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Bluewater Master's Cohort
A group of 19 teachers, administrators and consultants in the Bluewater District School Board started their Master of Education program with Brock University in July 2009. The Board not only provides the meeting space and secretarial support but also provides interest-free loans to the students taking the program. In July of 2010, I taught an Introduction To Research Methods course in the Education Centre of the Board; in the winter of 2011, I taught Data-Based Decision-Making and in the spring/summer I supervised 7 students through their final research project (MRP). The research papers below are examples of the work produced by this group for those courses.
Following the papers, are the final Master's Research Projects that they completed in the summer of 2011
Beginnings of the Major Research Project Proposal
Becoming a Transformational Leader…
Lauren Penner Lipsett
Final Paper- Action Inquiry
Plan For Research
How Can I Improve my Practice?
Final Major Research Projects
Involving Primary Students as Co-Researchers to Improve Their Reading Skills
The investigator in this action research study and her Grade 2–3 students set out as co-researchers to investigate how the use of peer-assisted learning strategies (PALS) might improve students’ reading skills, particularly for students labelled as “struggling” readers. Student data were captured through formal reading assessments, independent reading conferences, class discussions, teacher and student journals, and parent-approved photographs and videotape. The project first developed 4 class-wide reading goals from which each student selected a personal goal. Students then created an independent action plan to reach that goal and subsequently named indicators demonstrating their plan was successful. Students reflected on their learning journey through oral discussions and written journals, and presented their work to the class at the end of the action research cycle. All students experienced reading growth during the study and became much more reflective and aware of their own thinking process as evidenced in their descriptions of personal projects. Students enjoyed taking charge of their own learning, developed confidence in their abilities, and were able to suggest ways in which to improve and expand their learning.
<span style="font-size:12.0pt;font-family:" times="" new="" roman";="" mso-fareast-font-family:"times="" roman";mso-bidi-font-family:"times="" mso-ansi-language:en-ca;mso-fareast-language:en-ca"="" lang="EN-CA">This qualitative autoethnographic research study, sought to explore and answer the general question, “How can I improve my practice?” Due to my role as behaviour resource teacher and a member of the school’s Culture Committee, I have an interest in building and maintaining a positive school culture. This research focuses on the Me to We philosophy and follows my journey through the process of co-writing, co-producing, and co-directing an original musical production, Me to We Glee, with the intent of studying the effects on myself as a teacher leader, and how this kind of production effects on school culture. Through storied recollections, personal journals, and interviews I sought to answer the specific question “How can I improve my practice as a teacher leader when trying to create a positive school culture using the Me to We philosophy?” Three themes emerged from the analysis of the data; relationships, building community, and Be the Change. These themes are discussed within the context of building and maintaining a positive school culture. Joseph Campbell's (1949) Mythic Journey is also explored as it relates to the storied recollections. It is my hope that this research will inspire others who wish to have a positive impact on school culture to use their talents combined with their passion, in order to influence children at a young age when their hearts and minds are open to living Me to We.