ACTION RESEARCH PROJECT

Desmond E. Duncan Jr.

2003 TITLE V GRANT

 

 

U.S. GOVERNMENT/POS 2041

 

IDENTIFICATION OF PROBLEM AND CLEAR GOALS

 

Some who have studied Abraham Lincoln would suggest that “… his view of American government presupposes that Americans know enough about the institutions of their government to want to change them and that they care enough about their political system to get involved.” Today those sentiments are scarcely demonstrated. Instead, survey after survey indicates that the vast majority of students in particular and citizens in general are ill informed about the institutions and the political process. Hence, they have inculcated disillusioned and distrustful attitudes towards government. To address these attitudes in the classroom many instructors of government have implement the use of current affairs. Though these approaches may differ, there is a genuine sense that the incorporation of current affairs assignments throughout the semester is anecdotal in addressing student apathy in political science. 

 

By monitoring the mass media consistently and effectively throughout the semester, students will develop:

 

1.      A better understanding and

2.      Appreciation for the institutions of the national government and the political process.

 

  This project will inform my teaching practices by:

 

1.      The number of times throughout the semester that students initiate in class discussions on matters of government.

2.      Identifying the application of contemporary relative information as specific examples in essay questions on tests.

 

ADEQUATE PREPARATION

 

Many educators throughout the world have used and are currently using a variety of techniques to stimulate learning in their classes. In the social science the use of current affairs is very prevalent and there is a multiplicity of approaches in its application. The lenses through which I arrived at my goal are my students, my peers, seminars I have attended, the literature I have researched and my critical reflection.

 

 

 

 

A.                 Students

Pre and post surveys of students’ media monitoring habits, understanding and appreciation of the Institutions of Government and the Political Process in U.S. Government courses were conducted. Cursory findings indicate that 

 

            Sample Surveys

                                                                             

See following pages
Impact of the Mass Media in Understanding and Appreciating the

Institutions of Government and the Political Process in U.S. Government

Courses

 

                                                          Pre-requirement Survey

 

I.  In matters concerning government and politics prior to taking this course and being required to  

    monitor the mass media,

1.          How often did you	Daily	Once a Week	Twice a Week	Three Times a Week	Never
i.         Read a newspaper?
ii.         Watch television?
iii.         Listen to talk shows on radio?
iv.        Surf the internet?
2.          How often did you use any of the information in
i.         Classroom discussions?
ii.         Discussion outside of the classroom?
iii.         Answering multiple choice test questions?
iv.        Answering short answer questions?
v.        Essay questions as specific examples?

 

3.         How would you rate your level of understanding of the institutions of government?  Use the scale of 1 to 10, with 10 being the highest level.
4.         How would you rate your level for appreciation of the institutions of government?  Use the scale of 1 to 10, with 10 being the highest level.
5.         How would you rate your level of appreciation for the political process?  Use the scale of 1 to 10, with 10 being the highest level.
6.         How would you rate your understanding of the political process?  Use the scale of 1 to 10, with 10 being the highest level.

 

 

 

 

 

 

 

Impact of the Mass Media in Understanding and Appreciating the

Institutions of Government and the Political Process in U.S. Government

Courses

 

Post-requirement Survey

 

                   II.  In matters concerning government and politics in a course that requires monitoring of the mass media,

1.         How often do you	Daily	Once a Week	Twice a Week	Three Times a Week	Never
i.     Read a newspaper?
ii.    Watch television?
iii.    Listen to talk shows on radio?
iv.     Surf the internet?
2.         How often do you use any of the information in
i.      Classroom discussions?
ii.      Discussion outside of the classroom?
iii.     Answering multiple choice test questions?
iv.     Answering short answer questions?
v.     Essay questions as specific examples?

 

3.       How would you have rated your level of understanding of the institutions of           government?  Use the scale of 1 to 10, with 10 being the highest level.
4.       How would you have rated your level of appreciation for the institutions of           government?  Use the scale of 1 to 10, with 10 being the highest level.
5.       How would you have rated your level of appreciation for the political process?           Use the scale of 1 to 10, with 10 being the highest level.
6.       How would you have rated your understanding of the political process?  Use           the scale of 1 to 10, with 10 being the highest level.

