perc research mcdowell county school immersion project · 2016-12-19 · action research on the...
TRANSCRIPT
PERCResearchAssistanceProposal
McDowellCountySchoolImmersionProject
TableofContents
Page1‐ ProjectOverview
Page3‐ DescriptionofProjectGoals
Page6‐ DescriptionofConnectiontoMyProfessionalInterests
Page8‐ PageDescriptionoftheProjectsConnectiontoPERC
Page11‐ BudgetNarrative
Page11‐ ReferenceList
ProjectOverview
ThisprojectisanoutgrowthofconversationswiththesuperintendentofMcDowell
CountyschoolsabouthowWVUcanbecomemoreactivelyengagedinprovidingteachers
forthedistrict,preparingWVU’spreserviceteacherstoteachinallareasofthestate,andin
helpingthedistrictmeaningfullyintegratetheartsintotheirinstruction.Theprojecthasas
itsultimateend,theimprovementofinstructionandlearningforthestudentsofMcDowell
county.However,equalemphasiswillbeplacedonimprovingthepreparationoffuture
teacherstoworkinruralareasofWestVirginia,examiningnewmodelsofcollegial
planning,andinnovativemodelsofcurriculumandteachingthataremoreappropriateto
schoolslikethoseinMcDowellcounty.
Researchwillbeconductedoneachlevelandphaseoftheprojectandwillinclude
researchbyuniversityfacultyandpreserviceteacheractionresearch.Theresearchwillbe
primarilyqualitativeinnaturebutsomedataonstudentlearningandretentionwillbe
PERCProposal2
conducted.Itisanticipatedthatthelargequantityofinterviewandobservationaldatawill
lenditselftoon‐goinganalysisbynumerousfacultyandgraduatestudents.
Thefocusofboththeinstructionandresearchwillbeon:(1)theintegrationofthearts,
particularlystorytellingandmovement/dance,intotheteachingofthenewcommoncore
standardsforelementaryscienceandliteracy,and(2)ontheuseofaplace‐based,region‐
specificapproachtocurriculumandteachingfirstdevelopedintheFoxfireprogramin
RabunCounty,Georgia.Itishopedthattheseapproacheswillprovideamoremeaningful
engagementinthecurriculumattheelementarylevelthatcaneventuallybeextendedto
highergradelevels.Thoseefforts,combinedwiththeextendedpresenceofWVUstudents
asalternaterolemodels,willeventuallyleadtomoreMcDowellcountystudentsbeing
motivatedtoseeschoolassomewheretheywanttobeandwanttostay.
Whilealldimensionsoftheprojectwillberesearched,themajorityofinitialtime
andresourceswillbedevotedtoplanning,teaching,andassessinglearning.The
implementationoftheactivitiesandtheresearchcannotreallybeseparatedbecausethey
areintegratedanddependentoneachother.Therefore,muchoftheinformationbelowis
devotedtodescribingtheplanning,preparation,andteachingoftheprojectsinceitis
integraltounderstandingthenatureandpurposeoftheresearchcomponent.
Note:Intheinformationthatfollows,thesubmitterofthePERCproposalisreferredtoas
theprogramcoordinator.
PERCProposal3
DescriptionofProjectGoals,Objectives,andActions
Thegoalsofthisprojectfallintofourmaincategories:K‐5Curriculum,Teachingand
Learning;PreserviceTeacherPreparation;ProfessionalDevelopment;andResearchon
Impact.
K‐12Curriculum,Teaching&Learning
Asaresultoftheinstructionalactivities,theprojectwillresultin:
Aresearch‐supportedmodelforintegratingthearts,especiallystorytellingand
movement/dance,intotheteachingofthecommoncorestandardsforliteracyand
sciencethatcanbeextendedtoothersubjectareasandgradelevels,
Aresearch‐supportedmodelofinterdisciplinaryplanningforteachingtothecommon
corestandards,
Increasedstudentengagementinandimprovedretentionofthestandards‐based
curriculumbyhelpingstudentsmakemoremeaningfulconnectionsbetweentheir
community,theirownexperiences,andthecurriculum.
