Research draft so far: https://docs.google.com/document/d/1wP7Hm-HYKqUGoooZ8jqTHAc3n6orLb_ANlTJVaAvBfU/edit?usp=sharing Research Table: (sorry this table didn't paste from my original document, here is the link for easy access:https://docs.google.com/document/d/13fuT3xR5FDZyQ_DSXTFn23CfRNI-6ReSaCXCeElb8Ig/edit?usp=sharing) Research themes: Psychological/SEL importance in Education, Flipped Classroom, Effects of Emotional Trauma on Learning. https://edpolicy.stanford.edu/publications/pubs/1310 Hamedani, M., Darling-hammond, L. Social Emotional Learning in high school (2015) Teachers need to be more that just content educators, they must also pay attention to the Psychological needs of students to teach the whole child. Hamedani, M. & Darling-hammon, L., Wagner, T. (2015). Social Emotional Learning in high school. Child Development, January/February 2011, Volume 82, Number 1, Pages 405–432. Retrieved November 12, 2016, from https://edpolicy.stanford.edu/publications/pubs/1310 http://www.episcenter.psu.edu/sites/default/files/news/Durlak%20et%20al.%20(2011)%20meta%20analysis%20SEL.pdf Durlak, J., Weissberg, R., Dymnicki, A., and Schellinger, K. The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions, (2011). Research looks at the different interventions and approaches to promote SEL and student engagement. Durlak, J., Weissberg, R., Dymnicki, A., and Schellinger, K. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, January/February 2011, Volume 82, Number 1, Pages 405–432. http://www.episcenter.psu.edu/sites/default/files/news/Durlak%20et%20al.%20(2011)%20meta%20analysis%20SEL.pdf http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?sequence=1 Marlowe, C. THE EFFECT OF THE FLIPPED CLASSROOM ON STUDENT ACHIEVEMENT AND STRESS. (2012). Looks at the specific tool of the flipped classroom to alleviate stress. Marlowe, C. (2012). THE EFFECT OF THE FLIPPED CLASSROOM ON STUDENT ACHIEVEMENT AND STRESS. Montana State University Education. Retrieved November 01, 2016, from http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?sequence=1 eujournal.org/index.php/esj/article/download/7335/7055 Ahmed, C. Flipped Learning as a New Educational Paradigm. (2016) A look at Blooms Taxanomy through the filter of Flipped Learning. Ahmed, C. (2016). Flipped Learning as a New Educational Paradigm. European Scientific Journal April 2016 edition vol.12, No.10. Retrieved November 09, 2016, from eujournal.org/index.php/esj/article/download/7335/7055 http://ajp.psychiatryonline.org/doi/abs/10.1176/ajp.156.6.902 Breslau, N., Chilcoat, H. Kessler, R. Davis, G. Previous Exposure to Trauma and PTSD Effects of Subsequent Trauma: Results From the Detroit Area Survey of Trauma. (1999). A look at how past trauma has a lasting effect and can be exacerbated with subsequent exposure. Breslau, N., Chilcoat, H. Kessler, R. Davis, G. (1999). Previous Exposure to Trauma and PTSD Effects of Subsequent Trauma: Results From the Detroit Area Survey of Trauma. The American Journal of Psychiatry, Volume 156, Issue 6, June 1999, pp. 902-907. Retrieved on November 12 from http://ajp.psychiatryonline.org/doi/abs/10.1176/ajp.156.6.902 http://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext?refuid=S0266-6138(11)00071-4&refissn=0266-6138 Felitti, V., Anda, R., Nordenberg, D., Williamson, D., Spitz, A., Edwards, V., Koss, P., Marks, J. Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults. (1998) The lasting effects of trauma, and the adverse effects in adult outcomes. Relate this to difficulties in learning do to past trauma. Felitti, V., Anda, R., Nordenberg, D., Williamson, D., Spitz, A., Edwards, V., Koss, P., Marks, J. (1998). The lasting effects of trauma, and the adverse effects in adult outcomes. Relate this to difficulties in learning do to past trauma. American Journal of Preventative Medicine, May 1998Volume 14, Issue 4, Pages 245–258 Retieved on Nov. 12 from http://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext?refuid=S0266-6138(11)00071-4&refissn=0266-6138 Post-intervention Survey: SEL Survey Following the training session, please complete the following survey and email to [email protected]. Your submission will remain confidential, and not personal indicators will be reported in the research report. On a scale from 1-5 please select the best choice that describes your experience. 1) I understood the topic of trauma and how it affects well being. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 2) I benefitted personally from developing awareness around trauma. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 3) I felt emotional prepared to participate in the training. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 4) I felt that the topics were covered in a pace that was not overwhelming. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 5) I understand the basics around trauma-informed care. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 6) I felt prepared to become aware of my own trauma experience(s). 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 7) I felt emotionally supported by the group and instructors. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 8) The understanding I possessed before the training, supported my understanding of trauma. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) Please answer the following short response questions.
