2. NERLYNE ST. PIERRE WILBERTA WILLIAM EDUCATION 7202T – SPRING 2011 A Combination of Teacher-Centered and Student-Centered Classroom Management Approaches will Improve Students’ Reading Scores.

3. 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

4. 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 1 st 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 1 st grade classroom will increase students reading levels.

5. 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.

6. Review of Related Literature 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). E.D. HirschDiane Ravitch

7. 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 1 st graders in class X ₁ at Charter School X in Brooklyn and in class X ₂ at PS X in Manhattan.

8. Class X ₁ Class X ₂ 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 Method

9. 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 (X ₁ and X ₂ ) are pretested (O), exposed to a treatment and post tested (O). Symbolic Design: OX1O OX2O Groups are not randomly assigned.

10. 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 : Threats to Validity

11. Procedure December 2010 Consent Distribution for approval January 2011 X ₁ and X ₂ Survey Administration Pre- test Data Collection (Fountas & Pinnell) in class X ₁ and X ₂ January 2011 – March 2011 Intervention in class X ₁ and X ₂ April 2011 Post-test Data Collection (Fountas & Pinnell)

12. Bar Graph Statistical Analysis X ₁ Pre-Test /Fountas & Pinnell X ₁ Post-Test /Fountas & Pinnell Mean163 / F222 / H Median175 / F200 / G Mode175 / F200/ G Minimum50 / B125 / E Maximum275 / I350 / K Range225 / H Bar Graph Results

13. Bar Graph Statistical Analysis Bar Graph Results X ₂ Pre- Test/Fountas & Pinnell X ₂ Post- Test/Fountas & Pinnell Mean142.05/ E185.23 / G Median150 / E175 / F Mode75 / C200/ G Minimum50 / B75 / C Maximum275 / I325 / J Range225 / H175 / F

14. X ₁ Post-test Scores Measures of Dispersion X ₂ Post-test Scores 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. 88.4155.2222288.8355.6 125 150 175 175 200 200 225 250 275 275 325 350 44.9115.6185.2255.4325.6 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. 75 100 125 150 175 175 200 200 225 250 300 325

15. Scatter Plot & Analysis This scatter plot has a.54 r xy 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. Scatter Plot Results Scatter Plot & Analysis This scatter plot has a.74 r xy coefficient. There is a positive correlation. This suggest that students who enjoy to read will also score well on their reading assessment.

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

17. 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 X ₁ and X ₂ had the same intervention using classroom management style, lesson plans, and assessments. - Pre-test: Class X ₁ and Class X ₂ had an average that was similar. - Post-test: Class X ₁ had an overall increase of 59 points in reading levels. Class X ₂ had an overall increase of 43.18 points. Class X ₁ did slightly better than Class X ₂.

18. Although the action research shows that a change in classroom management techniques improved reading levels in Class X ₁ and X ₂ : - More research needs to be done. - More participants are needed. - A longer study needs to be conducted. Implication

19. The End!