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Analisa Shinn
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For the purpose of my action research project, I have chosen to pose the question: If I
to actively design class curriculum, will it improve students attitudes and participation towards
throughout the course of the year? I selected this topic of study because I have witnessed a
dramatic decrease in student motivation over my six years of teaching, have come to understand
that methods of extrinsic motivation are only successful for short periods, and have therefore
been inspired to study ways in which I can increase students motivation in my classroom.
Tanaka, M., Mizuno, K., Fukuda, S., Tajima, S., and Watanabe, Y. (2009) state that Motivation
is one of the most important psychological concepts in education and is related to academic
outcomes in [] students.
students to use critical thinking in order to apply such ideas to their own art. I strive to
differentiate instruction so that all students can achieve success, give thorough feedback in a
timely manner, and encourage students to think creatively and pursue topics or methods of
creating art that appeal to them as individuals. As an educator, I am greatly interested in ways to
intrinsic motivation, my students will be more invested in my class, and will therefore produce
stronger artwork. Kusurkar, Croiset, & Ten Cate (2011) state, Intrinsic motivation is observed
when one engages in an activity out of genuine interest and is truly self-determined. Through
the Professional Collaboration & Peer Coaching course, I was able to better understand my role
as leader to my peers, which has helped me to understand that the best way I could possibly use
my leadership map is to introduce my team members first to the concept of writing in their
ACTION RESEARCH IMPLEMENTATION REFLECTION
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classrooms, then later encourage them to incorporate methods of my action research plan within
their own classrooms so that they might also benefit from an increased motivation in their
students.
During the past school year, I struggled most with lack of student motivation in my
Photography classes; therefore, I decided to structure my action research project around those
students. At the start of this school year, I began implementing my plan for action research in
my three photography classes. While I am using those classes as a starting point, my hope is that
I will be able to develop my plan further through the course of the year, then implement it in all
of my classes at the start of the 2017-18 school year. According to Kusurkar, Croiset, & Ten
Cate (2011), Active participation of students in learning sessions transfers some of the
responsibility for learning from the teacher to the students, making the learning more
autonomous. It is my belief that by identifying what students are looking to achieve from the
class, encouraging them to accept more responsibility for their learning by having them help
design class curriculum, providing structured guidance and constructive feedback through all
levels of learning, and giving students choices on projects to encourage learning autonomy, my
students will find a greater success through improved intrinsic motivation. By incorporating the
methods in my leadership map, I have already seen some success in my plan. Since the focus of
my leadership map revolves around the idea of incorporating writing in classrooms across all
disciplines, I have been using this change initiative as a way to focus my students ideas into
simple digital journals, but also have future plans of incorporating other forms of writing to
My implementation plan and leadership map closely follow the USM Knowledge in
and improved upon my Area of Focus Statement, will begin to collect and triangulate my
artifacts and data, and will be reflecting upon my findings so that I may improve upon and
redefine my plan as necessary, before again implementing it into my other classes. I fully intend
to continue said process long past my time in the Master of Arts in Education program, because I
believe that generations of students are ever changing; therefore, what works for my classes this
year most likely will not have the same results after a decade. I believe that my plans also show
a commitment to the National Board for Professional Teaching Standards Five Core
Propositions by: showing a commitment to students and their learning; knowing my subjects and
how to teach them to my students; properly managing and monitoring student learning; learning
from my teaching experience; and being an active member of the learning community by
addressed the following USM Graduate Program Outcomes: drawing from my knowledge and
educational opportunities to meet the needs of all students; critically reflecting on ethical and
community; and demonstrating the ability to identify a problem, examine research, advocate a
References
Kusurkar, R. A., Croiset, G., & Ten Cate, T. J. (2011). Twelve tips to stimulate intrinsic
motivation in students through autonomy-supportive classroom teaching derived from
Self-Determination Theory. Medical Teacher, 33(12), 978-982.
doi:10.3109/0142159X.2011.599896
National Board for Professional Teaching Standards (1989). Five core propositions. What
Teachers Should Know and Be Able to Do, 3-4.
Tanaka, M., Mizuno, K., Fukuda, S., Tajima, S., & Watanabe, Y. (2009). Personality traits
associated with intrinsic academic motivation in medical students. Medical
Education, 43(4), 384-387. doi:10.1111/j.1365-2923.2008.03279.x
University of Saint Mary Conceptual Model (2011). Knowledge in action: defining problem-
based inquiry.
University of Saint Mary Graduate Program Outcomes (2013). Retrieved from: Action
Research in Effective Classroom Environments Syllabus.