2 Comments
My research is specific to the type of training's I conduct through my nonprofit organization. The main focus is around trauma and trauma-informed practices. This function in past years has led to some student disengagement, dropout, and crisis. To best deal with this, I seek to find the impact that flipped learning can have when addressing vulnerable, difficult and stressful topics. Since the topic of flipped learning to address social emotional learning (SEL) is not a common research topics, there are limited funnel generalizations that can be made on each level of international, national, state, district, school. I will instead try to address the general topic of flipped learning as it relates to these domains.
I hope to get further clarity on the scope and purpose of the action research we will be conducting. It seems that our scope for this semester is around a specific inquiry related to our driving question(s), but how does that relate to the IRB review? For example, if I'm conducting research on the effect of using technology in a group of adult (21+) students, and it poses no risk beyond what is experience in daily, typical activities, how is IRB review involved?
I found the IRB certification training and the IRB review document insightful into the thorough nature of conducting research, especially with children and other vulnerable populations. Other points to consider are the risks involved for the participant, how those risks are shared through the consent process, ethical guidelines for different test groups, research reporting, and minorities and women participation. Many of the guidelines only apply to research that is funded by NIH and HHS and exceeds minimal risk; these topics are great to have awareness around, but I don't think our scope will extend into this area. The main need to knows to address my driving question, surround the idea of minimal risk and how to include a diverse sample size. My driving question has to do with motivation and voice/choice. Specifically for the action research for this semester, I plan to introduce technology into my adult cohort of students that will allow them to communicate questions (online) to the assistant instructor, who will communicate CFU levels to the main instructor. To me this is a basic minimal risk project, measured by participants' answers to a questionnaire. I will need to know how to separate test and control groups, what level of consent is necessary, and how my small sample size of 21 students will effect results. Again, my main questions are around what IRB review is necessary for an action research project of such small scope. Basic Sparks of Intrinsic MotivationAs an educator and nonprofit leader I'm concerned with access to external motivation. I believe this is the root of the achievement gap, and is perpetuated by the lack of resources and investment in those with the fewest external motivators, specifically undeserved students, minorities, and those struggling through poverty. My experience teaching in South Sacramento revealed how little outside support was offered to my students. Many lacked the resources and support commonly found in more affluent schools and neighborhood. I was blessed to support many of my students towards academic achievement, but also helped them navigate their life of poverty, violence, sexual assault, incarceration and hunger. Through my naturalistic research approach involving case studies, narratives and ethnography I hope to find the basic unit of intrinsic motivation that sustains successful students without resource or motivation from anyone but themselves. Through my nonprofit work with the incarcerated over the past 3.5 years, I've seen an environment unique to our society. The archaic practice of putting people in cages is still a reality for 2 million individuals in the United States. By researching the experience of CDCR inmates taking high school/GED classes in prison I hope to gather a mosaic of student experiences without resources, parental support, or the ability to apply education to a professional career (for inmates without parole). From this research the basic spark of intrinsic motivation may emerge. Answering the question, what drives students when most factors work against their success? In addition to literary review, I will compare these findings with research conducted at two schools where I formerly taught, my old South Sacramento school, and an affluent PBL-based school in Davis. I believe that motivation is the key to student success if resources are equal, comparing student motivation in these three different learning environments, may support pedagogy growth as educators, fostering intrinsic motivation from it's basic unit. I'd like to keep the prior paragraphs to note this larger idea for action research, but after the discussion at the 790 session 1, I've decided to research a different, smaller scale project. Within my nonprofit work, I run professional trainings to become yoga and meditation teachers working with trauma-sensitive populations. I will design action research that I can conduct on the 2 cohorts of 20 trainees each. Our program is highly academic with content standards, and formal assessment; I would still like to look into what motivates students, in terms of class format, project based learning, group dynamics and application of restorative practices. |
AuthorAs a teacher and community advocate I strive to remedy the challenges of adverse childhood experiences (ACE), poverty and violence. I'm intrigued by the motivation that is cultivated by different supportive and discouraging learning environment, and how overcoming the achievement gap can transform our society. Archives
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