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Teachers Network Leadership Institute:
Action Research:
Assessment & Preparation for Assessment

what we've found.

Completed Research Projects

Elementary School

Teacher Collaboration and the Science Rotation by Peter Hippard
This paper examines the effects of our group of elementary school teachers’ effort to completely overhaul our approach to teaching science in the upper-elementary grades.


The Power of Word Knowledge: The Impact of Explicit Vocabulary Instruction on Reading Comprehension by Anokhi Saraiya
Overall, even with intensive focus on standards-driven reading instruction, students are unable to successfully meet City and State standards as measured by the NYS English Language Arts (ELA) Exam. There is a need for some enhancement or change in instruction to better enable our students to be successful.


Does Assessment-for-Learning Help Under-Achieving Students Experience Success in Mathematics? by Maureen Connelly
My teaching goal for the school year 2005-2006 was to be more effective in differentiating instruction and meeting the individual  needs of each student.


Celebrate Us by Patti Ward
Based on research, data, and school climate surveys there was a general agreement that my 6th grade class needed more parental involvement related to homework assignments. It was my hope that this involvement would improve students’ academic achievement.

arrow Meaningful Writing by George R. Kirkman
Through modeling effective writing using visual and audio props in the different genres of writing and allowing students to write drawing on their personal experiences, I will motivate students to write more and hopefully revitalize their interest in writing.
arrow Why Can't Johnny Read? Could Preschool Really Be a Solution? by Sherlynn Aurelio
Are high-quality preschools addressing this problem and with what impact on future success?
arrow Plummet or Summit by Christina James
In what ways other than DSTP scores can special education students show growth in reading?

Does Right = Write? How Does Student Writing About Math Connect to the Assessment of Students’ Mathematical Understanding? by Maureen Connelly
As the Math Lead Teacher in Grade 3 I was concerned about an apparent disconnect between math understanding and “getting the right answers” on work pages and quizzes.

arrow Teaching to the Test and Beyond: Finding Academic Value in a Test Prep
by Amy Kopchains

What if teaching to the test did not mean teaching to simply raise scores but teaching the knowledge and skills that the test sought to measure?
arrow How Great is the Correlation between a Second Grade Student’s Fluency Rate and the Ability to Comprehend Text? by Cynthia Brawner
I set out to see how helping students to improve their oral fluency when reading would make a difference in their comprehension of text and ultimately in their achievement.
arrow Using Readers Theater to Show Off Good Reading by Janet Caluris
Readers theater improved my students’ reading rate, word recognition accuracy and use of expression while reading as well as their attitudes toward reading.
arrow Breakfast & Book: The Importance of Making Home-School Connections
by Nicole Nadeau
A Second Grade Writing Colony by Sarah Picard (pdf file. Need Adobe Acrobat? Click here)
Visual Community: An Exploration of Classroom Community through Pictures by Bruce Neff
The Holy Grail: In Search of Reading Comprehension in the Second Grade by Marika Páez
Is That Crab Really Dead? by Leslie Ann Gravitz
Middle School

How Do Teachers Make Sense of Accountability? by Barbara Condliffe
My research shows that teachers define accountability as being responsible for completing various teacher tasks and for raising student achievement. 


The Art of Reading: A Look at Student Motivation, Self-Esteem, and Self-Perception When the Arts are Integrated with Reading Curriculum by Meg Burns
By coupling standard instruction with meaningful engagement in the arts, an otherwise unreachable child—by traditional standards—can make vital connections to literature.

arrow When the Writing Isn’t Right: Collecting Student Work for Assessment & Instruction by Amber Pabon
The creation of a portfolio to justify students’ ELA skill level despite their poor standardized test scores was the manifestation of pressure to move students from level two to level three.
arrow Leaving No Child Behind by Greer Stangl
Can you motivate an underachieving regular education student to graduate?
arrow The Leftovers: A Middle School Choice Game by Darri Stephens
arrow Encouraging, Thoughtful, and Helpful Responses to High Stakes Writing: How Do Writing Teachers Do It All? by Jennifer Rygalski
I questioned whether the comments I wrote in response to the students’ work assisted them in improving not only their writing, but also their attitudes and confidence about writing as well.
"Gimme that school where everything's scripted!" by Marika Paez
Breaking the Code: An Action Research Study of My Role as an Instructional Facilitator by Lara Goldstone (pdf file. Need Adobe Acrobat? Click here.)
Journal of the Rochester Teachers Association, Linking Students to a Curriculum That Isn't Linked to Them by Jeremy L. Copeland
Why Do Bad Test Scores Happen to Good Students by Lisa Peterson
Evidence of Understanding in an 8th Grade Classroom by Matt Wayne
Getting Smarter at School by Matt Wayne
A Quiet, Well-Lighted Place with Books by Lara Goldstone
High School
arrow Finding the Right Fit by Jill Rumley
How will immerged special education students being tested in their actual grade level perform in high-stakes reading and writing tests?
arrow Investigation into the Effectiveness of a Mentoring Program by Christine Bowe and Marsha Evans
Does mentoring borderline sophomore students make a difference in their academic outcomes?
arrow A Closed Mouth Doesn't Get Fed: Talking About Parent Involvement
by Richard A. Gadsby
I believe it takes three essential elements to fully educate a child – the school fulfilling its obligations, the family fulfilling theirs and the child doing his/her part.
Making Meaning through Written Response by Rosemary Barilla and Karen Dreyfuss
With great pressure on teachers to ensure that students perform well on standardized tests, teachers must be able to understand how different kinds of readers comprehend what they read.
Think Globally, Assess Locally by Janet Price
What Students and Teachers Say about Inclusion and Achievement by Sheldon Applewhite (pdf file)
The Effect of Performance-Based Assessment on Student Achievement; by Janet R. Price


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