Ethical Responsibilities of an Action Researcher

Ethics plays an important role in classroom action research.  Since the teacher/researcher is intimately involved with the participants in the study, he or she must take care not to expose them to harm or risk throughout the course of the research project.  Harmful or risky situations could include embarrassment, ridicule, or adverse consequences from parents, teachers and/or administrators caused by their participation in the study.  Because of this, procedures have been recommended by various organizations to protect participants from these unfavorable by-products of research.  The procedures recommend that the action researcher should:

·       obtain informed consent from the participants of the study and their guardians, 

·       protect the participants of the study from harmful outcomes of the research by maintaining their anonymity and/or confidentiality throughout the study,

·       verify that deceptive behaviors and practices are not performed to gather data for the study,

·       maintain his or her personal code of ethics for the duration of the study, 

·       identify and follow social principles that govern the community and society of which the researcher is a member, and

·       ensure the accuracy of the research data.

Armed with these ethical tenets, the action researcher should be able to conduct his or her study with the assurance that they have tried their hardest to ensure that their students will not be harmfully impacted by their participation in the research study.

When watching Doug’s video, it was clear that he attempted to follow the ethical principles when conducting his research.  He obtained written permission from the parents to conduct action research with their children as the research subjects.  Additionally, he informed the students about the action research project.  My concern is that he did not specifically state in his letter to the parents (1) what his action research project was, (2) how their children would be involved, and (3) how the results would be reported.  It was also not clear how specific he was when he described the project to the students.  During his project, he permitted students to control the dissemination of their data to other students, parents, and to Doug.  I was not sure if this control was given each time data was collected for the study and if the student was then singled out as a non-participant of the study.  These issues should have been discussed as he described his ethical procedures during the research project.  Finally, Doug stated that he did not use names or places in his report; he used pseudonyms or initials.  I believe that his use of initials breached student confidentiality agreements, because a student might be identified by their initials if the reader of the report knew where the study took place. 

In her video, Jeannette transgressed from the recommended ethical procedures in a variety of ways.  First, she did not want to tell anyone about her study.  To me, this means that the students and parents were not informed of the study and did not give their consent for participation.  Next, she violated the social principles of her community by not informing the administration and her co-workers about her research.  On some level, it feels like she is deceiving the administration, fellow teachers, students, and parents by secretly running the study without outside knowledge and approval. 

When the principal asked Jeanette about her findings, Jeanette should have had an appropriate answer prepared for such a situation.  Telling the principal that she did not want to talk about the study was not a valid response.  Jeannette could have told the administrator that she was in the middle of the research project and had not analyzed the data in order to give her valid results for the study.

Finally, Jeanette seems to be allowing her personal bias with regard to the basal program to interfere with her research.  Other teachers at her school had not noticed any issues with the program.  This bias may affect the accuracy of the data that she is collecting and analyzing for her action research project.  Because of the afore-mentioned ethical issues, Jeanette should stop and reflect on her implementation of the study before continuing any further.  The ethical issues that have been mentioned will work to invalidate her study.

Before starting my research study, I will develop a letter that describes the project in detail, including data that I will be collecting from the students, methods for data collection, confidentiality agreements relating to student involvement, and the reporting procedure for the project.  The letter will require a signature from the student and the student’s guardian.  In class, I will meticulously discuss the research study with the students.  I will emphasize that I want to receive honest responses during the surveys, journal entries, and focus group discussions.  Because I am asking for truthful feedback on my instructional methods, I will assure the students that they will not receive reprisals for their responses in the form of bad grades or punishments.  This topic will be specifically mentioned in the letter.  Following the class discussion, the letters will be sent home for students to examine with their guardians.  Hopefully, most letters will be returned with two signatures.  If the letter is returned and both signatures are not present, then the student will not be able to participate in the study. 

For the qualitative data collected during the student survey and journal entries, I will maintain the anonymity of the students by randomly distributing a code to each student participant.  I will not know the code for any of the students in my class.  The students will use their codes, instead of their names, for identification on the data collection items.  In this way, I can track a student’s progress through the research study, while not knowing exactly which student originated the artifact.

I will obviously be able to identify the students during the focus groups.  At this time, the students will re-assured that their comments will be used solely for the research project and will not have a harmful impact on their grades or any other classroom activity.  I am hopeful that my rapport with the students will make them comfortable enough to generate dynamic discussions during the focus groups.

