Shauntel Dorsey EDU 671: Fundamentals of Educational Research Dr. Miller Shauntel Dorsey EDU 671: Fundamentals of Educational Research Dr. Miller

 The purpose of this study is to determine how small group instruction will impact the academic success of elementary students. Whole group based instruction Gradual Release Approach  The purpose of this study is to determine how small group instruction will impact the academic success of elementary students. Whole group based instruction Gradual Release Approach

 Tight schedule  During instruction: Sleeping Doodling Incorrect answers  One-to-one instruction is slim to none  Failing students  Tight schedule  During instruction: Sleeping Doodling Incorrect answers  One-to-one instruction is slim to none  Failing students

 2 nd grade students- 7, 8, and 9 years old 4 boys and 2 girls  African-American  Repeat students- 1  At-risk youth  Low income households  High crime neighborhood  Little to no parental involvement  2 nd grade students- 7, 8, and 9 years old 4 boys and 2 girls  African-American  Repeat students- 1  At-risk youth  Low income households  High crime neighborhood  Little to no parental involvement At-Risk: “refers to children who are likely to fail in school or in life because of their life's social circumstances” (Teachnology, n.d., para-1)

 Affect of group size  Critical Thinking or Higher Order Questions  More Think Time  Accommodations to Individual Learning Styles  Affect of group size  Critical Thinking or Higher Order Questions  More Think Time  Accommodations to Individual Learning Styles

Research QuestionsData Collection Tool 1.What are the learning styles of each of the students and how do they learn best? Learning Styles Inventory (quantitative) 2. What accommodations are being made so that students are getting more thorough instruction during small group time? Observations and Student Work (qualitative) 3. How will I know that the small group instruction is improving student understanding and achievement? Pre and Post-Test (quantitative)

 Consent forms Parent/guardians and families  Confidentiality Teacher and Principal Informational Presentation  Right to Withdraw  Consent forms Parent/guardians and families  Confidentiality Teacher and Principal Informational Presentation  Right to Withdraw

 Group of 6 students  3 days/week in small group instruction setting other students will work in stations  Learn content that they are struggling to comprehend  Benefits  Group of 6 students  3 days/week in small group instruction setting other students will work in stations  Learn content that they are struggling to comprehend  Benefits

 6 weeks to implement  Students working in small groups 3 days/week Monday, Tuesday, and Wednesday—for 45 minutes Thursday and Friday  Learning styles survey before intervention begins different strategies for presenting information  Pre-test  Post-test  6 weeks to implement  Students working in small groups 3 days/week Monday, Tuesday, and Wednesday—for 45 minutes Thursday and Friday  Learning styles survey before intervention begins different strategies for presenting information  Pre-test  Post-test

 Teachnology. (n.d.). The effects of poverty on teaching and learning. Retrieved from nology.com/tutorials/teaching/poverty/ The effects of poverty on teaching and learning  Teachnology. (n.d.). The effects of poverty on teaching and learning. Retrieved from nology.com/tutorials/teaching/poverty/ The effects of poverty on teaching and learning