1. Michael Koutros >> ED 703.22 >> Fall 2010 The lack of male teachers and its effect on student performance

2. Table of Contents Research Design Threats to Internal Validity Threats to External Validity Proposed Data: Pretest/Posttest Data, Student Surveys & Correlation Graphs References

3. Research Design Quasi-Experimental: Two groups pre test-post test design. Two classes: (2) Third Grade (General ED) classrooms. There will be a single treatment (X) and post test (O). Symbolic Design: X1O, X2O

4. Threats to Internal Validity History (VALID) : Various possible interruptions: (1)Intercom announcements, (2)Fire drills, (3)Telephone calls, (4)Time constraints, & (5)in-classroom disturbances could all effect the action research. Instrumentation (VALID): Student and Parent Surveys could possibly compromise the validity of the action research based on the inability of participants to answer with 100% honesty. Students may not read survey questions completely. Students/Parents may rush when answering the surveys. Maturation(VALID) : Students may find the reading tedious and grow tired of the guided reading sessions over the four week period. All students are not on the same reading levels which could prove to be a valid threat. Mortality (VALID) : Since there are two classes that will be looked at during this study, the chances of students being absent during the course of the four week period is high. Differential Selection of Subjects (VALID) : Both classrooms do not have an equal distribution of both male and female students which could end up being a threat to the study based on”gender roles.”

5. Threats to External Validity Ecological: Extremely valid threat to the study. Students have been raised in a variety of different households. Students upbringing will definitely play a role. Generalizable Conditions: Students learning styles vary and could prove to be a threat. Selection-Treatment Interaction: The involvement of students is based on parental consent. Without consent of parents, students will be unable to participate in the study. Students are chosen based on Reading Levels which could effect results of the study. Students not chosen at random. Experimenter Effects: Researcher may not be completely aware of his/her biases. This particular study may have the researcher making assumptions based on gender roles when comparing the effectiveness of both male and female teachers with students. The same bias’ can be applied toward the results of parent surveys. Treatment Diffusion: Researcher will be looking at two different classrooms.

6. Pretest and Posttest Two classes, Two different groups of students. PRETEST: Guided Reading Levels for the month of October 2010. POSTTEST: Guided Reading Levels for the month of November 2010.

7. Data of Pretest & Posttest Pretest/Posttest Scoring Chart. Two classes, Two different groups of students. Guided Reading Levels for both classes will be converted using the Likert Scale. 40 to 4 errors 35 to 9 errors 210 to 14 errors 115 & above

8. Data of Pretest and Posttest (Class A) Class A Student Pretest/Posttest Projected Data StudentPretestPosttest 133 223 334 444 522 611 732 812 934 averages:2.4444442.7777777

9. Proposed Data (Correlation) Student Survey Question #4 : A family member reads to me three times a week. (1) Strongly Agree (2) Agree (3) Disagree (4) Strongly Disagree CLASS A: rxy = 0.2672612419 / The correlation between family members reading to students at home and student performance is (0.26). This is positive but not a significant correlation Class A is a classroom ran by a male teacher. student #surveypost-test 123 223 312 422 524 632 712 812

10. Correlations Parent Survey Question #2 (CLASS B) : I read with my child two times a week. (1) Strongly Agree (2) Agree (3) Disagree (4) Strongly Disagree CLASS B: rxy = -0.554700196 / Negative correlation between parent’s reading with children and student performance. Class B is a classroom ran by a female teacher. parent #surveypost test 124 224 332 413 514 632 722 813

11. References O’Connor-Petruso. S. (2010) Descriptive Statistics & Threats to Internal and External Validity [PowerPoint slides]. Retrieved from https://bbhosted.cuny.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblac kboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_326533_1%26url%3d https://bbhosted.cuny.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblac kboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_326533_1%26url%3d