ERIC ED494234: Winona State University Anthology of K-12 Action Research Papers

2004·0.88 MB·English

by  ERIC

WINONA STATE UNIVERSITY

ANTHOLOGY OF K-12 ACTION RESEARCH

Editors

Thomas F. Sherman
Ed. D., University of Colorado, 1980
M. Ed., Colorado State University, 1975
B.S. in Ed., State University of New York, College at Buffalo, 1970
A.A. Liberal Arts, Paul Smith’s College, 1967

Margaret Lundquist
M.S., Winona State University, 1997
B.A., Concordia College, Moorhead, MN, 1983
Table of Contents for K-12 Action Research

Foster, Erin...............................................................................4
Will Including High School Content Area Teachers In The
Library Collection Updating Process Increase Circulation
of Materials?

Johnson, Carrie.......................................................................54
Will Applying Direct Instruction Improve Student Scores?

Klapperich, Melissa................................................................71
Will A Morning Check-In Time With Each Student, Along
With A Charting Program Requiring A Parent Signature,
Improve The Students’ Success With Homework
Completion?

Lund, Janelle.........................................................................114
Does The Format Of A Test Increase Or Decrease the
Average Performance Level Achieved By Students?

Meyer, Nicole........................................................................146
How Does A Level System That Includes Having Students
With Emotional Or Behavioral Disabilities Graph Their
Individual Education Plan Goals Increase Progress
Towards Their Goals?

Munroe, Susan......................................................................173
Will Student-Led Conferences Increase Student
Accountability?

Simon, Anne..........................................................................192
Will Students’ Long-Term Retention Of Spanish
Vocabulary Improve If The Words Are Presented To Them
In A Manner
That Is Experiential, Comprehensible, Enjoyable, And Free
Of Assessment Related Stress?

Spitzack, Michelle.................................................................243
Will Smart Centers Allow Kindergartners To Learn
Independently And Stay On Task?

Thorson, Molly......................................................................282
Does Spending The Ninth Grade In A Small, Alternative,
Educational Setting Improve Student Performance
Academically?

Thompson, Annie…………………………………………………329
Will The Transition Training Manual And Transition
Training Session Increase The Special Education
Teacher’s Ability To Write IEPs That Meet Current Law
Requirements Under IDEA ’97?
WILL INCLUDING THE HIGH SCHOOL CONTENT AREA TEACHERS IN THE
LIBRARY COLLECTION UPDATING PROCESS INCREASE CIRCULATION
OF MATERIALS?
by
Erin Rebecca Foster
B.A. College of St. Scholastica, 2001

A capstone submitted to the faculty of the Graduate School of
Winona State University in partial fulfillment of the requirement for the degree of
Master of Science
Department of Education
December 2004
This capstone entitled:
Will including the high school content area teachers in the library collection updating
process increase circulation of materials?
Written by Erin Rebecca Foster
Has been approved for Winona State Department of Education by

_______________________ ___________________________
Janelle Lund Molly Thorson
___________________________ ___________________________
Darren Thompson Heather Styve
___________________________ ___________________________
Elizabeth Winters Ruth Scholze, Resource Person
___________________________
Dr. Thomas Sherman, Capstone Advisor
___________________________
Date

The signatories have examined the final copy of the capstone, and we find that both
the content and the form meet acceptable presentation standards of scholarly work in
the above-mentioned discipline.
TABLE OF CONTENTS

PAGE
Title Page………………………………………………………………………………i
Committee Approval Page ……………………...…………………………………….ii
Acknowledgements ……………………….…………………………………………iii
List of Tables ……………………………….………………………………………..vi
List of Figures ………………………………………………………………............vii
Abstract……………………………………….……………………………………..viii

CHAPTER

I. INTRODUCTION…………………………………………………….1
Need for the Study………………………………………………….…3
Statement of the Problem……………………………………………...4
Purpose of the Study ……………………………………………….…4
Statement of the Hypothesis ……………………………………….…5
Definition of Terms …………………………………………………...5
Limitations and Delimitations of the Study ……………………….….6

II. REVIEW OF LITERATURE ………………………………………...8

III. METHODS AND PROCEDURES …………………………………17
Overview………………………………………………………….…17
Research Design …………………………………………………….20
Selection of Subjects ………………………………………………..20
Instrumentation ……………………………………………………...20
Validity Measures …………………………………………………...21
Field Procedures……………………………………………………..21
Questionnaires Returned …………………………………………….22
Conclusion…………………………………………………………...22

IV. RESULTS AND DISCUSSION …………………………………….23
Introduction ……………………………………...…………………..23
Statistical Programs and Procedures …………………...……………24
Variables …………………………………………...………………..31

V. SUMMARY AND CONCLUSIONS………………………..………32
Introduction……………………..……………………………………32
Summary of reliability and validity measures……………………….32
Summary of Independent Variables…………………….……………34
Summary of Results………………………………...………………..34
Conclusion….………………………………………………………..35
Recommendations……………………………………………………35

References……………………………………………………………………………36

APPENDIX A: ………………………………………………………………………38

APPENDIX B: ………………………………………………………………………39

ACKNOWLEGEMENTS
I would like to thank my husband, Isaiah for all his support throughout my
graduate career. He gave me the encouragement I needed to get through without
giving up. He made many sacrifices so I could earn this degree, and for that I am
truly grateful.
I would also like to thank my advisory group for their knowledge,
encouragement and support as I struggled with parts of the paper. They have been a
great sounding board for all of my ideas and work.
Finally, I would like to thank my colleagues who participated in the
fulfillment of this study. I have built many great professional relationships
throughout the last three years while encouraging participation and knowledge of
their content areas.
LIST OF TABLES
Table 1
Collection Analysis 2001-2002 ………………………………………………… 24
Table 2
Collection Analysis 2003-2004 …………………………………………………26
Table 3
Collection Analysis Comparison ….…………………………………………….28
Table 4
Circulation Trends ………………………………………………………………30
LIST OF FIGURES
Figure 1
Collection Analysis 2001-2002 …………………………………………………25
Figure 2
Collection Analysis 2003-2004 …………………………………………………27
Figure 3
Collection Copyright Age comparison …………………………………………29
Figure 4
Circulation Trends ……………………………………………………………..30
Including Content Area Teachers
Foster, Erin Rebecca (M.S., Education)
Will including the high school content area teachers in the library collection updating
process increase circulation of materials?
Capstone directed by Dr. Thomas Sherman

ABSTRACT
A self-study was conducted to find the weaknesses and strengths in the library
program through focus groups, online surveys and a collection analysis. The age of
the collection was the most glaring weakness of the program and the need was very
obvious. In 2001 I had Follett Library Resources conduct a free collection analysis
and the average age of publication in the library was 1979, 24 years old.
Collaboration took place between the teachers and me. I started with a collaboration
survey to see what the curriculum needs were; in addition, I asked for input from
teachers after they brought their classes to the library. From these results, I began
updating the collection. In 2003 I conducted another collection analysis and found the
age of the collection had improved to 1986. There was a noticable increase in library
usage and circulation.