Engaging Students in Learning Through Action Research

Education Research The problem being researched or evaluated The presenting problems are inattentive and non-cooperative behavior in two special education students during classroom instruction. The teacher needs to get the attention of the students and get them to sit in their seats in order to engage them in instruction. The teacher will need to determine how to reward the students for attending and engaging in the lessons being presented to them.

• The design label and overview of what the design might look like (example, if I use mixed-methods, is it sequential or concurrent? If a program evaluation, what kind?) The research design will be action research in order to engage the practitioners in an evaluative endeavor that will encompass their behavioral and academic instruction with the students.

• Rationale for the design based on the problem The action research design will need to be designed to provide answers to the research questions that are actionable and can immediately be applied in the context in which the students are being taught. Because existing approaches and methodologies have already been developed to address the presenting problems, there is no reason to conduct mixed methods, qualitative, or quantitative research to address the presenting problem.

The research provides a number of effective approaches to positive behavior management that can be used to gain the students' attention. Moreover, methods for engaging students with disabilities exist. The teacher needs to choose an appropriate methodology, and work on implementation of several strategies as part of the action research.

• Identify the type of data needed to be collected and might you analyze it The teacher will collect data on the students' responses to a reward system that is focused on getting the students to sit at a desk, attend to the teacher, give eye contact when requested, time on task, and follow directions. The action research will explore types of rewards, reward schedules, effects of individual and group instruction, and use of alternative communication systems.

• Description of the participant sampling and of the setting In action research, there is no need to generate a sampling frame or a sampling plan since the research is conducted in the actual setting with the students who are present in the setting. The "sample" consists of the two students who are engaging in problem behavior, and the setting is the actual and typical classroom. • Overview of various advantages and disadvantages of the chosen design (validity and reliability) Action research is a unique form of professional development (Sagor, 2003).

As part of the action research process, professional educators conduct collaborative inquiry, engage in reflection, and dialogue about the processes, the outcomes, and how to utilize the actionable learnings (Sagor, 2003). An important part of action research is that it positions educators to observe and learn about their own practices, and figure out how to change their instruction in order to improve student learning outcomes (Sagor, 2003).

• Outline of approaches to validity, triangulation/corroboration In action research, the validity of the research is demonstrated in the outcomes that occur as a result of using proven methods. Triangulation is a qualitative research practice, which may or may not have application to the action research inquiry. Corroboration in action research comes about naturally as a result.