The quantitative data of the study will be collected using the normal grading and reporting procedures implemented in my classroom.  Student test and quiz grades from the control and experimental classes will be used for the statistical analyses required for the research project, but specific student information should not need to be mentioned in the project report.

Finally, I plan to accurately report my data and my analysis of the data, even if it does not support the use of manipulatives in a secondary Algebra 1 classroom.  In my final report, any references to the students will be made in general terms or through the use of pseudonyms or the student codes assigned during the study.  By implementing these procedures, my research project should maintain the ethical standards needed to make the study valid.

Critique of the Case Study for the Curtis Elementary School

The following is my critique of the Curtis Elementary School Case Study:

1.     Area of focus

The area of focus for the Curtis Elementary School study was how Mr. Stewart was going to enhance student learning by teaching his students to construct meaning during reading.  Thus, the study concentrates on teaching and learning.  In addition, as the study takes place in Mr. Stewart’s classroom with his students, the study occurs within his locus of control.  Finally, all of the teachers in the school collectively agreed on the contents of this study.  As based on his initial comments in his write-up, he is passionate about improving his teaching methods to help his students construct meaning from reading.  He states that his previous approach of quantity over quality did not help the students do well on last year’s state assessment and he is looking forward to challenging his previous beliefs to help his students improve.  Thus, Mr. Stewart’s research study contains all of the principles needed for a well-defined area of focus.

2.     Research questions

Mr. Stewart’s research question was not clearly stated in the section labeled Research Question in his report.  He used the school research question which was stated in vague terms that were defined in previous sections of the report.  Because of this issue, I think that Mr. Stewart had problems when he collected data for the research.  He could have changed the research question from “What is the effect of an altered curriculum on student performance?” to “What is the effect of using “whatever program that he was going to use to improve reading in his classroom” on student performance as measured by statewide assessments and teacher-made tests that will be administered regularly throughout the year?”

3.     Locus of control

In spite of the vague wording of his research question, Mr. Stewart implemented the research study in his classroom and based the conclusions on the results of his students.  So, even though this research was being carried out throughout the school, he stayed focused on his locus of control and did not try to expand the study outside of his classroom. 

4.     Data Collection

In this case study, the research question focuses on the effect of updates to Mr. Stewart’s instructional methods for reading on student performance on statewide assessment tests and teacher-made tests administered during the year. 

Jonathon’s suggested data collection ideas include classroom observations, interviews with students, statewide assessment scores, and regular collection of student work.  In these suggested data collection methods, it is not clear whether he is collecting teacher-made reading tests, which are required to answer the research question; he only tells the readers that he will collect student work.  In addition, observations, student interviews, and additional student products may be useful for triangulation of the research data, but he does not discuss how this information will be used to help answer the research question.  In my opinion, the research question defines a quantitative research study, where the observations and interviews are not necessary to provide data for the research.

In the Data Collection section of the report, Mr. Stewart solely describes certain student products that he will be collecting for the study.  These products correlate with one item listed in his data collection ideas, his regular collection of student work.  In this section, he does not mention student interviews, observations, or statewide assessment scores which were previously discussed for data collection.  Additionally, the student products that he is collecting do not include the results from the statewide assessments or teacher-made reading tests, but are different types of reading evaluations based on the reading program that he wants to implement in his classroom.  Thus, if he bases his analysis on these data, he will not accurately answer the research question.

5.     Ethics

There is no evidence that Mr. Stewart faced any ethical challenges during his study.  However, in his write-up, he discusses a conversation between two students and in that anecdote one of the students’ names is mentioned.  In all other instances in the report, Mr. Stewart does not include children’s names.  I think that this might be a small break in confidentiality for the student.

6.     Reflective stance

Mr. Stewart discusses in detail how the new program, which focuses on vocabulary to help students construct meaning during reading, has helped improve his students reading comprehension.  However, he does not discuss how this program has affected his teaching in the classroom or how it has affected his ideas about teaching reading in ways to construct meaning.  In fact, he states “as I start the next cycle of my own research I will be ‘constructing meaning’ of my own about how children construct meaning.” Thus, in my opinion, Mr. Stewart’s reflective stance has not been verbalized in this case study.    

