Analysis of Researchers’ techniques in three articles

Analysis of Researchers’ techniques in three articles

Article 1

Q.1: Describe the reflections given at the beginning of the article that led the researcher to conduct the particular action research study (what problem was identified by the researcher, and why was it important?)

Answer:In her article, Ahrensfocuses on the problem of shortcomingsin a sixth-grade reading program at her school. Teachers did not feel motivated to teach the class, with several of them refusing to coach students in the program. The instructors felt frustrated with the reading program in the class and considered its basal text and continuous spelling worksheets boring. The program featured flaws that frustrated teachers’ efforts and applications of coaching skills in teaching the students. Some teachers apportioned blame to the lack of efficient reading programs in elementary school, which they said influenced students’ inability to read by fifth grade. Among lower level groups, the instructors complained of student indiscipline and indifference, while other teachers disliked the textbooks and instructional material (Ahrens 642-643).This problem was significant because low performance among students and low motivation among teachers threatened the quality and efficiency of education in the sixth-grade reading program.

Q.2: Describe the actions that were taken by the researcher during the study (what did the researcher do to investigate the problem identified during the reflection process?)

Answer:The author’s actions in investigating the problem involved offering to teach the low-level reading class and embarking on a critical examination of the program to diagnose challenges and propose practical solutions. She interviewed teachers and offered tests to students to diagnose problems in the reading program(Ahrens 652-653).

Q.3: Describe the evaluation techniques used by the researcher (what types of data were collected, and how were they analyzed?)

Answer:Collected data involved students’ test results, interview information from teachers, and critical features of the reading program. She utilized skills she had acquired from a Master’s degree program to assess the data critically and identified the need to incorporate leadership and program evaluation concepts in overhauling the entire program (Ahrens 652-653).

Q.4: Describe the researcher’s reflections at the conclusion of the article (what did the action research learn, and what did he or she intend to do next?)

Answer:The author assessed the data critically and observed that students did not acquire fluency, comprehension skills, and reading abilities, and that teachers lacked instructional informationconcerning students’ weaknesses or skills since the assessments only focused on grouping students(Ahrens 644-647).She envisioned essential aspects in the change to include more efficient student assessment and placement procedures, emphasis on research-based teaching techniques, and focus on program cost-effectiveness through re-use and retention of resources.

 

Article 2

Q.1: Describe the reflections given at the beginning of the article that led the researcher to conduct the particular action research study (what problem was identified by the researcher, and why was it important?)

Answer: The second article by Schoen and Schoen focused on the challenge of assisting students learning English as a second language, especially those with learning disabilities. The authors utilized the case of Andy, a 10-year old boy from Korea with learning disabilities, to demonstrate how to encourage English language learning among ESL students. Andy’s parents had limited English-speaking skills, and his designation as a learning disabled student had caused his placement in a segregated classroom with learning support infrastructure for basic instruction (Schoen and Schoen 16-17). The problem of focus for the article was important because of needs in school contexts to promote second language learning efficiency among natives of foreign societies in an increasingly globalized society.

Q.2: Describe the actions that were taken by the researcher during the study (what did the researcher do to investigate the problem identified during the reflection process?)

Answer: To investigate and address the problem, the researchers focused on information about cultural differences, early school experiences, parenting approaches, and the child’s identity and perspectives that influenced hislearning and behavior processes(Schoen and Schoen 17-19). By understanding cultural differences and the implication of his learning disabilities, the researchers were able to diagnose reasons for his response in certain ways.

 

Q.3: Describe the evaluation techniques used by the researcher (what types of data were collected, and how were they analyzed?)

Answer: The authors used interviews, technical and theoretical research, and assessments of ESL teaching standards to collect the information and know how to design an effective intervention program. Planned intervention approaches included incorporation of specific instructional methods featuring uses of technology, multisensory strategies, and media, cooperative learning based on intensive interactions, encouragement of personal initiative, and “learning by doing” models to enhance effective learning(Schoen and Schoen 17-19).

Q.4: Describe the researcher’s reflections at the conclusion of the article (what did the action research learn, and what did he or she intend to do next?)

Answer: The researchers reflected that adoption of personalized, demonstrative, and personal initiative-based methods were the most productive techniques in assisting students learning English as a second language, especially those with learning disabilities (Schoen and Schoen 17-21). They observed that emphasis on understanding the unique environments and features that influence each student’s behaviors and responses is essential to design effective teaching methods.

Article 3

Q.1: Describe the reflections given at the beginning of the article that led the researcher to conduct the particular action research study (what problem was identified by the researcher, and why was it important?)

Answer: The third article by Schoen and Bullard focused on the problem of deficient social skills among students suffering from autism. The article aimed at developing an action plan to address the social skill deficiencies of autistic children and promote their learning abilities. The researchers noted that autistic children faced difficulties in creating and maintaining relationships with others (Schoen and Bullard 36-37). The problem of focus in the article was significant considering that social skills are vital in the education process and that challenges in social interaction could influence atypical behavior, social withdrawal, and unproductive conversations and interactions that undermine the effectiveness of education.

Q.2: Describe the actions that were taken by the researcher during the study (what did the researcher do to investigate the problem identified during the reflection process?)

Answer: In collecting data for the research project, the researchers observed autistic children to diagnose their behaviors and challenges based on psychological and speech therapy concepts, interviewed parents and teachers, and researched widely on concepts and theories relating to autism and social skill problems. They focused on information about the children’s specific social disabilities, relevant theoretical and psychological concepts, and parenting, school environment, and early childhood experiences that influenced their specific responses and behaviors in learning environments (Schoen and Bullard 37-38).

Q.3: Describe the evaluation techniques used by the researcher (what types of data were collected, and how were they analyzed?)

Answer: The authors used information from observations and interviews to diagnose requirements in the program. They noted needs to incorporate programs involving fine-tuning of the coaching and learning processes towards role-playing, interactive playground games, and application of special instruction and skill coaching methods focusing on repetition, routine, and practice in home environments. There were also needs for direct instructional approaches and encouragement of personal initiative to address the children’s social skill deficiencies(Schoen and Bullard 38-39).

Q.4: Describe the researcher’s reflections at the conclusion of the article (what did the action research learn, and what did he or she intend to do next?)

Answer: The researchers reflected that cooperation among teachers, parents, and psychologists is essential to design effective programs to coach social skills among autistic children.They thought that consistent applications of specially designed coaching programs are essential for their success in promoting social skills among autistic children(Schoen and Bullard 39).This is the reason for their insistence on training autistic children’s parents to apply the programs in the home environment.

Works Cited

Ahrens, Brooke. “Finding a new way: Reinventing a sixth-grade Reading Program.”Journal of Adolescent and Adult Literacy 48.8 (2005): 642-654. Print.

Schoen, Sharon, and Bullard, Megan.“Action Research during Recess: a Time for Children with Autism to play and learn.”Teaching Exceptional Children 35.1 (2002): 36-39. Print.

Schoen, Sharon, and Schoen, Alexis. “Action Research in the Classroom: assisting a Linguistically different Learner with special needs.”Teaching Exceptional Children 35.3 (2003): 16-21. Print.