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Mock Action Research Proposal: Chapter 1

Special Needs Students Resolving Peer Conflict: Mock Action Research Proposal Rosemary Blank, Donna Cratensburg-Scott, Michele Deitrick, Nancy Festa University of Phoenix MAT 561 Jane Tiller, PhD July 10, 2006. Mock Action Research Proposal: Chapter 1. Problem/Purpose:.

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Mock Action Research Proposal: Chapter 1

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  1. Special Needs Students Resolving Peer Conflict: Mock Action Research ProposalRosemary Blank, Donna Cratensburg-Scott, Michele Deitrick, Nancy FestaUniversity of PhoenixMAT 561Jane Tiller, PhDJuly 10, 2006

  2. Mock Action Research Proposal:Chapter 1

  3. Problem/Purpose: Problem: Special needs students often unable to settle peer differences. Purpose: Provide special needs students resources/social skills to resolve differences without teacher intervention.

  4. Community: • Middle school in South Eastern U.S. • Population: 182,000 • Education level: • High school graduates = 88% • College graduates = 24% • Median household income: $43,100 • Poverty level: 9.9%

  5. Work Setting: Rose Nance Middle School Mission Statement: Empowering each student with the knowledge, confidence and opportunities necessary to meet the challenges of middle school and beyond. (Student population: 569)

  6. School Composition: • Females 54% • Males 46% • 37 teachers • 2 full time Administrators

  7. Our Classroom:The Resource Room • Two Special Education (Cross Categorical) practitioners. • Cooperative instruction; equal distribution of duties. • Homeroom for 20 of 35 total special education students. • Life skills, math, social studies ,science, language arts, and study hall taught in 45-minute “hours”.

  8. Mock Action Research Proposal: Chapter 2

  9. Problem Description: Special needs students are often unable to manage peer conflict.

  10. Problem Documentation: • Data recorded between January 5th and February 2nd, 2006. • Major and minor incidents of peer conflict recorded using form. • Teacher interventions also documented.

  11. Appendix A:

  12. APPENDIX B:Illustrated

  13. Primary factors Lack of: Self-esteem Social skills Intellectual capacity Appropriate role models Lead To: Negative behavior to draw attention away from self Unable to demonstrate self-control Unable to recognize emotional cues Attracted to peers with negative reputation Lack respect for property, opinions, and uniqueness Low commitment to education Causative Analysis:

  14. Mock Action Research Proposal: Chapter 3

  15. Goals and Expectations: • Reduce the number of conflicts • Solve differences without teacher intervention • Teacher can teach the lesson without being interrupted by conflicts • Major and minor conflicts requiring teacher intervention will be reduced by 80%.

  16. Expected Outcomes: • 80% reduction in conflicts requiring teacher intervention. • Student-initiated problem solving • Students use self control. • 40% additional instruction time gained.

  17. Measurement of Outcomes: Data tables and charts documenting conflicts pre-instruction and post-instruction of conflict resolution and social skills unit. (In body of chart right-click, select “Chart Object” and “Open”)

  18. Analysis of Results: • Results analyzed using correlation coefficient. • Baseline: data analyzed and charted • Post instruction: data collected, charted, analyzed • Charts, graphs, essays to document results

  19. Mock Action Research Proposal: Chapter 4

  20. Statement of Problem: Students with special needs often rely on teachers for solving their differences with peers.

  21. Discussion Four Approaches to teaching conflict resolution: • Process curriculum • Mediation program • Peaceable classroom • Peaceable School (Crawford and Bodine, 1996)

  22. Topics for Discussion Role Playing Peer Mediation Curriculum for teaching self- control Scripted Lessons Strategies for developing social skills • Journal writing • Class meetings • Cooperative learning strategies

  23. Selected Solutions Calendar Plan • January 5, 2006 Data collection for baseline data begins • February 2, 2006 Data collection for baseline data ends • Social Skills instruction time during 6th period Study Hall

  24. Selected Solutions Calendar Plan • Social Skills Instruction: Feb. 6 - April 27 • Role Playing, “I” messages, Journal Writing • Peer Mediation • Self Control Skills

  25. Documentation of Intervention Strategies • Teacher notes number of conflicts, minor/ major incidents & interventions. • Statistical comparison between number of conflicts pre- and post- solution.

  26. References: • Amatruda, M. (2006). Conflict Resolution and Social Skill Development with Children. Journal of Group Psychotherapy, Psychodrama & Sociometry, 58(4), 168-181. • Bremer, C. & Smith, J. (2004). Teaching Social Skills. National Center on Secondary Education and Transition: Information Brief, 3(5), 1-6. • Bos C. & Vaughn, S. (2002). Strategies for Teaching Students with Learning and Behavior Problems. Prentice Hall, Inc. • Desbiens, N. & Royer, E. (2003). Peer groups and behaviour problems. Emotional & Behavioural Difficulties, 8(2), Retrieved July 8, 2006, from http://www.sagepub. Com/eic/overviews/Desbiens.pdf.

  27. References: • Foster, Diana Alberta (2000) The conflict resolution-training program in a rural, multicultural, elementary school. M.P.H. dissertation, California State University, Fresno, United States -- California. Retrieved July 11,2006, from ProQuest Digital Dissertations database. • Gunter, P. & Reed, T. (1997). Academic instruction of children with emotional and Behavioral disorders using scripted lessons. Preventing School Failure, 42(1), 33. Retrieved July 11, 2006, from InfoTrac OneFile. • Heinrichs, R. (2003). A Whole- School Approach to Bullying: Special Considerations for Children with Exceptionalities. Intervention in School and Clinic, 38(4), 195- 204.

  28. References: • McIntyre, T. (2001). Teaching social skills to kids who don’t have them. Retrieved July 11, 2006, from Behavior Advisor Web site: http://maxweber.hunter.cuny.edu/pub/ eres/EDSPC715_MCINTYRE/socialskills.html. • National Youth Violence Prevention Resource Center, (2005). Conflict resolution fact Sheet for teens. Retrieved July 12, 2006, from Web site: www.safeyouth.org. • School Mediation Center, (n.d.). Helping students solve their own problems. Retrieved July 7, 2006, from Life Trax Training from the Heart Web site: http://www.schoolMediationcenter.org/resources/family/student.htm.

  29. References: • U.S. Census Bureau, (2006). State and county quick facts. Retrieved July 7, 2006, from U.S. Census Bureau Web site: http://quickfacts.census.gov. • Warne, A. (2003). Establishing Peer Mediation in a Special School Context. Pastoral Care. 21(4), 27-33. Retrieved July 15, 2006 from EBSCOhost. • Warner, Suzanne L. (2005) The effects of peer mediation on conflict resolution in elementary school students. Ph.D. dissertation, Northcentral University, United States -- Arizona. Retrieved July 6, 2006, from ProQuest Digital Dissertations database.

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