Lisa N. Hines

Date of Award

4-2015

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

Abstract

This action research study investigated the effects of teaching students to use a self-management tool in a fourth/fifth grade general education and science classroom at Master's Academy in Chicago, Illinois. Seven students who come from a range of broken homes exhibited effects of their home lives in their academic and social learning. These students were taught to assess their abilities both academically (spelling) and socially (teamwork) and then to set weekly goals for improvement in these areas. Weekly goal setting took place over a four week period during the third quarter of academic year 2014-2015. Students' accomplishments were celebrated weekly. Results of this study were observed in students' weekly and quarterly spelling grades which improved by 7.2% , their weekly goal charts as compared to their improved character report cards, and on their quarterly grades in science which improved by 2.1% . This shows that a goal system is very much needed to further improve students’ scores.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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