Research can be seen as an orderly approach to investigate a subject matter for the purpose of obtaining and adding new knowledge (Ross, 2005 Ed). Research in education, is very dynamic because of the change we experienced in the 21st century classroom. “The movement of people and the transition of culture and language to the classroom and how we deal with it are answer through the use of researches” (Opie, 2003). The paradigm shift in the job market to a more technological advance environment the school is currently place on test to meet these challenges, but preparing it student for the world of work. Research is important for curriculum reviews and development of new textbooks. Research and it finding are important to development of education and new teaching strategies (Nguyen, 2007).
Yes. I have experienced and seen traditional educational conduct in the past. My colleague was conducting a traditional research to find out the “effectiveness of staff induction program in school” in a particular educational district in Guyana. The finding reveals that induction forms an important part of staff integration in the education system.
Educational research is often leaded by the educator them self and is conducted in an education setting at prescribe time outline by the researcher (Dana & Yenol- Hoppey, 2009). Educational researcher is conducted to “develop deeper understand of the issues” and find new solution to the problem (Dana & Yenol- Hoppey). It also provide insight into new knowledge and skills in dealing with the problem been investigated.
There are several striking difference between the teach inquiry/ action research and educational researcher. In a teacher inquiry / action research the...
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Opie,C.(2003) What is Educational Research:http://www.corwin.com/upm-data/9464_011245Ch1.pdf
Ross,N.K. ed (2005).Educational research: some basic concepts and terminology. Institute of Comparative Education University of Hamburg: Retrieved January 9, 2014 from: http://www.iiep.unesco.org/fileadmin/user_upload/Cap_Dev_Training/Training_Materials/Quality/Qu_Mod1.pdf
Williams, B. (2007). What teacher behaviors encourage one at-risk African American boy to be a productive member of our classroom community. In C. Caro-Bruce, R. Flessner, M. Klehr, & K. Zeichner (Eds.),Creating equitable classrooms through action research (pp. 100 – 124). Thousand Oaks, CA: Corwin Press. Retrieved January 9, 2014 from: https://class.waldenu.edu/bbcswebdav/institution/USW1/201440_02/MS_EDUC/NCATE_EDUC_6733/Week%201/Resources/Resources/embedded/Week_1_Williams_2007.pdf
Courageous Conversations About Race: Chapter 5. Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather than on the factors that influence this achievement disparity between races outside the classroom. The first step towards addressing the racial achievement gap begins with educators addressing their individual racial attitudes for, as the authors purport, “As we become personally aware of our own racialized existence, we can more deeply understand the racial experiences of others” (Singleton, Linton, 2006). In all honesty, I think Singleton and Linton hit the bull’s eye by suggesting that the first step towards initiating culturally relevant teaching is for the teacher to really examine his or her attitudes, values, and principles.
Data proves that America does not have enough African American males teaching in today’s schools. As a matter of fact, only 2% of America’s nearly five million teachers are black men (Bryan 1). In our American society, more and more African American females are fiercely taking over both public and private classrooms. Although this might be a great accomplishment, school officials believes that if more black males teach, it would reduce the numbers of minority achievement gaps and dropout rates. According to the Bureau of Labor Statistics, about 44% of students nationwide are minorities, but nearly 90% of teachers are white. Polls and surveys further read that if there were more African American male teachers, the dropout rate would decrease while the graduation rate increases. In urban societies most African American teens would be more likely to succeed if there were more black males instructing secondary classrooms.
The author asked preservice teachers to choose one child from their field experiences that are hard to handle while one was choosing an African American. The author criticized preservice teachers for choosing based on their race, gender and ethnicity that was different from theirs. Those teachers tend to blame students’ misbehavior instead of understanding their socioeconomic problems. Nieto (2008) Chapter 9: Culture and Education.
