Action Research During My Busy Day???

     Teacher, Coach, Mother, Wife... All words to describe me.  I now must add Action Researcher to that list.  Like many of my classmates, I am concerned with the time factor in regards to the my plans for action research.  Where do I fit this in during the day?  After reading posts on our class discussion board and numerous blogs, I have decided to treat this research project as I treat all of my other duties in life; I will make it a daily scheduled event.  I help my children with homework from 4:30 to 5:30.  I cook dinner from 5:30 to 6:00.  I give math tutorials from 8:00 to 8:20.  I usually grade papers from 12:25 to 1:15.  I have now made this period my research period.  I plan to grade papers from 7:25 to 8:00. 
     I know that this timeline isn't very interesting or innovative however, I must create time in my day to research.  Structure is a vital part of my life (as any parent would know).  I plan to build in time for research so that I can effectively gain positive experience from this action research assignment.  Some researchers may say, "I will get the research done when I have time."  I can't operate like that.  Please feel free to comment on my strategy. 

Action Plan Focus

I know exactly what I want to do for my research project and I am excited about the process and the results.  My site supervisor has provided great insight as well.  However, the verbiage of my "question" is still not staisfactory in opinion.  My goal is to meet the needs of teachers, students, and the school by re-implementing the policy that freshmen attend 2 algebra classes every semester instead of just one (double blocking).  I am tinkering with, "How can school scheduling requirements, student needs, and teacher scheduling needs be satisfied through my school's re-implementation of double blocking freshmen in algebra classes?"  This question encompasses numerous facets of my research, but not all.  Through my research I also want to investigate better strategies for scheduling each freshmen in 2 algebra classes a semester.  I hope to be able to present a progressive and innovative plan to my principal and math coordinator upon the end of my research.  Another question would be, "How can the stucture of double blocking freshmen algebra students be most efficient and beneficial in regards to mathematical growth?"  Is my idea too broad?  My site supervisor doesn't think so.  I don't think so either.  After all, action research is meant to be better than the typical shallow, generic research.  I would love to hear opinions. 

Mandy's Action Plan Template

Action Planning Template
Goal: Improve understanding of concepts in algebra at the freshmen level through researching the effectiveness of double-blocking.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Compare standardized test scores from years in which double blocking was utilized to standardized test scores from years in which double blocking was not utilized.	Counselors AEIS Reports	Feb 2012 / May 2012	Standardized Test Scores	Numerical data will provide evidence that demonstrates the level of effectiveness that double blocking had upon student test scores and comprehension.
Interview teachers that have taught in a double-blocked formats.  Assess opinions regarding successes and failures of the format.	Teachers	Feb 2012 / May 2012	Teachers	Opinions gathered in this process will allow for positives and negatives to be communicated from sources that have experience in double blocking.
Interview students that have learned in a double-blocked format. Assess opinions regarding successes and failures of the format.	Students	Feb 2012 / May 2012	Students	Opinions gathered in this process will give a student’s perspective in regards to double blocking.
Evaluate the strategies applied to the double-blocked format.  Formulate ideas for improvements that could have been made to the format to increase cohesiveness between classes and communication between teachers.	Teachers Math Curriculum Coordinator	Feb 2012 / May 2012	Teachers Written documentation of double blocking plan and protocol	Information gathered in this step will allow for evaluation of effective and ineffective strategies in the double blocking format.
Evaluate the success of students in Algebra II and Geometry.  Determine if better scores were associated with double blocking as a freshman.	Teachers Counselors Students	Feb 2012 / May 2012	Standardized Test Scores Grades	Information gathered in this step will demonstrate carry-over from double blocking as a freshman to achievement later in high school.
Research the curriculum used in double blocking scenarios.   Identify ways to implement diverse   teaching styles and new ways to integrate technology.	Math Curriculum Coordinator Teachers	June 2012 / Aug 2012	Written Curriculum	This step will provide insight in to teaching strategies applied in the double blocking format.  This research will also allow for the recognition of under-utilized strategies and technologies.
Investigate double blocking in districts of comparable population and demographic.  Identify strategies used in these districts.	Administrators Curriculum Coordinators Teachers	June 2012 / Aug 2012	Master Schedules	By researching comparable districts, information can be gathered in numerous aspects of the double blocking format.
Investigate the effect that double blocking may have on receiving other credits.  Research potential problems that could be faced later in high school because of the extra block being added to a student’s schedule.	Counselors Students	June 2012 / Aug 2012		This step will allow for information regarding the negative effects that double blocking may have had on students’ path to receive credits, both as a freshman and later in high school.
Review the policy of TEA regarding credit accumulation in regards to double blocking scenarios.  Do the mandates of the state allow credit to be received for each class?	TEA	Sep 2012 / Nov 2012	TEA Documentation regarding Credits	This step will allow for understanding of the proper procedure in giving credits for classes.  A greater understanding of TEA guidelines regarding credits will be gained.
How does the overall school day scheduling effect the ability to double block?  Does different schedule formats effect double blocking? (7 periods, 8 periods, Block, Accelerated Block, etc.)	Administrators Curriculum Coordinators Teachers	Sep 2012 / Nov 2012	Master Schedules Individual Student Schedules	By investigating the administration of double blocking in multiple schedule formats, a plan can be devised to adapt the double blocking format to any new schedule that the district adopts.