"The following research questions outlined my action research process. 1. What reasons do secondary or ninth grade [English language learner] and [fully English proficient] students give for not participating in whole-class and small-group discussions? 2. What factors do secondary or ninth grade ELL and FEP students identify as supporting participation in whole-class and small-group discussions? 3. In what ways are secondary or ninth grade English Language Learners' self-reported reasons for participation in whole class and small group discussion different than those of Fully English Proficient students"--Leaf 18. "This action research project, as well as the feedback that I received from sharing my findings have motivated me to make changes in my teaching practices in order to better serve ELL students. First and foremost, I plan to increase the amount of small-group discussions that take place in my classroom. While creating groups and scaffolding properly are time consuming, the literature and my own research have shown how imperative these steps are for nurturing growth in oral communication and even in relationship building that both lead to a more communicative classroom culture"--Leaf 46.
This book can enable you to approach your data with confidence and analyze your research data in a more competent way. Step by Step screenshots will help you to analyze and achieve results easily in a short period of time. This book will help you to chose the appropriate tests of statistical significance depending on your research data. More emphasis is given to the practical aspects.
This book can enable you to analyze your research data using SPSS in a more competent and confident way. More emphasis is given to the practical aspects of data analysis using step by step screenshots.