7.     Action

In the case study, Mr. Stewart explains several actions that are taking place in his classroom because of the action research project.  He describes one teaching change that he has implemented in which students are required to look up certain vocabulary words and replace them with words of similar meaning.  In addition, he describes several techniques that he plans to use as assessments of student learning.  These techniques include observations, reflections with students, and student journal entries.  He also states that he will continue on to another cycle of action research to keep improving students’ reading abilities in his classroom.

8.     Action-data connection

Mr. Stewart’s teaching action for vocabulary replacement was directly related to a passage from his data analysis where he discusses this activity.  Additionally, he used teacher observations and student reflections to collect much of the data mentioned in the data analysis of the case study.  Journal entries are an extension of the student reflections that Jonathon was already collecting.  Overall, Mr. Stewart’s actions are connected with his data analysis.

9.     Final Thoughts

While I am not convinced that Mr. Stewart’s research project answered the original research question, it seems that the new reading program implemented in this classroom helped his students’ reading and comprehension abilities.  Maybe in the next round of action research, he can work to answer the original question.

Data Collection Considerations

One item that I did not note in my previous blog posts was my description of manipulatives.  For the purposes of my classroom action research project, manipulatives are physical materials used to foster the learning of abstract ideas, particularly in math.  Algebra tiles, scale models, money, geometrically-shaped blocks, and math games are all examples of concrete objects that can be used in math to help students comprehend abstract principles and processes.  Calculators and other technological resources are not included in my definition of manipulatives, as technology is usually referred as a separate category of instructional method.  However, I would include math games on the computer as manipulatives pertaining to the math games category.

For this week’s lesson, I read the assigned literature and reflected on my biases for this research project.  Following this reflection, I decided on the following proposition statements (which include discussions concerning my biases following the proposition):

·       The use of manipulatives will increase the engagement of the students during instruction in Algebra 1, because they will be involved with hands-on activities that are fun.

o   I think that the students will enjoy the hands-on activities and will be more engaged in learning in comparison to their engagement when the teacher instructs using traditional teaching methods for mathematics.

·       The use of manipulatives in an Algebra 1 classroom will increase students’ understanding of abstract mathematical topics by providing concrete examples on which they can base their connections to the abstract ideas.  Thus, the quiz and post-test scores in my experimental class will be higher than the scores in my control class.

o   Research has shown that when concrete methods are first used to explain abstract mathematical ideas, students with and without learning disabilities are more able to comprehend the abstract ideas.  Thus, my bias would be to agree with the research.
 

·       The use of manipulatives as an instructional method will decrease behavioral problems in an Algebra 1 classroom, because the students will have their attention focused on the activities.

o   I believe that students who are bored and seeking attention can more easily disrupt a class during direct instruction than when the rest of the students are focused on an activity that they are enjoying.  In addition, if the pupil that usually disrupts the class is also interested in the activity that he is working on, then he is less likely to cause behavioral issues in the classroom.

·       The students will be more engaged in their Algebra 1 class through the use of manipulatives as an instructional method, because they will be in charge of their own learning during the activities using manipulatives.

o   When students are working on activities with manipulatives, they are in essence teaching themselves.  They are discovering new ideas or working out new mathematical processes in their own way, instead of being told about these ideas and processes by the instructor.  Students that are in charge of their own learning are more likely to pay attention in class and want to learn.
 

·       Using manipulatives in the Algebra 1 classroom will help improve learning for visual and tactile learners.

o   Since most secondary mathematical instruction seems to include direct instruction mixed with guided practice, diverse learners may have difficulties understanding topics in the way that they have been traditionally taught.  Using manipulatives during instruction should provide these students with additional methods to learn and understand the mathematical topics in Algebra 1. 

Research Design and Data Collection

The findings of my literary review showed a need for implementing classroom action research into secondary Algebra 1 classrooms in order to study the effects of instructional strategies using manipulatives on student achievement and student motivation.  The general studies found during my literary review evaluated student achievement in algebra based on different instructional methods.  These studies showed that the use of manipulatives in algebra classrooms improved student achievement.  However, these studies did not focus on high school Algebra 1classes specifically.  Individual studies focusing on the use of manipulatives in Algebra 1 classrooms were virtually non-existent, leading me to believe that this could be a void in educational research that my classroom action research project could fill.  Thus, my literary review solidified my focus on my classroom action research question.

