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Action Research Presentation

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Emily Day

on 3 May 2013

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Transcript of Action Research Presentation

• Individualized attention - as possible (data, reflection, literature)

• Language acquisition for international students (reflection)

• Form social support groups at a high school level * (literature, data)

• Orientation for new international students * (reflection)

•Host family involvement/support * (data, reflection)

• Continued Action Research on this topic An Action Research Presentation
by Emily Day
University of San Diego Supporting International High School Students in Their Exploration of Postsecondary Education Background Reason and purposes Research Methods Cycle 1 Legitimacy Application Context Recommendations • School site perspective of international students.
- Involve participants and others in carrying out recommendations.

• Action plans and timeline for school site
- Make plans and decisions about interventions based on the findings.

• Personal education about research and learning. Literature Significance &
Implications Cycle 2 Findings Description Analysis & Reflection Description Understanding of Evidence-Based Practice Understanding of Practice in School Counseling College Bound
Students International
Students • Culture shock, homesickness, discrimination (Lopez & Poyrazli, 2007)

• Exponentially growing population (McMurtrie, 2012)

• First-generation students (Gibbons, 2010).

• English Language Learners (State Education Department, 2001). • Courses and curricula

• Assessment measures

• "Surround students with adults and peers who build and support their college-going aspirations."

• Critical steps

• Financial aid • Practical focus, educator-researcher own practice, and collaboration (Creswell, 2009)

• "You can do something about it, you must do something about it, and you will do something about it." (McNiff & Whitehead, 2010) • College representatives
- 50 minute session with college reps
- Resources and information based

• Classroom college resource workshop
- Based off "Needs Assessment" (qualitative/quantitative)
- Introduction to CollegeBoard.org and "College Timeline" (qualitative) Individual counseling sessions • Word Association (qualitative)
- Themes: Academics, Social, and "Forward Thinking"

• Session Review Surveys (quantitative)
- 75% agreed the session "helped to develop valuable skills about applying to college."
- However, 38% neither agreed/disagreed the session "increased my self-confidence about applying to college." • More students applied to/asked about college

• Increase in motivation and self confidence

• Fulfilled need for social/emotional support

• "[In China] all they care about are your tests and grades, not about who you are." Group Workshops • Informational, but lacked attention

• Misunderstanding of concepts, because...

• Various levels of ELLs

• Need more individualized attention • 40 minute sessions

• Discussed career choices, application process, college search, test requirements, study skills, etc.

• Goal Setting Theory • Mixed methods study
• Qualitative & quantitative data Participants • 12 International high school students
• Grades 9-12
• Female: 8, Male: 4
• English as a first language: 0
• Brazilian: 1, Chinese: 11 • "For the first time in 11 years, there are more international undergraduate than graduate students in the United States."

• "Signs point to a continued growth in international enrollment."

• China is the "Top Country of Origin of Foreign Students in the U.S., 2011-2012" with 194,029 students.

• The 1-year percentage increase from 2010-2011 to 2011-2012 is +23.1%. Methodology Themes School Site •Private, K-12 school in San Diego, CA
• 87 student population
- prominent SPED, behavior
• Growing international program
• Lack of support and resources (U.S. Department of Education, 2009) - Reflective Journal (qualitative) • New site, new population to work with

• Member checking for feedback/suggestions (Lincoln & Guba, 1985)

• Literature supports addressing "case by case", experiences of international students

• Feedback from supervisor, AR support group, advisor
- External audits (Lincoln & Guba, 1985)
- Adjustments during Cycles 1 & 2 As a school counselor, what skills and support can I offer to help international students explore and plan for a college education? National Level • Multi-cultural counseling experience
• Impact of Action Research: Value of reflection and evaluation • Data collection purposeful & effective interventions • Continued Action Research on smaller/larger scales in my practitioner future Limitations • Working with English Language Learners
- First generation students
• Full time counseling position
• Small population * new knowledge source Analysis & Reflection Findings (McMurtrie, 2012) References Action Research Findings & Recommendations Interventions
(needs assessment & literature) Counselor Skills &
Support Research Approach Checking Against Literature Use of Critical Feedback Personal Knowledge Self-Critique • Every item on the "Session Review Survey" increased in the "Strongly Agree" response after Cycle 2. • "I have big hopes for college now." - Student response

• "[The college application process] doesn't seem as scary." - Student response • 12 international high school students • 10 international high school students - Reflective Journal (qualitative) • Individualized attention was more effective

• Utilized personal interventions

• Addressed social/emotional goals

• Better rapport and practitioner awareness (Individual counseling)
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