PreserviceTeacherPreparation
Theapproachtopreservicefieldexperiencesutilizedintheprojectwill:
Pilotacommunityimmersionmodelforpreparingnewteachersforunderservedand
challengingschoolcommunities,
Throughtheimmersionmodel,increasepreserviceteacherempathyandunderstanding
ofeconomicandregionaldiversity,
Provideamodelformoreeffectivelyintegratingmethodscourseswithfield
experiences,
PERCProposal4
Preparepreserviceteacherstouseplace‐basedcurriculumandteachingandan
integrateduseoftheartstomoreasamoremeaningfulapproachtoteachingin
underserved,Appalachianschools,
Trainfutureteacherstodiscovermoremeaningfulconnectionsbetweentheirteaching,
theirstudents,thecommunitycontextinwhichschoolingoccursthroughethnographic
andactionresearch.
ProfessionalDevelopment
Throughacombinationofdirectprofessionaldevelopmentprogramsandthemodelof
visitingpreserviceteachers,theelementaryschoolfacultyofMcDowellCountyschoolswill:
beintroducedtoplace‐basedcurriculumandteachingandanintegrateduseofthearts
tomoreasamoremeaningfulapproachtoteachinginunderserved,Appalachian
schools,
Helppreserviceteachersconductvariousformsofactionresearchrelatedtothenew
modelsofinstructionbeingusedwiththestudents,
Begiventheopportunitytoprovideprofessionaldevelopmenttopreserviceteachers
thatisspecifictotheschoolandcommunitycontext,
Begiventheopportunitytotraincolleaguesintheapproachesusedinthispilot
program
ResearchonProgramDevelopmentandImpact
Theresearchonthispilotprogramwilltakeplaceinthreeoverlappingphasesand
atmultiplelevelsofinvolvement.Researchontheplanningandpreparationstagewillbe
conductedprimarilybytheplanningcommitteeandresearchcoordinator.Researchduring
theimplementationandassessmentphasewillbeconductedbythepreserviceteachers(in
PERCProposal5
theformofactionresearch),theprogramcoordinator,andagraduateresearchassistant.
Follow‐upresearchwillbeconductedbytheprogramcoordinatorandagraduateresearch
assistant.Morespecifically,theintendedresearch(intheorderinwhichitisplanned)
includes:
PhaseI
Self‐studyresearchonthedevelopmentoftheproject,withaphenomenological
emphasisontheprogramcoordinator’sexperience
Narrative,interview‐basedself‐studyontheinterdisciplinaryplanningprocess
Small‐scaleethnographicresearchconductedbypreserviceteachers
Self‐studyofmethodsclassusedtopreparepreserviceteachersforimmersion
experience,withanemphasisonparticipantobservation,studentjournalsand
interviews
Phase2
Actionresearchonthelearningoutcomesoftheimmersionexperienceconductedby
preserviceteachers,withsupervisionbytheprogramcoordinatorandpublicschool
faculty
Interviewandfocus‐groupresearchonteacher,parentandcommunityperceptionsof
themodelofteachingusedandtheimmersionexperience
Focusgroupandinterviewresearchonelementarystudentresponsivenesstoprogram
Researchonthepreserviceteachers’responsetoimmersionprogramandtothe
methodsused
Researchonlearningoutcomesandattitudinalchangesaspossiblebasisforextending
theprograminthefuture
PERCProposal6
Phase3
Meta‐analysis/Meta‐synthesisofallactionresearchresultsandprocedures,
coordinatedbyprogramcoordinator
Comprehensivesummary,correlation,andreviewofallresearchresults
Researchonlong‐termretentionandrecollectionofexperience:conductedinareturn
visittoMcDowellschoolsinspringandwithWVUpreserviceteachersduringthenext
semesterorstudentteachingsemester
DescriptionofProject’sConnectiontoMyProfessionalInterests
Theprogramdescribedherebringstogetheranumberofmyon‐goingresearchinterests
andpreparesthefoundationforanewdirectionthatmyresearchwillneedtotakeinlight
ofmylong‐termcommitmenttoWestVirginiaschoolsandtheadoptionofthenew
commoncorecurriculumstandards.