The educational research recommends that teachers receive instruction on how to successfully implement manipulatives into their classroom instruction.  Without the correct instructional knowledge, many teachers shy away from using manipulatives, because they don’t know how to correctly use the manipulatives to help students.  In addition, they believe that adding manipulatives to the instructional period takes too much time.  In preparation for my classroom action research project, I would prefer to take a workshop that was dedicated to training teachers on the effective use of manipulatives.  In this way, I would have the appropriate skill set to successfully execute the instruction needed for the research project.   

There are several items to note when thinking about how to implement this research project.  I have come to the realization that I will have to teach two Algebra 1 classes in order to obtain valid comparisons in the data.  By teaching both of the classes myself, I will eliminate any variation in instruction that could be caused if the classes were taught by different instructors.  One of the classes would be my control class, where instruction would be given without the use of manipulatives.  The other class would be assigned as the experimental group, which would receive instruction with manipulatives.  In addition, as manipulatives cannot be realistically added to every lesson in a unit of Algebra 1, this study will have to take place over a series of units.  I think that four units of Algebra 1 would provide a good basis for this research, which means that the study would take place over a period of approximately eight weeks. 

In order to accumulate data on student achievement, I would administer a pretest and a posttest (the unit test) to the two groups for each unit of study.  The pretests should generate comparable results from both classes in order for latter comparisons to be valid.  The posttests will hopefully show differences between the experimental and control group.  Quizzes will be given during unit instruction, so I can also track and compare quiz results between the two classes to provide additional data on student achievement.

Student motivation will only be tracked in the experimental group, because the comparisons in student motivation will be specific to the behavior and attitude of these students before the trial and during the trial.  The effects of instruction using manipulatives on student motivation will be assessed in numerous ways.  My first method of data collection for student motivation will be teacher’s observations.  Beginning a few weeks prior to the start of the research project and continuing through the end of the study, I will observe the experimental class with regard to student behavior and attitude.  The observations will be collected in my research journal.  With the compilation of observations taken before and during the study, I should be able to make valid comparisons in student motivation.

Additionally, I will track student motivation using a student survey, journal entries, and focus groups.  At the beginning of the research study, I will administer a survey to the experimental group to collect baseline data of the students’ perceptions toward math and Algebra 1.  On the survey, I will ask questions like:

·       How well do you like mathematics?

·       How well do you think that you were prepared for Algebra 1 in prior classes?

·       What strategies are effective in helping you learn mathematics?  (I might suggest some choices like lecture, hands-on activities, group activities, and guided practice, but I will also let them add their own options to this question.)

·       What strategies are ineffective in helping you learn mathematics?  (I might suggest some choices like lecture, hands-on activities, group activities, and guided practice, but I will also let them add their own options to this question.) 

·       Do you feel that you have successfully learned the topics that we have covered in Algebra 1 to this point using the current teaching methods?

During the research trial, I will periodically have the students write in their math journals to describe their experiences, questions, interest level, and opinions relating to our Algebra 1 class.  At the end of the study, I would like to split the students into focus groups where we can discuss their opinions of the activities that were performed during the trial using manipulatives and how these activities effected their motivation and behavior in the class.  I believe that the focus groups will be a dynamic method for gathering student input.

Research Question	Data Source 1	Data Source 2	Data Source 3	Data Source 4
Does the use of manipulatives effect student achievement?	Pretests for each unit given to both groups for comparison (Artifact)	Posttests for each unit given to both groups for comparison (Artifact)	Quizzes given to both groups for comparison (Artifact)
Does the use of manipulatives effect student motivation?	Teacher observations of the experimental class recorded in my researcher’s journal (Observations)	Student survey administered in the experimental classroom (Interview)	Student journal entries written by students in the experimental classroom (Interview/Artifact)	Student focus groups from the experimental classroom (Interview)

As shown by the chart above, the methods that I have chosen to collect data cover the three suggested strategies for achieving triangulation of my research data.  Using these varied methods of data collection can help ensure that the results of my classroom action research project are reliable and valid.

