separately? Student Outcome Thames, Reeves, Kazelskis, York, Charlotte, Newell, and Wang (2008) Argo (1995) Stevens (2006) Type of Method: Standardized: Mock CRCT Type of Data: Interval Type of Validity: Content Dependent t Independent t Effect Size To determine if there are significant differences between means from two groups To measure the magnitude of a treatment effect FQ3 What are the teacher and student attitudes when language arts and literature are taught together? Self reflection and student affect Keating-Toro (1998) Smith (2003) Wixon (1986) Type of Method: reflective journal surveys Type of Data: Qualitative Type of Validity: Construct Coded for themes: Recurring Dominant Emerging Looking for categorical and repeating data that form patterns of behaviors Research Design This study was in accordance with the action research design. McKay (1992) described action research as a cyclical process, which included six different steps. The first step involved identifying the particular issue in which to study. In the second step, the researcher gathered and reviewed information that relates to the topic. In steps three through five, the researcher developed the plan of action, implemented the plan, and then evaluated the results. In step six, the cycle can be repeated as many times as necessary
Herring%20Final%20Final.docx