ExtensionofMyOn‐GoingInterestsandResearchAgenda
Ihaveengagedinanumberofarts‐informedresearchandwritingprojects(e.g.
Breault1996,2006,2009)andorganizedaprojectsimilartotheoneproposedhere(albeit
onasmallerscale)involvingdanceandmusicattheInternationalSchoolofDeKalbCounty
inGeorgia–aschoolforprimarilyrefugeestudents(Breault,Wiltenberg,,M.&Harvey,H.,
2008).Thisprojectwouldprovidetheopportunitytodomoreextensiveresearchonthe
conceptofintegratingtheartsintotheteachingofrequiredsubjectmatter.Inarelated
area,morerecentlyIhavebegunlookingattheroleofimaginationinteachereducation
throughparticipationintheLincolnCenterInstitute(exampleofthatworkiscitedinLiu&
PERCProposal7
Noppe‐Brandon,2011).Iwouldbeabletolookatthatprocessmoresystematicallyinthe
planningofthepreserviceteachers.
AprimaryareaofresearchforthepasttenyearshasbeentheProfessional
DevelopmentSchoool(PDS)model(e.g.Breault&Breault,2012).Whilethisprojectisnot
relatedtoWVU’scurrentPDSpartners,itwillinvolvePDS‐likeworklikecollaborative
planningandcommunityinvolvementinschoolingtoanextentnotcurrentlypresentinour
actualPDSpartners.Therefore,thisresearchwillhelpdeterminethefeasibilityofsuch
involvementthatcouldbetransferredtoourotherPDSsites.
Toalesserextent,Ihavealsowrittenaboutotherconceptsthatareintegratedinto
theproposedprogram:theroleofsenseofplaceinresearch(see
http://breaultresearch.info),story‐basedteachingandresearch(Breault,2010a,b),the
imaginativeandeffectiveuseofstatestandards(underreview),andexperientiallearning
(Breault,2003,2005).
FoundationforFutureResearch
Thisprojectshouldpromoteafutureresearchagendainatleastthreeways.First,I
believethatitisimportantforfacultytobeengagedinresearchthatislinkedtoand
providesaservicetothestate’seducationsystem.Thisisespeciallytrueofthe
underservedareasofthestate.Therefore,Iwanttousethisprojectasthestartingpoint
forimplementingandresearchingmoreimaginativeandengagingwaysofteaching
studentsinthoseareas.TheFoxfireapproachmentionedaboveisonesuchprogram.The
rationaleforincludingtheresidentialtrainingintheFoxfireprograminwhatisessentially
aresearchgrantisthatfidelitytothatapproachandbeingabletocommunicateitwellto
PERCProposal8
otherteachersisamethodologicalrequirementforeffectiveresearch.Iseeitasequivalent
toestablishinginter‐raterreliability,thevalidityandreliabilityofatestorsoon.
Anotherareathatwillbeimportanttointegrateintoourresearchisthe
implementationofthenewcommoncorestandards.Thenewstandardsoffersome
opportunityfordeeper,morecreativeteachingandactivelearning,butonlyifteachersare
preparedtodoso.Itwillalsobeimportanttoprovideevidencethatstandardscanbe
taughteffectivelyandthedesiredachievementreachedusingactive,engaginglearning
ratherthanthedrillandrotelearningproceduresthatarenowassumedtobenecessary.
Thisprojectwillprovidetheopportunitytopilotandresearchsomeofthosemethods.
Finally,thescopeofthisproposedresearchandthepotentiallinksbetweenfaculty
ofvariousdisciplines(dance,science,literacy,andmore),aswellasthenewpartnership
withMcDowellCounty,willopennewopportunitiesforcollaborativeresearchinmy
departmentandbeyond.Thevarietyofresearchmethodswillalsoprovideawiderangeof
experiencesandpracticeforanyundergraduateorgraduateresearchassistantsinvolved.