Deciding on an area of focus

Area of Focus - Algebra 1 classroom

Image 1:  Area of Focus - Problems

Image 2: Area of Focus - Questions

Area of Focus Summary with some Critical Questions Identified

As I started brainstorming, I realized that the area that I am most concerned about in teaching is Algebra 1.  This class is required for all students to pass for graduation from high school.  In addition, Algebra 1 is not offered in differentiated levels, meaning that Algebra 1 Honors does not exist.  Because of this, the Algebra 1 classes contain a huge mix of students.  On one hand, ninth graders that are good in math and want to continue on to college are placed in Algebra 1.  On the other hand, 20 year old students that have failed Algebra 1 several times, but still are trying to graduate, may also be in the same class.  I have found from substitute teaching that you can get many students in an Algebra 1 classroom that do not want to be there and disrupt the class constantly.  Since new teachers are usually assigned to the lower level courses, there is a high possibility that I will be teaching Algebra 1 after I receive my degree.  I’m nervous that I will not be able to successfully teach a class of such diversity in so many areas.

               Additionally, high school math veers away from manipulatives and alternative hands-on learning techniques.  The thought is that they are preparing the students for college.  Since many of the Algebra 1 students are not planning on going to college, it might be more appropriate to use these types of instructional methods in this class.           

I created two maps for this exercise.  The first map that I created listed some of the problems that I see in an Algebra 1 classroom.  The second map takes these problems and splits them into three areas that I feel need to be addressed; instructional challenges, classroom management challenges, and parent challenges.  Under those headings, I listed some general questions that would need to be addressed in each of these areas.  These general questions deal with how to engage all students in instruction, how to use instructional techniques to teach all students, how to get parents involved in a high school classroom, and how to effectively use good classroom management techniques to maintain learning in a classroom that is this diverse.  Based on these general questions, I have come up with the following critical questions.

·        How can I improve student learning in my classroom using differentiation techniques?

·        How can I improve my instructional methods in order to engage students in Algebra 1 that do not want to be in the class?

·        How can I improve my classroom management skills to handle situations in which a student is belligerent and disrespectful to the teacher and constantly challenges her authority?

·        How can I improve my classroom management skills to handle situations in which many students in one class are not interested in math and continuously disrupt instruction and class activities?

·        How could I increase parent knowledge and involvement in my Algebra 1 high school classroom?  Would this help with students’ learning?

·        What are the impacts of using manipulatives, such as algebra tiles, on student understanding of equation solving processes in Algebra 1?

·        How can I encourage students to do their daily homework assignments, which are a necessity for learning in an Algebra 1 classroom?

My Collage for Public Images of Teachers

The Public Image of a Teacher (Summary of Week 3)

For the past week, my group has gathered pictures from Google Images to identify characteristics that define the public image of a “teacher”.  In reading the summaries from the other groups for this assignment, the images seem to meld into a common vision.  The most typical public image of a teacher is a conservative, professional female that teaches elementary students.  From the pictures that I collected for my collage, I can refine this image even further.  The teacher is portrayed as young, smiling, thin, and pretty.  Men are not often portrayed in the public perception as teachers.  When they are shown, they are always depicted as high school teachers for math, science or technology.  

Two attributes for a teacher are described by all of the groups in this study.  One of the attributes is that teachers care about their students.  The other trait is that teachers are enthusiastic about their jobs.  The pictures from Google Images for a “teacher” often show a smiling teacher helping students with activities, engaging students in instruction, and answering student questions.  The “Hollywood” version of a teacher takes these traits to a higher degree, where the teacher will go above and beyond the requirements of teaching to make their students successful.  In the marketing arena, students would not buy presents for teachers if they were not caring and enthusiastic about their profession.  In addition, they would not need smocks if they were not participating in student activities.

Some of the characteristics for the image of a public teacher were surprising (and possibly disturbing).  In many instances, teachers were shown attending teacher conferences.  This positive portrayal of teachers demonstrates a public perception that teachers are trying to improve their instructional methods for the benefit of the students.  Also, teachers were shown fighting political battles for education.  This may be a positive perception that teachers are willing to fight for what they think is right for education, or could be a negative image against tenure and unions.  The most disconcerting images portrayed the “sex kitten” teacher.  These images were shown in the marketing and overall “teacher” searches.  It is very unsettling to think that students could “google” their teachers on the internet and find images like this. 

