Action Research

1. Action Research The Effect of Peer Interaction on Students with Learning and Behavioral Disorders Katherine Abel Loyola Marymount University EDUC 6869 Dr. Mario Perez 7 May 2011

2. “A human being is not attaining his full heights until he is educated.” -Horace Mann

3. An Equal Opportunity Institution Education is a nation’s greatest resource against poverty, corruption, and crime Everyone is entitled to a quality education Education should be appropriate for students of all backgrounds and ability levels Education should take place in an environment that is conducive to growth and productivity

4. Research Question What amount of peer interaction is most conducive to “Bobby’s” focus and ability to complete tasks in the classroom?

5. Setting/Context Saint Anne School – Santa Monica, California • founded by the Holy Name Sisters in September 1908 • founded under the auspices of St. Monica Church to serve the largely migrant farm-workers in the community • has maintained the policy established by the Holy Name Sisters of exercising a preferential option for the poor

6. Context/Setting (Continued) Saint Anne School – Santa Monica, California Has grown as an archdiocesan K-8 school serving diverse ethnic and socioeconomic backgrounds Majority (70-75%) of students are of Hispanic/Latino ethnicity Almost all students qualify for free or reduced lunch About half of students speak a language other than English at home No current inclusion program for students with IEPs

7. Context/Setting (Continued) Subject of Action Research Project: “Bobby” Male, 7th grade, age 13 2nd generation Brazilian-American (speaks Portuguese at home) Qualifies for free lunch Diagnosed with Attention Deficit Disorder (ADD) and Visual Processing Disorder (VPD) IEP specifies need for one-on-one guidance and instruction repetition Popular student – interacts well with classmates (especially on soccer field) When working independently, student is often unengaged and can lose focus When working with others, student is engaged but easily distracted

8. “A liberal education is the heart of a civil society, and at the heart of a liberal education is the act of teaching.” -A. Bartlett Giamatti

9. The difference between what a person can do completely independently and what he/she can do with guidance from someone else • When working collaboratively or with guidance from more capable others, the steps to accessing higher-level thinking skills could be scaffolded enough to get the student on the right track, enabling him or her to complete much more complicated work than if he or she were working alone. Key Theory 1 Lev Vygotsky’s Zone of Proximal Development (ZPD) Defined by Vygotsky as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”

10. Key Theory 1 Lev Vygotsky’s Zone of Proximal Development (ZPD) (Continued)

11. Needs at the base of the pyramid, physiological, are the most basic of all the categories. • Once physiological needs are met, the category of needs directly above physiological on the pyramid, safety needs, are required to be met, and so on. • All needs in the pyramid are considered “deficiency needs,” or needs that must be met in order for a person to be content, except for the self-actualization need at the top of the pyramid. • Self-actualization is a higher-level need that is only desired once deficiency needs have been sufficiently met. • A student with low self-esteem is deficient in the “esteem” category of needs, and would need to feel valued and appreciated by his or her classmates and teacher in order for this need to be met. Key Theory 2 Abraham Maslow’s Hierarchy of Needs Divides and ranks the different types of human needs into a pyramid of five categories: physiological, safety, belonging, esteem, and self-actualization

12. Key Theory 2 Abraham Maslow’s Hierarchy of Needs (Continued)

13. Methodology/Data Collection “Bobby” will be observed in his classroom behavior on nine (9) separate days Of the 9 days, “Bobby” will work independently for 3 days, with more capable other(s) for 3 days, and alternating between independent and group work for 3 days On these observation days, “Bobby’s” overall focus and task completion will be noted, and the number of times that he must be redirected will be recorded for comparison

14. “Education is a better safeguard of liberty than a standing army.” -Edward Everett

15. Findings Number of Times Redirection is Needed Day 1*: 1 time Day 2**: 4 times Day 3***: 2 times Day 4*: 0 times Day 5**: 2 times Day 6***: 3 times Day 7*: 2 times Day 8**: 4 times Day 9***: 2 times *Independent work day **Group work day ***Mixed work day

16. Findings (Continued) Average number of times redirection is needed: Independent work days: 1 time Group work days: 3.33 times Mixed work days: 2.33 Times

17. Conclusion In conclusion, the best way to ensure a period of learning that will enable “Bobby” to remain focused and complete tasks, he should work independently, as it requires the least redirections. What is not evidenced in the numbers is “Bobby’s” engagement in and enjoyment of his education when he has the opportunity to work with others. For a completely holistic education, “Bobby” should have a balance between independent and group work.

18. “Education is not preparation for life; education is life itself.” –John Dewey