DescriptionoftheProjectsConnectiontoPERC
TheproposedprojectwouldseemtoaddressfourofPERC’sfivegoals.BelowIhavelisted
themostrelevantgoalsandthenlistedthewaysinwhichIbelievethisproposalwill
addressthosegoals.
Goal1–Engageundergraduate,graduateandprofessionalstudentsinachallenging
academicenvironment
Preserviceteacherswillbeengagedinactionresearch(usingmixedmethods)onall
theirteaching
PERCProposal9
Fundingisrequestedforgraduateresearchassistant.TheGRAwouldbeinvolvedinall
phasesofresearchdesign,datacollection(usingavarietyofmethods),
analysis/interpretationofdata,andsubmissionsforpublicationandpresentation.This
personcouldalsobeinvolvedinguidingthepreserviceactionresearch.
Goal2–Excelinresearch,creativity,andinnovation
Theprogrambeingresearched,whilerootedinexistingapproaches,isitselfcreative
andinnovativeinitsuseoftheartsasastartingpointforteachingothersubjectareas
andinanchoringthecurriculuminthelocalcommunity.
Thedepthandbreadthofpotentialresearchtopicsandsubjectswillprovide
opportunitiesforawidevarietyofresearchmethodsandfortheinvolvementof
numerousfacultyandgraduatestudentsatallstagesoftheproject.
Thearts‐basedapproachtotheteachingandresearchalsoimpliesanarts‐based
approachtothepresentationanddisseminationoftheresults.Thiscanresultin
researchersandfacultypresentingtogroupstowhichtheynormallywouldnotbe
exposedandinwaysthatstretchtheirthinkingaboutthenatureofresearch(ie.
quantitativeresearchersbeingaskedtointerpretresultsinartisticmediaor
qualitative/arts‐basedresearchersbeingsaskedto“quantify”theresultsoftheirwork).
Goal3–Fosterdiversityandaninclusiveculture
Ethnographicresearchdonebythepreserviceteacherswillhelpnurtureamore
nuancedunderstandingofthelocalcultures.
Theplace‐basedcurriculumandteachingwillrequireagreaterunderstandingofthe
experiencesandneedsofthelocalcommunityandschools.
PERCProposal10
Interviewresearchwithcommunitymembers,parentsandstudentswillprovidea
morewell‐roundedviewoftheproblemsandsituationofMcDowellCountyandcould
challengeexistingstereotypesofthepeopleandschoolsinthatregion.Atamore
“micro”level,thevarietyofresearchformsdescribedinthepreviousgoalwould
promoteamorediverseandinclusivefacultyresearchculture.
Goal5–Enhancethewell‐beingandqualityoflifeforthepeopleofWestVirginia
Itishopedthatthispilotprogramwillbeginaprocessofcreatingamoreengagingand
meaningfulcurriculumthatisdeeplyrootedinthelocalculture.This,inturn,itishoped
willmakeschoolamorerelevantandmeaningfulexperienceforthestudents.The
integrationofmoreactive,place‐basedteachingandlearning,itishoped,willmake
schoolsomewherestudentschoosetobe.Thiswill,whencontinuedontohigher
grades,willdecreasethedrop‐outrate.Theextenttowhichtheresearchcansupport
theseapproacheswillbetheextenttowhichthecountyandstatearewillingtoendorse
thosemethods.
TheimmersionofWVUstudentsintothecommunity,theopportunitytotelllocal
storiesandsharelocalcultures,andtheopportunitytosharewhatisgoodand
worthwhileaboutlifeinMcDowellCounty,itishoped,willincreasecommunityand
regionalpride.
Iftheresearchcanshowthatthisfirststepintogreaterinvolvementwiththeschool
systemandlargercommunitywasmeaningfulforallinvolved,itmightopenthedoorto
greater,moresustainedinvolvementinthecounty.