The problems currently arising are “not really in the debate over instructional methodology, but rather in communicating across cultures and in addressing the more fundamental issue of power, of whose voice gets to be heard in determining what is best for poor children and children of color” (Delpit 19). Administration must be able to respectfully gather information about a student in and out of school to help understand where they need the most structure and guidance and when to let them work independely. The current educational system in place has a mold that students need to fit, and for students of lower income familys, that mold is often expects less of them so naturally, the type of schooling provided for racial minorities is [they] one that prepares them for their respective place in the job market.” (Ogbu 83). Social reproducation is not a reality that society must accept and best try to break without a complete solution, but instead one that can be broken by a refocusing and recommittment to the students that often need the most guideance and resources for them to succeed and break social
I did not find myself strongly sided with any of the four paradigms. I felt that findings from any of the paradigms could provide beneficial information in different areas of education research. Constructivist researchers focus on understanding the people and the world they are studying; transformative researchers focus their work on people facing social oppression; while pragmatic researchers use both quantitative and qualitative methods to research the questions they want answered.
The Schott Foundations Report (2008) on public education does a great job spelling out the educational inequities in graduation rates and achievement gaps impacting African American males in the United States, particularly in the south. The Schott Foundation on Public Education mission is to develop and strengthen a broad-based and representative movement to achieve fully resourced, quality pre K-12 public education (The Schott Foundation Report, 2010). The Schott Foundation has been proactive over the years by evaluating the success of national, state and local public systems in educating Black males (The Schott Foundation Report, 2010). One of ...
The challenges faced by Black males in American society are well known. What may not be widely recognized is the role America's schools play in perpetuating these problems. The purpose of this paper is to make more generally accessible recent research that attempts to isolate factors leading to conflict between Black male students and increasingly White teaching staff in our public schools (Cooper and Jordan, 2003). This paper also describes ways in which schools and school districts are beginning to implement programs designed to resolve these conflicts.
Gay, L.R., Mills, G. E., & Airasian, P. W. (2009) Educational research: Competencies foranalysis and applications. (9th. Ed.) Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN-10: 0135035015
The Effectiveness of Small Group Instruction in Assisting Students in Learning New Objectives through Oral Learning
The author, Gloria Ladson-Billings, discusses in her book, "The Dreamkeepers: Successful Teachers of African American Children," how African American students perform at lower academic levels in part due to teacher approaches and attitudes. She performed a study on eight teachers of different races and backgrounds and their approaches to teaching African American students. The purpose of the study was to identify what approaches or techniques have been most successful in helping African American students to achieve academic success. She also focuses on the idea of "culturally relevant teaching" and how it can positively impact students when teachers are aware and incorporate a student's culture and backgrounds into the classroom. Throughout the book, the
By reflecting on my experience as a child, I was able to clearly ask myself, “Does this teaching method affect the oppressed students in my classroom, and if so, how?” As mentioned before, I had a student that struggled with math and writing. This student, along with about 3 other students in her class, was a Black female. Most of their writing prompts consisted of content that was all about a Caucasian male that went into space, or did something with his wealthy, loving family. Besides the fact that these girls cannot relate to these types of prompts, it also leads them to believe that women don’t often do big things like going into space or become wealthy with loving families. Although I never had the chance to teach a full class in an anti-oppressive way, I have made sure that I take every student’s culture, ethnicity, ability, class, and language into consideration when teaching/mentoring.
The. Landsman, Julie G., and Chance W. Lewis. White Teachers / Diverse Classrooms: Creating Inclusive Schools, Building on Students' Diversity, and Providing True Educational Equity. Sterling, VA: Stylus Publishing, 2011. Print. The.
The National Center for Education Statistics (NCES, 2004) reported that Black students continue to trail White students with respect to educational access, achievement and attainment. Research on the effectiveness of teachers of Black students emphasizes that the teachers’ belief about the Black students’ potential greatly impacts their learning. Teachers tend to teach black students from a deficit perspective (King, 1994; Ladson-Billings, 1994; Mitchell, 1998). White teachers often aim at compensating for what they assume is missing from a Black student’s background (Foorman, Francis & Fletcher, 1998). The deficit model of instruction attempts to force students into the existing system of teaching and learning and doesn’t build on strengths of cultural characteristics or preferences in learning (Lewis, Hancock...
Mackenzie, N. & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues In Educational Research, 16(2), 193-205. http://www.iier.org.au/iier16/mackenzie.html
Traditional research has broad topic, in contrast to action research that has a specific topic in a specific classroom, school or school district. This paper addressed both traditional and action research, their features and their influence on education. Within the paper there were comparisons between quantitative, qualitative, and action research and how they may be used within the school setting. As a result, educators and researcher can conduct research that may be used to make efficient and effective decisions to make positive changes.