 What is missing in the vision of a public teacher?  Diversity is the main characteristic missing from the images of a teacher.  Gender stereotyping is prevalent in this public image of a teacher.  Racial diversity for teachers is almost non-existent in any images across the board.  Age discrimination is also demonstrated, as few images displayed older teachers.  In addition, advanced methods for instruction are missing from the images.  Most teachers were shown instructing from the blackboard; technology was rarely shown in the school setting.  Finally, parents were not shown in many of the photos for teachers.  Since the teacher-student-parent triangle is extremely important for excellence in education, teachers should be shown working with parents for the benefit of the student.

My Image of a "Good" Teacher

My image of a good teacher is multifaceted.  First and foremost, a good teacher is qualified in her content area and is passionate about her job.  The teacher knows and understands the material that she is teaching and is able to answer questions on the material.  If the teacher does not know the answer, then she acknowledges this fact and researches the information for the next class. 

A good teacher is structured and organized.  This means that the teacher prepares her lessons in advance.  In this way, there is not an inordinate amount of time that the students are idle (and bored) during the instructional period, while the teacher decides what to do next.  Structure and organization also help with classroom management.  A good teacher maintains control of the classroom and, by doing this, provides an environment that is conducive (not disruptive) to learning.  The teacher follows through with disciplinary actions when classroom rules have been broken, so her credibility will not be tarnished. 

A good teacher prepares lessons that are interesting for the students, by including humor and relevant activities.  She teaches to all of the children in the classroom by incorporating different instructional methods into the daily lessons.  She challenges the students and has high expectations for students of all abilities.  An exceptional teacher is understanding and works with each child as an individual, without any preconceived notions about the child.  In addition, a good teacher will assess the students in valid and reliable ways.

Finally, a good teacher is a role model.  She respects her students and listens to them.  She apologizes when she has made an error.  She reflects and learns from her past teaching experiences, so that her teaching style will improve with time.

The drawings on page 8 of the Phillips and Carr book were difficult to read.  The theme of these drawings seems to be that good teachers should have the personal characteristics that will help them be liked by their students.  Many of the drawings list personal traits like flexible, creative, and fun as being traits of a good teacher.  These themes might be useful for teachers to remember when they are trying to plan and carry out instruction, but I do not think they are appropriate in describing a good teacher.  These themes are dangerous because they do not consider the quality of education that the students are receiving.

When I compared my image of a good teacher with the teacher drawings on page 8 of the Phillips and Carr book, there were two similarities between our views.  We both agreed that good teachers should be organized and should be passionate about what they do.  In contrast, the rest of my qualifications described improved instructional methods and exemplary teacher behavior shown by good teachers, as opposed to character traits that enable students to like their teachers.

One of my attributes, that the teacher should reflect and learn from her past teaching experiences in order to improve her teaching style over time, might be associated with research.  The words “reflect and learn” in this attribute could be associated with analysis or decision making with regards to improving the instructional process.  Theoretically, I could associate the concept of research with good teaching, but I tend to think more of reflection, than research, for day to day improvements in the classroom.

Self-Study: Personal Interview

Hi, my name is Vicki Pritko and I am currently enrolled at North Carolina State University in the MAT program.  My specialty is Mathematics.  The top five reasons that I have decided to become a teacher include:

·       I would like a job where I can have a direct impact on the next generation, with whom our future depends.

·       There is a real need in our society for good math teachers.  With my mathematics background (BS degree in Computer Science/Mathematics and 20 years in the programming industry), I feel that I am qualified to help fill this gap.  

·       I would like a challenging job where I look forward to going to work every day. 

·       I am an outgoing person and I enjoy working with children.

·       I am learning more about education as I tutor and substitute teach, so it would be nice to take those skills to the next level.

Previously, I worked as a programmer at a well-known business firm.  As I have gotten older, I have realized that there is more to satisfactory employment than a good wage.  It is important that you have a passion for your job, enjoy going to work each day, and feel that you are making an impact on society. The longer that I worked in my previous job, the more I realized that I was accomplishing none of those things.  At that point, I reassessed my life and decided to look into changing my career.  I started taking some education classes at UNC-Chapel Hill, but the timing was not right for obtaining a degree.  I decided to stay home with my children and I started a math tutoring business.  I have tutored for three years now and I really enjoy it.  I am also good at my job, as my students have improved their grades and mathematical understanding with my help.  Earlier this year, I was approved as a substitute teacher for Wake County Public Schools.  I have subbed in middle schools and high schools for a variety of subjects.  As a sub, you quickly learn more skills in classroom management.  These experiences have helped me to decide to go back to school to become a teacher. 

