PERCResearchAssistanceProposal

McDowellCountySchoolImmersionProject

TableofContents

Page1‐ ProjectOverview

Page3‐ DescriptionofProjectGoals

Page6‐ DescriptionofConnectiontoMyProfessionalInterests

Page8‐ PageDescriptionoftheProjectsConnectiontoPERC

Page11‐ BudgetNarrative

Page11‐ ReferenceList

ProjectOverview

ThisprojectisanoutgrowthofconversationswiththesuperintendentofMcDowell

CountyschoolsabouthowWVUcanbecomemoreactivelyengagedinprovidingteachers

forthedistrict,preparingWVU’spreserviceteacherstoteachinallareasofthestate,andin

helpingthedistrictmeaningfullyintegratetheartsintotheirinstruction.Theprojecthasas

itsultimateend,theimprovementofinstructionandlearningforthestudentsofMcDowell

county.However,equalemphasiswillbeplacedonimprovingthepreparationoffuture

teacherstoworkinruralareasofWestVirginia,examiningnewmodelsofcollegial

planning,andinnovativemodelsofcurriculumandteachingthataremoreappropriateto

schoolslikethoseinMcDowellcounty.

Researchwillbeconductedoneachlevelandphaseoftheprojectandwillinclude

researchbyuniversityfacultyandpreserviceteacheractionresearch.Theresearchwillbe

primarilyqualitativeinnaturebutsomedataonstudentlearningandretentionwillbe

PERCProposal2

conducted.Itisanticipatedthatthelargequantityofinterviewandobservationaldatawill

lenditselftoon‐goinganalysisbynumerousfacultyandgraduatestudents.

Thefocusofboththeinstructionandresearchwillbeon:(1)theintegrationofthearts,

particularlystorytellingandmovement/dance,intotheteachingofthenewcommoncore

standardsforelementaryscienceandliteracy,and(2)ontheuseofaplace‐based,region‐

specificapproachtocurriculumandteachingfirstdevelopedintheFoxfireprogramin

RabunCounty,Georgia.Itishopedthattheseapproacheswillprovideamoremeaningful

engagementinthecurriculumattheelementarylevelthatcaneventuallybeextendedto

highergradelevels.Thoseefforts,combinedwiththeextendedpresenceofWVUstudents

asalternaterolemodels,willeventuallyleadtomoreMcDowellcountystudentsbeing

motivatedtoseeschoolassomewheretheywanttobeandwanttostay.

Whilealldimensionsoftheprojectwillberesearched,themajorityofinitialtime

andresourceswillbedevotedtoplanning,teaching,andassessinglearning.The

implementationoftheactivitiesandtheresearchcannotreallybeseparatedbecausethey

areintegratedanddependentoneachother.Therefore,muchoftheinformationbelowis

devotedtodescribingtheplanning,preparation,andteachingoftheprojectsinceitis

integraltounderstandingthenatureandpurposeoftheresearchcomponent.

Note:Intheinformationthatfollows,thesubmitterofthePERCproposalisreferredtoas

theprogramcoordinator.

PERCProposal3

DescriptionofProjectGoals,Objectives,andActions

Thegoalsofthisprojectfallintofourmaincategories:K‐5Curriculum,Teachingand

Learning;PreserviceTeacherPreparation;ProfessionalDevelopment;andResearchon

Impact.

K‐12Curriculum,Teaching&Learning

Asaresultoftheinstructionalactivities,theprojectwillresultin:

Aresearch‐supportedmodelforintegratingthearts,especiallystorytellingand

movement/dance,intotheteachingofthecommoncorestandardsforliteracyand

sciencethatcanbeextendedtoothersubjectareasandgradelevels,

Aresearch‐supportedmodelofinterdisciplinaryplanningforteachingtothecommon

corestandards,

Increasedstudentengagementinandimprovedretentionofthestandards‐based

curriculumbyhelpingstudentsmakemoremeaningfulconnectionsbetweentheir

community,theirownexperiences,andthecurriculum.

PreserviceTeacherPreparation

Theapproachtopreservicefieldexperiencesutilizedintheprojectwill:

Pilotacommunityimmersionmodelforpreparingnewteachersforunderservedand

challengingschoolcommunities,

Throughtheimmersionmodel,increasepreserviceteacherempathyandunderstanding

ofeconomicandregionaldiversity,

Provideamodelformoreeffectivelyintegratingmethodscourseswithfield

experiences,

PERCProposal4

Preparepreserviceteacherstouseplace‐basedcurriculumandteachingandan

integrateduseoftheartstomoreasamoremeaningfulapproachtoteachingin

underserved,Appalachianschools,

Trainfutureteacherstodiscovermoremeaningfulconnectionsbetweentheirteaching,

theirstudents,thecommunitycontextinwhichschoolingoccursthroughethnographic

andactionresearch.