Theteachingmethodsbeingresearchedareallcenteredonactivelyengagingand
empoweringthelearnersratherthansimplytransmittinginformation.Theextentto
PERCProposal11
whichtheresearchcanshowthatthosemethodsworkedwell,istheextenttowhichthe
studentsmightcarrythatempowermentintofutureeducation,jobopportunitiesand
improvedlifechoices.
BudgetNarrative*
*GBABudgeTemplateisattached
Travel‐ Totalrequested=$875.46(calculatedusing$.47/miasallowedby
WestVirginiaasofJanuary,2012)
Thisamountincludescartravelreimbursementof$462.30roundtrip
toFoxfiretraininginMountainCity,GA.and$409.16fortwo
roundtripstoWelch,WV(including$4.00fortolls).
Consultants‐ Totalrequested=$621.00.Thiscategorywasusedforthecostofthe
Firefoxapproachtraining(includesregistration,lodgingandmeals)
Materials‐ Totalrequested=$821.00.Thisincludes$650forNVivo9fulllicense
qualitativeresearchsoftwareand$171forLivescribeEchoSmartpen.
Stipends‐ Totalrequested=$675.Thisincludes3stipendsof$225eachforthe
membersoftheplanningteamtopayfortheirplanningandresearch
time.
ReferenceList
Breault,R.A.(1996).Multipleintelligencetheoryanditspotentialforinterdisciplinary
generalstudies.LiberalArtsDispatch,1(3),22‐26.
PERCProposal12
Breault,,R.A.(2003).Dewey,Freire,andapedagogyfortheoppressor.Multicultural
Education10(3),2‐6.
Breault,D.,&Breault,R.A.(Eds.).(2005).ExperiencingDewey:Insightsfortoday’s
classrooms.Indianapolis,IN:KappaDeltaPi.
Breault,R.A.(2006).Findingthebluenote:Thebluesasametaphorforteaching.Journalof
EducationalThought40(2),159‐176.
Breault,R.A.,Wiltenburg,M.,&Harvey,H.(2008,October).Documentingthecultureand
curriculumoftheInternationalSchoolofDeKalbCounty.Threesessionsontheuseof
arts‐basedresearchtostudythenurturingofasenseofplaceamongrefugee
studentsandtwousingstudentperformancegroups.Presentedattheannual
meetingoftheCurriculum&PedagogyGroupinDecatur,GA.
Breault,R.A.(2009).Thecelluloidteacher:HowHollywoodportraysexcellenceinteaching,
inTheEducationalForum,73(4).306‐317.
Breault,R.A.(2010a).FindingmeaninginPDSstories,TeacherEducationQuarterly,37(1),
177‐194.
Breault,R.A.(2010b).Distillingwisdomfrompractice.TeachingandTeacherEducation26,
399‐407.
Breault,R.A.,&Breault,D.Adair.(2012).Researchingprofessionaldevelopmentschools:
Lessonsfromthefield,Rowman&Littlefield.
Breault,R.A.Miningstandardsfortheirpotential(underreviewfortheKappaDeltaPi
Record)
SupportDocumentsAttached
PERCProposal13
1.Samplee‐mailcommunicationverifyingMcDowellCountyinvolvement
2.InitialstatementofinterestfromDeanDooley,includingadescriptionoftheproposed
program.
3.InformationalflyerfromtheFoxfireprogram
Fox
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PO Box 541, Mountain City, GA 30562-0541Foxfire
Contact Hilton Smith for Registration informationCoordinator of FoxfirePiedmont Partnership
706-778-3000 ext. [email protected]
Courses for Teachers and for College ProfessorsCourse Dates
June 3-9June 10-16June 17-23June 24-30Courses begin on Sunday afternoon at 3:00 pm, and close at noon the following Saturday.