            It has been a long time since I was a student, so it is difficult for me to pick five critical moments in my education.  Instead, I chose five different teachers that I remember because of their impact on me.  These teachers include:

1.     My high school Sunday School teacher, an older lady (in her eighties), who would bring up a variety of topics that were not necessarily “church” material and have open discussions with us on these topics to try to teach us right and wrong.  She never passed judgment on any of our opinions, but would gently guide us in the correct (moral) direction.

2.     My fourth grade elementary teacher who slammed a yardstick down on the desk every time someone was misbehaving.  She scared half the class to death, but her class was well-behaved.

3.     My middle school Social Studies teachers who made learning fun with entertaining projects and bad jokes.

4.     My seventh grade Math teacher who was young and “cool”, and explained math in a way that we could all understand.

5.     One of my professors in college who designed all of his tests so that everyone would fail.  For most tests, the class average was 33.

These teachers have definitely influenced my image of a teacher.  They have given me some ideas on what to do as a teacher and what not to do as a teacher.  A teacher should be firm, but not mean.  He or she should try to engage the students, while maintaining discipline.  A teacher should listen to her students.  Finally, a teacher should create assessments that validly judge the knowledge gained by the student during instruction. 

            I was raised in upstate New York by lower middle-class parents.  I am a mix of English and Irish, and was brought up in the Presbyterian Church after the age of thirteen.  When I was little, my mother helped put my father through college, so that he could get a well-paying job.  My mother went back and received a two-year degree in accounting when she was in her fifties.  Thus, education was always important to my family.  My parents instilled several principles in me as I was growing up.  One main principle was that you have to work hard to get what you want.  Another principle was that education is not an option; it is a necessity.  The discussion when I graduated from college was not “if” I was going to college, but “where” I was going to college.  Because of this emphasis on the importance of education throughout my early years, it seems only natural that I would highly respect the teaching profession and some day want to become a teacher.

            Gender roles have had no part in my decision to become a teacher.  When I was a college student, my parents encouraged me to pursue a career that would make me happy.  The fact that they encouraged me to pursue mathematics and computer programming at a time when these fields were predominately populated with men proves that they did not place much emphasis on gender roles.

            The major factors that helped form my current belief and value system would by my parents, my church, my husband and my children.  Because of these factors, I believe that the role of education is to prepare children to become productive and informed citizens as adults.  A teacher is one part of this important preparation.  In his or her area of expertise, the teacher should provide the optimal learning environment for students to work toward achieving this goal.    

            I believe that two of the reasons that I want to become a teacher imply that part of the teaching process includes doing research.  In order to make an impact on future societies, teachers would need to continuously re-evaluate their methods in order to provide optimal learning for the current generation.  Teaching methods that are decades old may not be appropriate now or 10 years from now.  This would imply that some sort of research should be done to improve the old methods.  In addition, there is a need for good math teachers in our society.  In order to be a good teacher, the individual must reflect and improve on their classroom skills (instruction, management, etc.) in order to reach optimal learning for all of their students.  Since each class is different, methods that work in one class may not work in another class.  Thus, the teacher may have to do research to improve his classroom skills for the students in the class where he is not effectively teaching. 

            I believe that research should be part of the teaching process if it has a direct and positive impact on student learning.  Research done by teachers for their classrooms to improve instruction methods and classroom management should be encouraged.  Nonetheless, time, resources, and cost need to be considered when making the choice to start the research.

            To make classroom research both beneficial and ethical, the participants and their parents should be aware that they are taking part in the study.  All student information created by the study should be confidential.  The research should be accurate and the evaluations should be valid.  Finally, the solutions implemented by the research should be made available to all students in the classroom.  Classroom research should not be used to distinguish or “label” certain groups of students. 

            I would seriously consider becoming a teacher/researcher.  While I think it is always good to be receptive to new ways of teaching, I think that extra time and effort would have a large impact on my decision to implement a research project.