 

 

 

 

B.  Peers:

 

Comments

 

1.     Students are more engaged in the course work when they are required to submit weekly reaction papers to news articles.                        

2.     Monitoring the mass media ties in reality to principle.

3.     Allows students to gauge the utility of International Relations theory to real-life

        events.

4.     Students learn to comprehend when and under what circumstances states will   

        work within inter-governmental organizations.

5.     Students gain a greater awareness of the variety of factors that can influence

        inter-state behavior.

 

                                                  Sample Questionnaire

 

 

       Classroom Action Research

        Peer Questionnaire

 

 

1.      Do you require your students to monitor the mass media?  If yes, why and if  

         not, why not?

 

 

 

 

2.      What kinds of assignments do you require?

 

 

 

 

3.      Do students find the activities beneficial in their understanding of course

         materials?  Do you have any sample comments that you can share?

 

 

 

 

4.     Are they better able to demonstrate an appreciation of the institutions of

        government?  If so, how?

 

 

 

 

          5.      Are they better able to demonstrate an appreciation of the political process?  If   

                   so, how?

C.        Literature:

 

Angelo, Thomas A. & Cross, Patricia K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers.

Brookfield, Stephen D. (1995). Becoming a Critically Reflective Teacher.

Thomas, Matthew M. (1998 Fall). Aligning Student Development Theories with College Classroom Pedagogy and the Implications for Student Affairs Professionals.

Hopkins, Gary. (1998). “Why Teach Current Events?”

Huba, Mary E. & Freed, Jann E. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning.

Tothill, Ann. (1995). “The Internet and Teaching Political Studies.”

Dixon, D. A. (1996, April). Teaching democracy as a “practical” science: Reorganizing the curriculum at institutions of higher education for active citizenship.

Jamieson, K. H., & Cappella, J. N. (1996). Bridging the disciplinary divideWlodkowski, Raymond J. & Ginsberg, Margery B. (1995). Diversity & Motivation: Culturally Responsive Teaching.

 

Seminars attended:

 

            Introduction to Action Research

 

            Kick Off – Dr. Stephen Brookfield

 

            Survey Methods – Patty Derbyshire

 

            Assessment – Wendi Troxel

 

            Core Competency –

 

            Learning Communities – Ed Dolan

 

 

D.        Critical Reflection

 

            Outcomes:

 

1.      Demonstrate a clear understanding of the structure and functions of the federal government.(TC)

2.      Use the mass media to research, analyze, synthesize and present information on topics relating to the study of the U.S. national government. (TVCA)

 

 

 

 

 

 

Valencia Core Competencies:

 

                        Think –

            a.   Integrate the ideas and values from the three branches and other

                  institutions of government.

 

Value –

a.       Recognize theirs and others’ values from an individual, cultural and global perspective.

 

Communicate –

a.       Identify their own strengths and need for improvement as communicators during classroom discussions, oral presentations and written assignments.

 

Act –

a.       Implement effective decision making skills.

 

 

APPROPRIATE METHODS:

 

1.   Learning Outcomes.

      Demonstrate research skills.

-  Compilation and integration of information.                                                                                                  

 

2.  Performance Criteria

-  Application of specific current examples when answering essay questions.

-  Application of specific contemporary examples during class discussions.

                        -  Demonstration and application of the knowledge of contemporary course-

                            relevant information.

 

3.  Assessment Techniques

 

-         On an essay question that’s worth 20 points, the application of   

                              contemporary  specific will be worth 5 points.

-    Selection of correct contemporary course specific answers on multiple

                              choice tests.

           

4.  Instructional Strategies

 

-     Stated requirements in the course syllabus – item # III.

-         Reviews prior to tests.

-         Implementation of essay format rubric

 

 

 

ESSAY FORMAT

               

            S – structure

I  – information

A – accuracy

A – analysis