LIMITATIONS
This AR process was a great way to get a hands on approach to both implementing outside research with areas of concern I wanted to address and effective in helping me learn how to recognize subtleties in my teaching practice and improve my own reflective process as an educator. Having said that, there were some limitations I was able to recognize and observe.
Small Sample Size
Classes of students, despite sharing certain commonalities such as content and grade level, can greatly differ in social dynamics and disposition. This study was conducted in a single classroom of 22 students and based on outcomes produced by these students. 22 students is not enough to give quantitative legitimacy. Results might be similar, but to expect a replication of results and findings to other classrooms would be unrealistic. However the findings should be considered by teachers who find themselves in similar situations with their students where keeping dialectical journals is concerned.
Lack of Available Time
The journaling schedule for phase 2 was abbreviated several times. Through no fault of my cooperating teacher, time schedules with students tend to be more anticipations rather than guarantees when a classroom is shared between two educators. Where time was thought to be free one week, lesson plans change and my role as a student-teacher was sometimes relegated back to an assistant.
This had an impact that directly related to this study in that I was not able to implement a more robust phase 2 or corrective measures for my ELL students.Unfortunately, because of the school year winding down and summer was quickly approaching, there was not as much time as I would have liked to continue and expand on this action research. There were not enough weeks left for extending the length of the research. The amount of activities both in the classroom and within the school also increased towards the end of the year. I would have preferred to implement Phase 2 for a longer period of time. It was a race against the clock and even though my ELL student showed relative improvement, it is unknown what the results could have been if more time was available.
This had an impact that directly related to this study in that I was not able to implement a more robust phase 2 or corrective measures for my ELL students.Unfortunately, because of the school year winding down and summer was quickly approaching, there was not as much time as I would have liked to continue and expand on this action research. There were not enough weeks left for extending the length of the research. The amount of activities both in the classroom and within the school also increased towards the end of the year. I would have preferred to implement Phase 2 for a longer period of time. It was a race against the clock and even though my ELL student showed relative improvement, it is unknown what the results could have been if more time was available.
Personal Bias
As is common with other action researchers, I conducted the study while teaching the class. As their teacher I am likely to have certain biases where the performance of my students is concerned after my implementation of various phases. I am more prone to want to see positive changes whereas a non partial observer would be theoretically free to make more objective observations.
This is something, as an educator, I need to constantly be aware of. When I implement a new practice in my classroom and want it to work the way I designed it, it is important to continue to obtain student feedback. This feedback is essential so that I am implementing practices that are meaningful to them and allow them to engage more effectively with whatever content or activities I introduce.
This is something, as an educator, I need to constantly be aware of. When I implement a new practice in my classroom and want it to work the way I designed it, it is important to continue to obtain student feedback. This feedback is essential so that I am implementing practices that are meaningful to them and allow them to engage more effectively with whatever content or activities I introduce.