Mock Action Research Proposal Presentation Sharelius Holmes Dr. Miller EDU 671: Fundamental of Educational Research March 3, 2016

Area of Focus The purpose of this study is to examine if the collaboration of educators improves teacher performance and successful student outcome. The focus will search to find if teachers’ collaboration increases their quality of teaching. The effective collaboration between educators allows teachers to share similarities and differences that can improve teachers’ performance and student success. Teachers are an important aspect of the school system that pour a wealth of knowledge into the minds of the youth. The educational system seeks to maintain professionalism within teachers to minimize low performing schools. Teachers need support in order to effectively teach the future generation of learners. Beginner teachers are entering the educational field, while more seasoned teachers are leaving. Therefore, it is imperative that educators team together with the common goal of student success. Abravanel suggests that, “Partnership building begins with each partner getting to know each other” (Abravanel, 2003, p. 5). Meanwhile, teachers can upgrade their teaching techniques using a collaborative approach.

Explanation of Problem The problem reflects how the educational system upholds the expectations for all schools to perform at high levels. The No Child Left Behind Act of 2001, aims to set high standards and measurable goals to improve the educational system. Upon the adoption of this law, schools who receive federal funding’s must use assessment to evaluate student performance. The way students are evaluated are through standardized testing. In the classroom, the teacher has to implement teaching practices that prepares students for assessments. The problem at hand is teachers are not given the opportunity to collaborate. Collaboration between teachers can only improve the way that teacher teach and students perform. Schools are failing to combat the true causes of student drop-out or low performing schools. Meanwhile, teachers are the key component of the educational system. Therefore, it is teachers who spend more than eight hours a day with these students. According to Mills, “Action researchers in education, regardless of their particular school or theoretical position, are committed to a critical examination of classroom teaching principles and the effects that teachers’ actions have on the children in their care” (Mills, 2014, p.27). Nevertheless, the educational system will benefit encouraging teacher collaboration. The purpose of education is to educate future learners to excel beyond the previous generation of learners.

Area of Research Questions Does teacher collaboration improve their quality of teaching? How can collaboration with other teachers prepare students in mathematics and reading? What is the effectiveness of partnership with educators in the school system?

Related Literature Reveals  Teacher collaboration can make a difference in the way students learn.  A collaborative approach to learning can improve academic success in students.  Combating the many barriers a diverse group of students face on a day-to-day basis.  Relieving the load of teachers within my local community.

Population & Variables Teachers & Students Three Pre-Kindergarten Teachers Three classrooms of Pre-Kindergarten students with nineteen students pre classroom with a total of fifty-seven. Three Elementary Schools teachers with a total of thirty-six teachers. Pre-Kindergarten Variables Race Family Income Learning delays or developmental delays Reading & Math levels

Intervention Description The intervention in this action research is to find time for teachers to collaborate. Moreover, collaboration may increase student success. Teachers will gain the skills necessary to reach a diverse group of students. The overall plan is to meet the needs of all students no matter the circumstances.

Intervention Timeline Week One (Discuss Action Research & Start teacher collaboration) Week Two (Pretest Students in math & reading) Week Three (Personal interview of Pre- Kindergarten students and start implementation from teachers) Week Four (Teacher questionnaires) Week Five (More collaboration and post-test) Week Six (Compile all the information) Week Seven (Give information to schools principals) Week Eight (Prepare for preparation to Ashford University

Data Collection Questionnaires Pre and Post Test (Quantitative) Individual Interviews

Ethics/Concerns Ethics Age (Pre-Kindergarten) 4 to 5 year olds Ashford Consent forms Education level (Teachers) Bachelors or higher Teachers beliefs and values Honesty and Trust Concerns??? How will the teachers feel about teacher collaboration? How will the teachers influence their students to participate in the action research? Will teacher find time to collaborate among each other?

References Abravanel, S.A. (2003). Building community through service-learning: The role of the community partner. National Service-Learning Clearinghouse. Retrieved from community through service-learning: The role of the community partner Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson Education, Inc.