Build a Research Plan

In this section you introduce the problem or challenge you face in your setting and make the case for why you believe addressing this challenge will benefit your students. This section is a synthesis of Inquiry Journals 1-3 (1: Hopes & Fears, 2: Collaborative Inquiry Process, & 3: Passions).

Respond to these questions to guide your draft (3-4 paragraphs max):

• Your school: Name, Where is it located? What is the representation of SES, race, culture, language, and disabilities?

  • Look up your school's demographics here: https://www.sarconline.org/

• Background: Describe the "challenge" faced in schools and your felt difficulty make sure to address the following. Only elaborate on the area you will be focusing on for your inquiry:

  • Your classes: Which students do you teach? Which subjects? Which subject area is the focus of this inquiry?

  • Your curriculum: What resources are you currently using? Are you required to use them?

  • Your Assessments: How are you currently tracking student learning? 

  • Your students: Will you be focusing on particular students? What are the challenges you are having with these students?

• WONDERING: Make sure to end this section with what your are wondering. This should be a clearly stated sentence.

In this section you will describe what the literature says about the “challenge” you face, describe what others have tried, and describe the significance of your wondering to your students and the broader educational community.  This section is a synthesis of Inquiry Journal 4, use your Literature Process Grid and respond to these questions to guide your draft. (This does not need to be in this order):

• Literature Review (3 paragraphs minimum): 

  • What research supports your inquiry? What are the recommended evidence-based instructional practices? 

  • There should be one paragraph for each article you read. The video below is presented for those writing extensive literature reviews for dissertations or Master's theses, so I do not expect such a thorough process. However, he gives some key tips on how to structure your writing and excellent sentence starters to choose.

• Significance (2-3 sentences): 

  • What are the gaps in the research that your inquiry addresses? 

  • Equity connection (2-3 sentences): 

    • Explain How Your Question addresses Your Students’ cultural, linguistic, and exceptional Needs 

• Wondering (1-2 questions): 

  • What is your wondering for this inquiry? 

  • Form the question with these sentence stems:

    • Refer to your Wondering Refinement activity in Session 4

    • Use these question stems: •  In what ways does . . . • What is the relationship between . . . • How do students/teachers/colleagues experience . . . • What happens when . . . • How does . . .

1. Intervention or Strategy (2 paragraphs minimum)

   • What will you implement?

   • If you are changing Describe how your strategy will incorporate principles of effective instruction (refer to HLP book), Universal Design for Learning, and culturally responsive pedagogy (see reading in the Literature section)

2. Selection of Participants – Please describe how you identified and chose your participants. Briefly describe and justify why you selected these participants.  (1 paragraph per participant/student)

   • Who will you study? Yourself? Your colleagues? a group of students? a particular student?

   • Describe their exceptionality, cultural and linguistic backgrounds and other pertinent environmental factors (refer to Bronfenbrenner’s Ecological Model of Human Development)

3. Data Collection Procedures – This section should describe the data that you will collect. Refer to Inquiry Journal 5, choose no more than 3 data sources. Describe briefly each type of data you will collect. Make sure that these data align with and are appropriate for your identified wondering.

   • Your description should be specific and be appropriate given the type(s) of data you will collect. Include specific procedures and criteria for determining student growth in this section.