CostCost for Piedmont Students: $1,221Non-Degree Students: $650Cost includes all course materials, lodging, and breakfast and lunch
Facilitators• Hilton Smith, PH.D., Piedmont College• Sara Tucker, Ed.D, Habersham Co. Schools• Connie Parish, Georgia state University• Haley Beasley, Franklin County Schools• Wilma Hutcheson-Williams, Ed.D., Piedmont College
LocationResidential at the Foxfire Center, Mountain City, GA
Fox
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Co
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201
2 The Foxfire Course for TeachersThis program provides a different perspective through which to consider your overall approach to instruction, including reflections on assumptions about students, learning, curricula, assessing achievement, etc. While that may be uncomfortable, we assume that folks participate in this course because they already have a measure of discomfort with their teaching. The course models the foxfire approach, which means it will be highly interactive, critical, supportive, and constructive.
All K-12 courses and the courses for college Professors meet at the Foxfire Center in Rabun County, Georgia. Accommodations at the Center are rustic, but comfortable. Breakfast fare and lunch are provided as part of the fee, and evening meals are on your own. Spending downtime with teachers from different disciplines, grade levels, and experiences tends to stimulate participants to look at their own situations in a new light. Plus, being at the Foxfire Center on the side of Black Rock Mountain is like having a vacation to accompany the learning experience. Please note that space is limited to 15 participants.
The Foxfire ApproachThe Foxfire approach is not a “method.” It is not a template nor is it a recipe for classroom success. Each practitioner adapts the approach to his/her own subject areas, student constituencies, and curricular requirements. The Foxfire Core Practices, developed over time by distilling the practices of highly successful teachers, provide both a starting point for analysis and life-long set of referents for improvement. Deep engagement in John Dewey’s Experience & Education, 60th Anniversary Edition will help the participants develop a better understanding of the theories embedded within the Foxfire approach. The course for college professors will also read Ken Bain’s What the Best College Teachers Do.
Schedule and registration information on the reverse
-----Original Message----- From: Rick Breault [mailto:[email protected]] Sent: Monday, March 26, 2012 8:14 PM To: [email protected] Subject: Thanks Rick: You are most welcome. Everyone in the meeting was excited about the possibilities. Please keep in touch as you make progress on your end. We will bring this partnership up at our Reconnecting McDowell workshop to see if we can generate a funding source. Most appreciative, Jim James G. Brown Superintendent, McDowell County Schools 30 Central Avenue Welch, WV 24801 1-304-436-8441 "Things which matter most must never be at the mercy of things which matter least." CONFIDENTIAL AND PRIVILEGED: This e-mail is confidential and privileged, and intended only for the review and use of the addressee(s). If you have received this e-mail in error, please notify the sender at (304) 436-8441 or by e-mail at [email protected]. -----Original Message----- From: Rick Breault [mailto:[email protected]] Sent: Monday, March 26, 2012 8:14 PM To: [email protected] Subject: Thanks Jim, Thanks for your time today. I enjoyed my visit (and the Sterling Diner) and
I'm excited about being down there soon. Please extend my appreciation to the others who were at our meeting also. Rick
-----Original Message----- From: Rick Breault [mailto:[email protected]] Sent: Monday, March 26, 2012 8:14 PM To: [email protected] Subject: Thanks Rick: You are most welcome. Everyone in the meeting was excited about the possibilities. Please keep in touch as you make progress on your end. We will bring this partnership up at our Reconnecting McDowell workshop to see if we can generate a funding source. Most appreciative, Jim James G. Brown Superintendent, McDowell County Schools 30 Central Avenue Welch, WV 24801 1-304-436-8441 "Things which matter most must never be at the mercy of things which matter least." CONFIDENTIAL AND PRIVILEGED: This e-mail is confidential and privileged, and intended only for the review and use of the addressee(s). If you have received this e-mail in error, please notify the sender at (304) 436-8441 or by e-mail at [email protected]. -----Original Message----- From: Rick Breault [mailto:[email protected]] Sent: Monday, March 26, 2012 8:14 PM To: [email protected] Subject: Thanks Jim, Thanks for your time today. I enjoyed my visit (and the Sterling Diner) and