Student Perception of Classroom Ethics at Guyer High School: Action Research Plan

Student Perception of Classroom Ethics at Guyer High School: Action Research Plan
Action Research Questions: What do students at Guyer High School consider classroom ethics to be? What is the difference in the perception of classroom ethics amongst lower-classmen and upper-classmen at Guyer High School? What is the difference between the perception of classroom ethics amongst the highest academic achievers and the lowest academic achievers at Guyer High School? In what ways does a lack of understanding classroom ethics affect a student’s academic performance at Guyer High School? What can I, as a teacher and administrative intern, do to increase student understanding of classroom ethics at Guyer High School? Goal: Determine the perception of classroom ethics amongst students and Guyer High School and develop a plan to increase that understanding. Objectives: Determine the current perception of what constitutes academic dishonesty amongst the following groups: Lower-classman at Guyer High School Upper-classman at Guyer High School Lowest performing quartile of students at Guyer High School Highest performing quartile of students at Guyer High School Determine the current perception of what constitutes plagiarism amongst the following groups: Lower-classman at Guyer High School Upper-classman at Guyer High School Lowest performing quartile of students at Guyer High School Highest performing quartile of students at Guyer High School Determine the frequency of academically dishonest incidents amongst the following groups: Lower-classman at Guyer High School Upper-classman at Guyer High School Lowest performing quartile of students at Guyer High School Highest performing quartile of students at Guyer High School Quantify any correlation between the understanding of academic dishonesty and academic achievement amongst students at Guyer High School. Quantify any correlation between the understanding of plagiarism and academic achievement amongst students at Guyer High School. Develop a course of action to increase student understanding of both academic dishonesty and academic achievement amongst students at Guyer High School. Implement the determined course of action and evaluate the plan’s effectiveness.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1.Setting the Foundation: I have had previous experiences in my classroom that have grown increasingly more frequent in recent years in which students do not seem to understand what constitutes plagiarism. The trend seemed to be occurring in co-workers classrooms as well. The topic also presented itself when meeting with my site supervisor and we discussed the idea of covering the topic in a new Freshmen Course Survey Course that is currently being developed in our district.	Misty Chesnut Gene Terronez, Site Supervisor	February 2011	Field Notes from interactions with colleagues, curriculum development notes from Freshmen Survey Course.	Informal evaluation with colleagues and site supervisor.
2. Gathering Basic Information: Facilitate a casual discussion amongst a cross-section of students at Guyer High School to establish a general understanding of what their perceptions of academic dishonesty and plagiarism are. This will act as guidance in developing the surveys that will be used later on in the project.	Misty Chesnut, Facilitator Alyscia Clark, Facilitator Brian Valenzuela, Facilitator Ashley Helms, Facilitator Amanda Goss, Facilitator Greg Coleman, Facilitator	May 1, 2011 – June 1, 2011	Discussion facilitators that have a reputation for having a good rapport with students in order to encourage candidness. A diverse sampling of students willing to speak candidly.	Informal peer evaluation and collaboration session where all facilitators share the findings from their group discussions. Input will be taken from facilitators to help guide the survey development process.
3. Research: Read a number of current articles focusing on classroom ethics with particular focus on the decreased understanding of what constitutes plagiarism.	Misty Chesnut	March 21, 2011- May 15, 2012	A variety of literature including formal educational research, articles from professional teaching organizations, blogs, etc.	I will share my findings and write responsive editorial style blogs to begin the process of critically evaluating the research that I am reading. I will solicit input from colleagues and superiors regarding their opinions of that research.
4. Developing a Data Collection Tool: Develop a survey that solicits student perception regarding academic dishonesty and plagiarism as well as the frequency of academic dishonesty and/or plagiarism.	Misty Chesnut *With advisement from site supervisor, other administrative team members and the previously used facilitators.	May 15, 2011- Aug. 30, 2011	Meeting minutes from the initial facilitators peer evaluation and collaboration meeting and survey enhancement texts such as “Designing Surveys” by Czaja and Blair.	I will have a group of peers and supervisors view and critique the survey after it is completed and make any necessary revisions.
5. Gathering Data: Administer survey to students in targeted groups: lower-classman in both the top and bottom performing quartile and upper-classman in both the top and bottom performing quartile. Surveys will be administered during ZONE (a home-room type class that Guyer High School students attend once every three weeks in order to receive progress reports, report cards and state/federal mandated PSA’s on such topics as bullying, bus safety and evacuation, child abuse, etc.) so that it will be part of the already occurring activities at Guyer High School. I will work with my Associate Principal and Principal to determine the best time to administer these surveys.	Misty Chesnut, Freshmen Survey Course Instructors (*instructors TBD), Greg Coleman and Kim Carver (Teachers for Junior and Senior level AP English) as well as Alyscia Clark and Ashley Helms (Inclusion teachers for English 3 and 4), Stephanie Carbonaro, Registrar, Gene Terronez, Associate Principal and Barbara Fischer, Principal.	Aug. 30, 2011 – Sept. 30, 2011	Surveys set up online or physical paper surveys for all students in selected groups, class rank for all students enrolled in the Freshman Survey Course as well as Coleman, Carver, Clark and Helms English classes. Access to Zone class time and computer access for students. *Every effort will be made to gather this survey information electronically for ease of processing.	I will do a self-assessment regarding the effectiveness of administering surveys in this way. I will also set up an electronic survey through Schoolwires to solicit the feedback of all instructors that administered surveys. I will gather qualitative information from those instructors regarding how the student responded to the surveys (seriously, honestly, etc.) to help determine if the results are valid.
