Nerlyne St. Pierre Wilberta William Education 7202T – Spring 2011

1. A Combination of Teacher-Centered and Student-Centered Classroom Management Approaches will Improve Students’ Reading Scores. Nerlyne St. Pierre Wilberta William Education 7202T – Spring 2011

2. Table of Contents • Abstract • Introduction • Statement of the Problem • Review of Related Literature • Statement of the Hypothesis • Method • Participants • Instrument (s) • Experimental Design • Procedure • Results • Discussion • Implication • References

3. Abstract This action research project investigated the effect of implementing a hybrid of teacher-centered and student-centered classroom management approaches in ensuring an academically successfully classroom. The study took place over a period of six weeks, and focused on the instruction of guided reading in a 1st grade classroom at Charter School X located in Brooklyn, N.Y., and Public School X located in New York, N.Y. The action researchers utilized actionable techniques, to manage the students’ behavior, and the students had procedures to follow during daily 30 minute guided reading lessons. The post test reading results showed an increase in reading level for each participant. A comparative study of the findings showed participants in Charter School X saw the most jumps in reading level than participants in P.S. X. The results indicated that the intervention was significantly successfully. Establishing procedures and routines during guided reading instruction in a 1st grade classroom will increase students reading levels.

4. Statement of the Problem • Classroom management is currently the number one problem for teachers in America. • There is a lack of classroom management being effectively enforced in elementary schools which makes daily instruction more challenging for teachers and learning more challenging for students.

5. Review of Related Literature Diane Ravitch E.D. Hirsch I. Pros: Supporters of an Authoritative Teacher-Centered Approach to Classroom Management. Arguments • Increase Academic achievement • Safe learning environment • Decrease drop out rate • Stop teacher attrition • Theorists/Practitioners: Allen (2010); Clement(2010); Martin, Mayall, Yin (2006); Lewis-Palmer, Merrell, Reinke (2008); Walker (2009). II. Cons: Supporters of Progressive Student-Centered Approach to Classroom Management Arguments • Restricts students ability to self-direct and self-discipline • Fails to create a balance between the wants of the teacher and the efforts of the students • Not culturally responsive • Students have little or no voice • Theorists/Practitioners: Montessori(1912); Dewey (1916); Kilpatrick, (1918); Freiberg & Lamb (2009); Doyle (1916); Milner & Tenore (2010). III. Hybrid: Supporters of a combination of Teacher-centered and Student-centered Arguments • PBS • Teach like a champion - 49 techniques to classroom management • Theorist/Practitioners : Lemov (2010); Trussell (2008).

6. Statement of the Hypothesis HR 1: The intervention took place over a period of 6 weeks. The action researchers will plan and deliver a series of guided reading lessons to a first grade class in two different settings (Charter School X and Public School X). Using a hybrid of classroom management procedures and techniques during 30-45 minute daily guided reading lessons, for a 6 week period, will increase student reading level for 1st graders in class X₁ at Charter School X in Brooklyn and in class X₂ at PS X in Manhattan.

7. Method Class X₁ Class X₂ • Participants First grade class 25 students 12 girls/13 boys Age: 6-7 • Participants First grade class 22 students 11 girls/11 boys Age: 6-7

8. Instrument (s) / Research Design • Principal consent • Teacher consent • Pre-test • Survey • Post-test • Pre-Experimental design using the static –group comparison design model. • Two groups: Two experimental groups (X₁ and X₂ ) are pretested (O), exposed to a treatment and post tested (O). • Symbolic Design:OX1O OX2O • Groups are not randomly assigned.

9. Threats to Validity Internal External • History: lateness was a threat to internal validity. • Instrumentation: • Mortality: • Selection-Maturation Interaction: participants maturity levels was a threat to internal validity. • Ecological: • Generalizable Conditions: • Specificity of Variables:

10. Procedure December 2010 • Consent Distribution for approval January 2011 • X₁ and X₂ Survey Administration • Pre- test Data Collection (Fountas & Pinnell) in class X₁ and X₂ January 2011 – March 2011 • Intervention in class X₁ and X₂ April 2011 • Post-test Data Collection (Fountas & Pinnell)

11. Bar Graph Results Bar Graph Statistical Analysis

12. Bar Graph Results Bar Graph Statistical Analysis

13. Measures of Dispersion X₁ Post-test Scores X₂ Post-test Scores 175175 175 200200 200 200 200 225225 200200 200 200 150 150 150 250250 175175 175 225 125 125 275275 275 250250 100 100 100 150 300 325325 75 125125 125 125 350 325325 88.4 155.2 222 288.8 355.6 44.9 115.6 185.2 255.4 325.6 The bell curve measures the dispersion of post-test scores for class X1 in Charter School X. The curve shows that 60% (15/25)of the scores are dispersed with in 1 standard deviation of the mean. 100% of the post test scores are dispersed with in 1 to 2 standard deviation from the mean. The bell curve measures the dispersion of post-test scores for class X2 in Public School X. The curve shows that 68% (15/22)of the scores are dispersed with in 1 standard deviation of the mean. 100% of the post test scores are also dispersed with in 1 to 2 standard deviation from the mean.

14. Scatter Plot Results Scatter Plot & Analysis Scatter Plot & Analysis This scatter plot has a .54 rxy coefficient. There is no correlation. This suggest that students who believe their teacher cares about them a lot do not necessarily enjoy reading a lot. This scatter plot has a .74 rxy coefficient. There is a positive correlation. This suggest that students who enjoy to read will also score well on their reading assessment.

15. Scatter Plot Results Scatter Plot & Analysis Scatter Plot & Analysis This scatter plot has a .78 rxy coefficient. There is strong positive correlation. This suggest that students who believe their teacher cares about them a lot also enjoys reading a lot. This scatter plot has a .64 rxy coefficient. There is a positive correlation. This suggest that students who enjoy to read will also score well on their reading assessment.

16. Discussion • There is a link to teacher’s classroom management style to student academic achievement. • The findings in the action research project indicates that when teachers utilize classroom management techniques that take into consideration the teacher’s authority as well as the student’s emotions, a hybrid, there is an increase in the academic success of the students. • The results support the research: - Class X₁ and X₂ had the same intervention using classroom management style, lesson plans, and assessments. - Pre-test: Class X₁ and Class X₂ had an average that was similar. - Post-test: Class X₁ had an overall increase of 59 points in reading levels. Class X₂ had an overall increase of 43.18 points. Class X₁ did slightly better than Class X₂ .

17. Implication • Although the action research shows that a change in classroom management techniques improved reading levels in Class X₁ and X₂ : - More research needs to be done. - More participants are needed. - A longer study needs to be conducted.

18. The End!