1. Examining the work: Setting the Foundation
We pour so much time, effort, and money into athletic programs; is it helping or hurting our students in the long run? The question to research is: Of what value is athletics to our academic program? If there is a significant improvement in athletes’ behavior and academic success over non-athletes, what can we do for non-athletes to mirror this improvement?
2. Analyzing data
Gather data from last year’s disciplinary referrals, TAKS scores, and course grades. After putting all the information together, compare athletes and non-athletes to see if a disparity exists in their academic success rate.
3. Developing deeper understanding
Interview teachers and students. Take a survey. Keep a journal of the progress of the research.
4. Engaging in Self-Reflection
Add the qualitative information gathered in Step 3 to the quantitative data and see if a pattern exists among athletes and non-athletes.
5. Exploring Programmatic Patterns
Ask questions about the gathered information. Check to see if there is equity among the students in terms of socio-economic status, gender, race, and age.
6. Determining direction
When the data has been analyzed, determine if a disparity exists between athletes and non-athletes in behavior and academic achievement. Who gets more referrals? Do off-season athletes get more referrals than when their sport was in season? Do non-athletes fail more classes than athletes? Is there a disparity between the two groups?
7. Taking action for school improvement
Focus on the group that shows the least achievement or appropriate behavior. Create and implement a plan to help improve the behavior and academic achievement of that group.
8. Sustaining improvement
Evaluate the students after they have been involved in the improvement program. Is it helping? Compare the students’ current scores and behavior with those prior to involvement in the improvement program.
The action research plan sounds good and thorough.
ReplyDelete#7 - A good idea for a plan to improve any students' behavior is to keep them busy; make sure students always have something to do. This is applicable inside the classroom as well as outside. Teachers should never allow students to have nothing to do, even if an assignment is finished early. Some sort of meaningful, worthwhile project or assignment should be available to work on (such as an ongoing mural for reading, an old fashioned radio play for history, journal writing for English, inventing games for math, etc.). This absolutely worked to prevent behavior problems in the 6th grade class I student taught. Students did not have time to goof off and make trouble.
~H.R.
I would like to add to my previous comment that I reckon athletics make students feel important, valued, part of a team, successful, and it keeps them busy, thus theoretically lowering the chances of behavioral mishaps.
ReplyDelete(Disclaimer: my "expertise" is with K-8.)
I agree that students should have activities in their down time. Another possibility would be to have word searches, cross words, or other brain games so they don't feel like they have assignments after assignments. It wouldn't even have to apply to the subject of the class. That way they'd feel like they're getting a break, though they are busy and not getting to trouble. You might offer just a bit of extra credit for completed word games.
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ReplyDelete1. what part do the teachers and coaches play in the students' success? Is it specifically athletics, or extra curricular activities in general?
ReplyDelete2.
Collect records of college bound students, their academic records at college and if they continued to participate in athletics there, compared to non athletes in their classes. Interview former students--athlete and non athlete, college graduates and non college graduates to see "how they turned out."
5. Exploring Programmatic Patterns
Check to see if students participate in other organizations besides athletics
I believe you will see a change in office referrals from when students are in season and when they are in the off season. As a coach, I keep very tight reins on my athletes. They know there are consequences both in season and out. Even so, I notice a higher number of "occasions" in the off season. I am interested in seeing what you find in terms of numbers with this.
ReplyDeleteI also think this applies to other extra curricular activities (band, theatre, etc).
I also like your idea of composing and implementing a plan to help the lower achievers. That is part of the direction I am taking with my research. Do mandatory study halls and peer tutoring work for athletes (and could be others involved in extra curricular activities).
Good luck! Your plan looks awesome!