February 25, 2009
I am struggling with interpreting data. I’m struggling with the basics of interpreting tables and graphs and trying to see the point that is being made in writing come through in mathematical form. Also, in class last Wednesday we viewed software that helps compute data. While certainly a helpful tool to plug in some numbers and be spit back an “answer,” I am at a loss as to what all the variables mean. The highest level of math I ever completed was Pre-Calculus and I barely skated by with a C. Math has never been my strong suit. Numbers and abstract representations do not get processed and instead get lost inside my head.
Even with these struggles I am enjoying reading about the benefits of a co-taught classroom. I have found higher test scores for both special education and general education children who are in a co-taught classroom. I have also found an improved quality of life for special education students, and I could argue general education students as well. I’m not sure if “quality of life” can be measured with mathematical terms. Therefore would one write two separate research papers one comparing co-teaching and test scores and one teaching co-teaching and quality of life? Or is it acceptable to include both sets of “data” even though they cross quantitative and qualitative boundaries?
Wednesday, February 25, 2009
Monday, February 16, 2009
February 11-- Class and RefWorks
I’m very thankful my group decided to research a topic that I am also interested in. We are going to research the effects co-teaching has on test scores and behavior. I am especially passionate about this topic because I have a sister who has cerebral palsy. I have been immersed in the fight for equal rights for people with disabilities from a young age. These equal rights include equal educational opportunities. I am interested to see if co-teaching really does help not only students with learning disabilities, but students who are a part of the general education population, too.
I decided to complete my reference library on the topic of co-teaching to see if there were any good articles to help me begin my research. I was surprised at the almost 200 results that ERIC generated. I think I found some good articles to begin with. I also really enjoyed how easy it was to site these articles thanks to RefWorks. After a few clicks of a button the bibliography was generated for me. I can remember the days of high school and even English 1101 where I slaved over the APA or MLA book trying to figure out how many spaces went after a period! I appreciate that the citations are now a stress free process allowing me to focus more on my research.
I decided to complete my reference library on the topic of co-teaching to see if there were any good articles to help me begin my research. I was surprised at the almost 200 results that ERIC generated. I think I found some good articles to begin with. I also really enjoyed how easy it was to site these articles thanks to RefWorks. After a few clicks of a button the bibliography was generated for me. I can remember the days of high school and even English 1101 where I slaved over the APA or MLA book trying to figure out how many spaces went after a period! I appreciate that the citations are now a stress free process allowing me to focus more on my research.
Wednesday, February 11, 2009
February 4, 2009-- Class
This week in class we discussed the movie Miss Evers’ Boys. I could not imagine being Miss Evers. It would be too great of a struggle for me to carry such a heavy secret. It certainly enlightened me that I do not know enough about research policies to enter into the field of research today. I struggle greatly when things are not clear. In order to conduct a research experiment I would need more information about my rights and the rights of my research participants. I would also need some clear boundaries and information about what to do in certain situations.
Also in class tonight, Ms. Cohene from the UGA Library talked to us about research. I really appreciated that she took the time to do this. It was very beneficial for me to hear how to go about finding research materials; I was clueless before! I’m looking forward to beginning our research project now that I feel more comfortable about where to start. Although I now have some information about finding resources, I’m sure I will still be utilizing the chat option with a librarian for additional help!
Also in class tonight, Ms. Cohene from the UGA Library talked to us about research. I really appreciated that she took the time to do this. It was very beneficial for me to hear how to go about finding research materials; I was clueless before! I’m looking forward to beginning our research project now that I feel more comfortable about where to start. Although I now have some information about finding resources, I’m sure I will still be utilizing the chat option with a librarian for additional help!
Wednesday, February 4, 2009
January 28, 2009-- Class
Jan 28, 2009
I really enjoyed the website we were shown during class tonight: map.measureofamerica.org/maps.aspx. It was a nice visual of quantitative research. It displayed “measurements” that could help me know the area I teach in compared to other areas. After class I played around on this website further and discovered some interesting facts. For example, I found it interesting that the average teacher salary in Georgia is $48,298 when the base pay for Georgia is around $29,000 for initial T-4 certification. I would assume there must be many teachers in Georgia with higher degrees in order to obtain this high average. However, when I clicked on “Graduate degree” Georgia is in the middle bracket with 9.5% of teachers. I also didn’t really understand how Georgia could have 27,161 people classified as homeless, but also have 33,870 homeless youth registered in school. Are there different means of classification for these two groups?
Also, during class we discussed the importance of class size for certain grade levels. Ajay told us that current studies show “class size matters for younger grades, but there is a diminishing impact as grade level increases.” I wonder why we are raising class size to thirty students if class size has been proven to be detrimental on the elementary level! Thirty students to one teacher is a ridiculous ratio. How can we ever improve students’ comprehension of knowledge if we cannot provide them with the individualized attention they need? I understand budget cuts and not having enough money, but is that any reason to sacrifice a child’s education? Georgia is already at the bottom of the totem pole when it comes to test scores and plenty of other educational issues. It frustrates me when Georgia does something so backwards, like raising elementary class sizes, in order to cut corners with money. Raising class sizes is not fair to teachers and certainly not fair to the children.
Furthermore, I really enjoyed the opportunity we were given tonight to transform statements into research questions. It was nice to practice and to see all of the aspects that need to be thought of when forming a question. A question can neither be too broad nor too narrow. It cannot be biased and it has to be researchable. When forming a question I must also think about my audience. I liked that no two groups formed identical questions. It made me open my eyes to more research possibilities.
I really enjoyed the website we were shown during class tonight: map.measureofamerica.org/maps.aspx. It was a nice visual of quantitative research. It displayed “measurements” that could help me know the area I teach in compared to other areas. After class I played around on this website further and discovered some interesting facts. For example, I found it interesting that the average teacher salary in Georgia is $48,298 when the base pay for Georgia is around $29,000 for initial T-4 certification. I would assume there must be many teachers in Georgia with higher degrees in order to obtain this high average. However, when I clicked on “Graduate degree” Georgia is in the middle bracket with 9.5% of teachers. I also didn’t really understand how Georgia could have 27,161 people classified as homeless, but also have 33,870 homeless youth registered in school. Are there different means of classification for these two groups?
Also, during class we discussed the importance of class size for certain grade levels. Ajay told us that current studies show “class size matters for younger grades, but there is a diminishing impact as grade level increases.” I wonder why we are raising class size to thirty students if class size has been proven to be detrimental on the elementary level! Thirty students to one teacher is a ridiculous ratio. How can we ever improve students’ comprehension of knowledge if we cannot provide them with the individualized attention they need? I understand budget cuts and not having enough money, but is that any reason to sacrifice a child’s education? Georgia is already at the bottom of the totem pole when it comes to test scores and plenty of other educational issues. It frustrates me when Georgia does something so backwards, like raising elementary class sizes, in order to cut corners with money. Raising class sizes is not fair to teachers and certainly not fair to the children.
Furthermore, I really enjoyed the opportunity we were given tonight to transform statements into research questions. It was nice to practice and to see all of the aspects that need to be thought of when forming a question. A question can neither be too broad nor too narrow. It cannot be biased and it has to be researchable. When forming a question I must also think about my audience. I liked that no two groups formed identical questions. It made me open my eyes to more research possibilities.
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