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Arian Halsey

How can a culturally-relevant and culturally responsive curriculum affect the motivation of students in a NYC 5th grade classroom?. Arian Halsey. Table of Contents. Research Design Threats to Internal Validity Threats to External Validity Proposed Data Analysis and Correlations

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Arian Halsey

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  1. How can a culturally-relevant and culturally responsive curriculum affect the motivation of students in a NYC 5th grade classroom? Arian Halsey

  2. Table of Contents • Research Design • Threats to Internal Validity • Threats to External Validity • Proposed Data Analysis and Correlations • Sample Student Survey • References

  3. Research Design My action research is on, “How can a culturally-relevant and culturally responsive curriculum affect the motivation of students in a NYC 5th grade classroom?”I will be incorporating culturally relevant tools into my humanities lesson to see if the students become more interested their school work. My research will based on several findings from pre and post surveys and observations before and after my implementation. I will be focused on 5th grade students from Bedford Stuyvesant. I will be using the Pre-Experimental Design of One-Group Pretest-Posttest. • Single group: pretested (O), exposed to a treatment (X), and post tested (O). • Symbolic Design: OXO

  4. Threats to Internal Validity • Differential Selection of Subjects: Groups are different before study begins which can affect the dependent variable. During the duration of my implementation the student in my classroom may change as students leave and new students begin at the school. • Selection-Maturation Interaction: Participants have different maturation rates. My student mature in different ways ie girls vs. boys • Maturation: Over time, lose interest, all natural, physical, and emotional changes over time. Over the course of my lesson implementation students may lose interest in humanities or their interest's may change.

  5. Threats to External Validity • Experimenter Effects: Researcher presents potential threats, either passively or actively-Biases. My active treats could be my biases towards my lessons and the impact that it may have on students • Pretest-Treatment: Participants react differently to treatment because they have been pretested. The pretest could gear my students into creating biases about my lessons and it could effect my post test • Selection-Treatment Interaction: Non-random/volunteerism of participants. My students could not participate in the lessons and skew my data.

  6. Proposed Data Analysis and Correlation

  7. Sample Survey Questions

  8. References O’Connor-Petruso, S. (2010). Descriptive Statistics Threats to Validity [PowerPoint slides]. Retrieved from http://bbhosted.cuny.edu/webapps/portal

  9. Thank You Presented by: Arian Halsey

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