6. Analyzing Data: Quantifiable scores from the surveys will be used along with information regarding students grade level and class rank to determine if there are any correlations between a students understanding of academic dishonesty and plagiarism and their class rank. Of course, any correlation will not indicate cause but may lead to future wonderings in this area.	Misty Chesnut, Scott Dean, AP Statistics Teacher	Sept. 15, 2011 – October 15, 2011	Survey responses from selected groups, previously gathered information regarding class rank and grade level of surveyed individuals and an understanding of statistical analysis.	Scott Dean, AP Statistics Teacher will assist and critique me during the process of statistical analysis to ensure that my data analysis is mathematically sound.
7. Developing a Plan of Action/ Developing Deeper Understanding/Self-Reflection**: There is no doubt that at least some of the student population will not have an accurate grasp on what constitutes academic dishonesty and plagiarism. A plan must be developed to relay that information to our students. The depth and breadth of that plan will need to be determined by the results of the survey. There may be certain populations that are in greater need of explanation regarding classroom ethics than others. My plan must reflect the need assessed according to the qualitative (information gathered from administering teachers) and quantitative (statistical analysis of survey results) data. I will meet with a focus group of administrators as well as other stake-holders (as determined from survey results) in order to develop the most appropriate plan of action to relay the understanding of classroom ethics. This could be anything from a PSA-style presentation to developing curriculum to include in the Freshman Survey Course and/or English classes that will further the current curriculum standards and teach to the topic of classroom ethics.	Misty Chesnut, Gene Terronez, Site Supervisor, Barbara Fischer, Principal, Freshmen Survey Course Instructors *Additional teachers as determined by data analysis.	Oct. 15, 2011- Nov.15, 2011	Previously gathered qualitative and quantitative data, class schedule and school calendar.	I will take this opportunity to share our findings with other Guyer High School teachers at our October staff meeting. **Prior to presenting I will review my own blogs and any field data and/or notes taken in order to reflect critically on my research projects progress thus far.
8. Implementing a Plan of Action/ Taking Action for School Improvement: This is very difficult to detail at this time because it depends entirely on the results of the collected data. This portion of my plan will have to be updated after steps 5 and 6 are completed.	Misty Chesnut Gene Terronez, Site Supervisor, Barbara Fischer, Principal, Freshmen Survey Course Instructors *Additional teachers as determined by data analysis.	Nov. 15, 2011 – March 15, 2012	Previously established Plan of Action, school calendar, *other items as determined by Step 6.	Evaluating the plan of action will be done through both informal input given by stakeholders involved in this process (*determined by Step 5 and 6) as well as anonymous surveys given via Schoolwires upon completion of the Plan of Action Implementation.
9. Evaluating the Plan of Actions Effectiveness/ Exploring Pragmatic Patterns: The same developed survey will be given to the same sample group of students and the resulting scores will be compared with that of the first survey completion in order to determine if students gained a better understanding of what constitutes academic dishonesty and plagiarism.	Misty Chesnut, Freshmen Survey Course Instructors (*instructors TBD), Greg Coleman and Kim Carver (Teachers for Junior and Senior level AP English) as well as Alyscia Clark and Ashley Helms (Inclusion teachers for English 3 and 4), Scott Dean, AP Physics Teacher.	April 15, 2012- May 15, 2012	Previously developed survey, access to Zone class time and computers for students, understanding of statistical analysis.	Comparison of second completed survey results with those of the first completed survey results in order to find any meaningful increase in understanding.
10. Disseminating Information/ Determining Direction**: I will post my findings on my BlogSpot as well as via the Denton ISD newsletter if approved by our Superintendent. I would also like to publish my findings more formally if my findings and work are determined to be of high quality.	Misty Chesnut, Gene Terronez, Site Supervisor, Barbara Fischer, Principal, Dr. Ray Braswell, Superintendent	May 15, 2012- June 1, 2012	Blog, Denton ISD Newsletter, *Education-based Professional Journal if available	**Input via blog from peers, superiors and other stake-holders, professional criticism from Professional Journal editors.
11. Evaluating Action Research/ Plan Sustaining Improvement: I will review my previous blogs and other evaluations from throughout the course of my action research plan and then reflect on the planning, execution and dissemination of my action research project. I will then develop new action research inquiry questions based on my findings.	Misty Chesnut Gene Terronez, Site Supervisor, Barbara Fischer, Principal	June 1, 2012	All elements of my action research plan including field notes, informal data, blogs and responses, surveys, survey results from both the first and second administrations, evaluation surveys and results, any newsletters and/or other published results.	This particular step is explicitly an evaluation so no further evaluation is necessary.