The Role of Teachers within Culturally Diverse Schools: An Action Research Project
As part of MERC’s Professional Development for Success in Culturally Diverse Schools study, over the past school year we have supported eight teacher researchers from MERC region schools as they investigate topics connected to their professional practice across a range of school levels and community settings. This teacher action research program began with a nine-hour workshop in the fall where we discussed the opportunities and challenges of cultural diversity within schools, learned about action research methods, and supported teachers as they developed projects to implement in their schools. After the workshop, the teachers in the group conducted four action research cycles, each of which concluded with a group meeting where teachers shared the findings from their projects and received peer review. The final meeting, and the culmination of the project, occurred on Wednesday, June 6th 2018, at VCU’s Center for Teacher Leadership (see pictures below). For this event we hosted a structured research poster session where teacher researchers shared their findings with an audience of regional school leaders and other invited guests. The poster session was followed by a facilitated discussion where attendees drew connections between the projects and discussed ideas for moving forward as a region.
Below are profiles of the projects for each of the eight teacher researchers. Each profile includes a link to the PDF of the research poster, as well as an interview with the researcher about her work. Interviews were conducted by the project facilitators: Jesse Senechal, Jenny Smith, Hillary Parkhouse, and Julie Gorelewski.
Patricia Woodberry
2nd Grade - Gifted Enrichment Services - Swansboro Elementary - Richmond Public Schools
Talent Development in Gifted Education: The Road to Equity
This study examines and seeks to address the root causes of disparities in gifted identification. The questions guiding this study are: Will practicing activities that highlight critical thinking skills in the format assessed in the gifted identification process allow more students to demonstrate behaviors characteristic of gifted students? And Will having the general education teacher observe the interactions during the model lessons impact the survey of students and the assessment of the presence of behaviors that correlate to giftedness?
Listen to Patricia discussing her action research project:
Kim Bell
7th Honors Mathematics - Salem Church Middle School - Chesterfield County Public Schools
Diversity in Student Grouping and the Impact on Student Engagement and Achievement
At a school that has an evolving diverse population it is often difficult to encourage students to work outside of their comfort zones in a collaborative setting. This project was designed to see if students would achieve better grades and create a flow of more engagement if they worked outside of their self-selected groups. This project answers the research question: What will happen to student achievement/ engagement if we can encourage students to be more comfortable working in more diverse groups?
Listen to Kim discussing her action research project:
Cindy Sinanian
6th Grade Language Arts - Chickahominy Middle School - Hanover County Public Schools
Measuring Prejudice and Promoting Allophilia in a Suburban, Middle-School Language Arts Classroom
Culturally diverse students often do not see an adequate representation of themselves in school, i.e. administrators, teachers, peers,, etc. This may cause them to feel disconnected from school and hamper their learning or access to education. The research question guiding this study: Are the students in my classroom being impacted by prejudice/stereotyping, and if so, what can I do as a teacher to help my students not only rise above them, but also experience more connectedness and allophilia (love of otherness)?
Listen to Cindy discussing her action research project:
Lillie Jones
Collaborative Special Education Teacher - Highland Springs High School - Henrico County Public Schools
The Intentional Inclusion of Race and Racism Dialogue in Classroom Discussions
Conversations of race and racism are necessary to address the issue of colorblindness in the presence of White teachers in a predominantly African American classroom setting. This project addresses the question: How will the intentional inclusion of discussions regarding race and racism impact the classroom climate in a setting where the majority of students are African-American and the teacher is White?
Listen to Lillie discussing her action research project:
Maria Negron
Heritage Spanish Speakers (Level 1) - Grades 9-12 - James River High School - Chesterfield County Public Schools
Empowering Latino Students to Defy Societal Labels
This study explores the topic of cultural awareness and how a teacher can become a change agent by impacting how students view themselves. Furthermore, the study examines if the students’ lack of self-identity, cultural awareness, or a deficit self-perception contributes to their goals and future plans. This study answers the research questions: How might I help my Latino students feel more empowered and set high expectations for themselves by exploring Latin identities that surpass labels? And, how can my Latino students succeed when exposed to the post-secondary options and resources available to them?
Listen to Maria discussing her action research project:
Brandi Walker
5th Grade Teacher - Lakeview Elementary - Colonial Heights Public Schools
Using Multicultural Literature to Improve Student Relationships and Reduce Classroom Distractions
This project examines the use of different examples of Children’s Literature to begin discussions on cultural diversity, acceptance, and treating people with respect regardless of race, ethnicity, religious affiliation. After reading the different books, the class would have a discussion about the different situations that appeared throughout the story and then would do a follow-up journal entry or simply have a class discussion about student concerns. This study addresses the question: Can student exposure to multicultural literature have a positive effect on student relationships?
Listen to Brandi discussing her action research project
Solitia Wilson
Early Childhood Special Education - Henry Clay Elementary - Hanover County Public Schools
Teachers Working Together for Early Childhood Transition into Special Education Self Contained Classes
This study examines how providing supports and strategies for teachers to help transition special education students - and their abilities – into early elementary classes. This work enabled teachers to see students with special needs as skilled, capable, and independent individuals who can be leaders and role models to everyone - peers and teachers alike -within the school setting. This project addresses the research questions: How do general education teachers view the abilities of special needs students transitioning from a self-contained class, such as ECSE, to general education classes and Encore (Art, Library, Music, and P.E.) settings? And, how can special education teachers better support general education teachers and encore teachers to recognize the abilities of special needs students transitioning from self-contained classes to general education settings throughout the school environment?
Listen to Solitia discussing her action research project
Debi Carper
2nd Grade - Lakeview Elementary - Colonial Heights Public Schools
Reading is a Critical Skill! Understand and Addressing the Factors Faced by Challenged Readers
This project stemmed from a concern about the reading level of several students at the beginning of the school year. This study answers the following research questions: Is there a link between socio-economics and student reading progress? Does socioeconomic status result in reduced interaction at home with children? Does socioeconomic status impact time and/or resources for academic reinforcement at home? Do the students and parents read together regularly? Do students have reading level appropriate books at home to read? And, will additional reading practice help to increase student reading?
Listen to Debi discussing her action research project:
Flickr Photo Album
click on photo to view album
