Transcript Action research - ActionResearchProjects

Table of Contents
 Abstract
 Statement of the Problem
 Review of Literature
 Research Design
 Threats to Internal
 Threats to External Validity
Table of Contents
Continued
 Proposed Data
 Pre-Test Post-Test Data Results
 Survey Data Analysis and Correlation
 Discussion/Implication
 Refrences
Abstract
 This action research study investigates a possible
correlation between multicultural books and literacy
levels. This action research is based on the QuasiExperimental Design: Non-equivalent control group.
Participants include eight-second grade students from
the same classroom; they will be divided into two
groups of four (the controlled group and the noncontrolled group). A post-test will be administered at
the end of the five-week period. This post-test will be a
running record. Using the pretest, post-test and
surveys there will be an examination of the correlation
between multicultural books and literacy levels.
Statement of the Problem
 The problem that we are currently facing is that literacy is
a number one problem in the United States. According to
the 2009 United Nations Development Programme
Report, the United States is number forty-five on the list
and number twenty in rank. Based on the results of the
standardized tests, new instructional methods both for
the teacher and the students are needed. The United
States is a very diverse country and the educational
system needs to meet everyone’s needs in order to reach
high literacy achievement rates (McIntyre, Hulan, &
Maher, 2010). Supporting theorists shed a light into the
world of multicultural literacy.
Review of Literature
 Multicultural literature plays a significant role in the
development of children's cross-cultural understanding (Harper
& Brand, 2010; Hinton & Berry, 2004).
 As human beings evolve, the network of understanding
becomes more and more complex therefore we need to
educate our children with an integration of ethnic texture
(Dooley, 2008; Lim, 2004; Randencinch, 1998)
 Multicultural books promote positive attitudes towards literacy
and helps improve reading comprehension, writing quality and
vocabulary. It is essential for academic advancement of all
students; particularly for at risk students (Harper & Brand,
2010; Schaedel & Lazarowitz, 2005/2006; Smolen, Collins, &
Still, 2008).
Research Design
 Quasi-Experimental Design:
 Non- equivalent control group
 Two groups:
 Groups are randomly assigned but individuals are not.
 Individuals based on reading level: H/I
 Symbol Design: O X O, O X O
(O) Pre-test, (X) Tratment for Group # 1, (X) Treatment
for Group # 2, (O) Post-test
Threats to Internal Validity
 History
 Maturation
 Testing/Pretesting
 Instrumentation
 Morality
 Statistical Regression
 Selection- Maturation Interaction
Threats to External
Validity
 Ecological Validity
 Generalizable Conditions
 Multiple Treatments
 Reactive Arrangements/Participants Effects:
 Novelty Effect
Proposed Data
 Pre- Test & Post Tests
 Running Record
 Student Surveys
 Demographics, Frequency, Attitudes, Short Response
Teacher Survey
Demographics, Frequency, Attitudes, Short Response
Pre- Test/ Post- Test Results
Average of Pre-Test: 96.3333333
Average of Post-Test: 98
Difference: 3% Increase
Average of Pre-Test: 97.5
Average of Post-Test: 97
Difference: .5% Decrease
Survey Analysis and
Correlation
rxy= 1
Group 1: Student Surveys/Pre-Test Correlations
(Treatment Group)
Survey Question: I enjoy reading.
rxy= 1
Group 1: Student Surveys/Post-Test Correlations
(Treatment Group)
Survey Question: I read books about different cultures.
rxy= 0.866025
Discussion/Implications
 The action research indicates that there is a positive
correlation between the frequency in which students
read about different cultures and their reading levels. In
addition research indicates that there is no correlation
between the enjoyment of reading and their reading
levels.
 The research demonstrated that using multicultural
books promotes higher reading level scores. After
intervention students reading level increased from a set
one to a set two; while students who were not in the
treatment group did not improve and most scored less in
set two.
References

Abraham, L. (2000). Visual literacy in a multicultural environment: Integrating

aesthetic with critical visual awareness. Journal of Visual Literacy, 20, 1, pp. 9 18.

Barksdale, M., Richards, J., Fisher, P., Wuthrick, M., Hammons, J., Grisham, D., &

Richmond, H. (2002). Perceptions of preservice elementary teachers on
multicultural issues. Reading Horizons, 43(1), 27-48.

Bruna, K. R. (2007). Finding new words: How I use critical literacy in my

multicultural teacher education classroom. Journal of education for Teaching, 33, 1,
pp. 115-118.

Canen, A. (2003). Child education and literacy learning for multicultural

societies: The case of the Brazilian national curricular references for child education
(NCRs). Compare, 33,2.
References

Dooley, C. M. (2008). Multicultural literacy teacher education: Seeking microtransformations. Literacy Research and Instruction, 47: 55-75.

Eldering, L. (1996). Multiculturalism and multicultural education in an international
perspective. Anthropology & Education Quarterly, 27, 3, pp. 315-330.

Ernst, S.B., & Mathis, J.B. (2007). Multicultural literature: Reading within a “new” literacy
context. Journal of children’s literature, 34,1.

Gibson, M. A. (1984). Approaches to multicultural education in the United States: Some
concepts and assumptions. Anthropology & Education Quarterly, 15, 1, pp. 94-120.

Harper L. J., & Brand S. T. (2010). More alike than different: Promoting respect through
multicultural books and literacy strategies. Childhood Education; 86,4: pp.224-233.

Harris, Joyce L. (2003). Toward an understanding of literacy issues in multicultural
school-age populations. American speech-language-hearing association, 34, 80-82.
References

Hayden, R., Anderson, J., & Gunderson, L. (1997). Literacy learning outside the classroom:
Literacy learning from a multicultural perspective. The Reading Teacher, 50,6, pp. 514-516.

Hinton, K.V., & Berry, T. (2004). Literacy, literature, and diversity. Journal of Adolescents
and Adult Literacy, pp. 284-288.

Hirsch, E.D., JR. (1988). Cultural literacy: What every American needs to know. Vintage
Books. A Division of Random House, New York.

Lim, B. (2004). Aesthetic discourses in early childhood settings: Dewey, Steiner, and
Vygotsky. Early Childhood Development and Care,174(5), pp. 473-486.

Locke, T., & Cleary, A. (2011). Critical literacy as an approach to literary study in the
multicultural, high school classroom. English Practice: Practice and Critique. 10 (1), pp. 119139.

May, L. A. (2011). Situating Strategies: An examination of comprehension strategy
instruction in one upper elementary classroom oriented toward culturally relevant
teaching. Literacy Research and Instruction, 50: pp. 31-43.
References

McIntyre, E., Hulan, N., & Maher, M. (2010). The relationship between literacy learning and
cultural differences: A study of teachers disposition. Journal of Reading Education, 35 (3), p.
19-25.

McMunn Dooley, C. (2008). Multicultural literacy teacher education: Seeking microtransformations. Literacy Research and Instruction, 47: 55-75.

Modla, v. B., & Wake, D. G. Using a culturally-responsive approach to multicultural
iterature: Preparing pre-service teachers to work with all students. College Reading
Association, pp. 293-311.

Norton, D. E. (1990). Teaching multicultural literature in the reading curriculum.
International Reading Association, 44, 1, pp. 28-40.

Randencinch, M. C. (1998). Multicultural education for literacy in the year 2000: Traversing
comfort zones and transforming knowledge and action. Peabody Journal of Education, 73
(3&4), p. 178-201 Literacy Research and Instruction, 47: 55-75.

References

Schaedel, B., & Lazarowitz, R., H. (2005/2006). Literacy development in a

multicultural city. International Journal of Learning, 12, 7.

Smolen, L. A., Collins, L, J., & Still, K, L. (2008). Enhancing cultural understanding and
respect with multicultural text sets in the K-8 classroom. Ojela, 48, 2.

St. Amour, M. J. (2003). Connecting children’s stories to children’s literature: Meeting
diversity needs. Early childhood journal, 31, 1.

Thomas, S., & Vanderhaar. J. (2008). Negotiating resistance to multiculturalism in a teacher
education curriculum: A case study. The Teacher Educator, 43:173-197.

Towell, J., & Similan, C. (2009). Teaching literacy through the visual arts in a multicultural
world. Journal of reading education, 35, 1.

Yoon, B., Simpson, A., & Haag, C. (2010). Assimilation ideology: Critically examining
underlying messages in multicultural literature. Journal of Adolescents and Adult Literacy,
54(2), p. 109-118.