ProfessionalDevelopment

Throughacombinationofdirectprofessionaldevelopmentprogramsandthemodelof

visitingpreserviceteachers,theelementaryschoolfacultyofMcDowellCountyschoolswill:

beintroducedtoplace‐basedcurriculumandteachingandanintegrateduseofthearts

tomoreasamoremeaningfulapproachtoteachinginunderserved,Appalachian

schools,

Helppreserviceteachersconductvariousformsofactionresearchrelatedtothenew

modelsofinstructionbeingusedwiththestudents,

Begiventheopportunitytoprovideprofessionaldevelopmenttopreserviceteachers

thatisspecifictotheschoolandcommunitycontext,

Begiventheopportunitytotraincolleaguesintheapproachesusedinthispilot

program

ResearchonProgramDevelopmentandImpact

Theresearchonthispilotprogramwilltakeplaceinthreeoverlappingphasesand

atmultiplelevelsofinvolvement.Researchontheplanningandpreparationstagewillbe

conductedprimarilybytheplanningcommitteeandresearchcoordinator.Researchduring

theimplementationandassessmentphasewillbeconductedbythepreserviceteachers(in

PERCProposal5

theformofactionresearch),theprogramcoordinator,andagraduateresearchassistant.

Follow‐upresearchwillbeconductedbytheprogramcoordinatorandagraduateresearch

assistant.Morespecifically,theintendedresearch(intheorderinwhichitisplanned)

includes:

PhaseI

Self‐studyresearchonthedevelopmentoftheproject,withaphenomenological

emphasisontheprogramcoordinator’sexperience

Narrative,interview‐basedself‐studyontheinterdisciplinaryplanningprocess

Small‐scaleethnographicresearchconductedbypreserviceteachers

Self‐studyofmethodsclassusedtopreparepreserviceteachersforimmersion

experience,withanemphasisonparticipantobservation,studentjournalsand

interviews

Phase2

Actionresearchonthelearningoutcomesoftheimmersionexperienceconductedby

preserviceteachers,withsupervisionbytheprogramcoordinatorandpublicschool

faculty

Interviewandfocus‐groupresearchonteacher,parentandcommunityperceptionsof

themodelofteachingusedandtheimmersionexperience

Focusgroupandinterviewresearchonelementarystudentresponsivenesstoprogram

Researchonthepreserviceteachers’responsetoimmersionprogramandtothe

methodsused

Researchonlearningoutcomesandattitudinalchangesaspossiblebasisforextending

theprograminthefuture

PERCProposal6

Phase3

Meta‐analysis/Meta‐synthesisofallactionresearchresultsandprocedures,

coordinatedbyprogramcoordinator

Comprehensivesummary,correlation,andreviewofallresearchresults

Researchonlong‐termretentionandrecollectionofexperience:conductedinareturn

visittoMcDowellschoolsinspringandwithWVUpreserviceteachersduringthenext

semesterorstudentteachingsemester

DescriptionofProject’sConnectiontoMyProfessionalInterests

Theprogramdescribedherebringstogetheranumberofmyon‐goingresearchinterests

andpreparesthefoundationforanewdirectionthatmyresearchwillneedtotakeinlight

ofmylong‐termcommitmenttoWestVirginiaschoolsandtheadoptionofthenew

commoncorecurriculumstandards.

ExtensionofMyOn‐GoingInterestsandResearchAgenda

Ihaveengagedinanumberofarts‐informedresearchandwritingprojects(e.g.

Breault1996,2006,2009)andorganizedaprojectsimilartotheoneproposedhere(albeit

onasmallerscale)involvingdanceandmusicattheInternationalSchoolofDeKalbCounty

inGeorgia–aschoolforprimarilyrefugeestudents(Breault,Wiltenberg,,M.&Harvey,H.,

2008).Thisprojectwouldprovidetheopportunitytodomoreextensiveresearchonthe

conceptofintegratingtheartsintotheteachingofrequiredsubjectmatter.Inarelated

area,morerecentlyIhavebegunlookingattheroleofimaginationinteachereducation

throughparticipationintheLincolnCenterInstitute(exampleofthatworkiscitedinLiu&

PERCProposal7

Noppe‐Brandon,2011).Iwouldbeabletolookatthatprocessmoresystematicallyinthe

planningofthepreserviceteachers.

AprimaryareaofresearchforthepasttenyearshasbeentheProfessional

DevelopmentSchoool(PDS)model(e.g.Breault&Breault,2012).Whilethisprojectisnot

relatedtoWVU’scurrentPDSpartners,itwillinvolvePDS‐likeworklikecollaborative

planningandcommunityinvolvementinschoolingtoanextentnotcurrentlypresentinour

actualPDSpartners.Therefore,thisresearchwillhelpdeterminethefeasibilityofsuch

involvementthatcouldbetransferredtoourotherPDSsites.

Toalesserextent,Ihavealsowrittenaboutotherconceptsthatareintegratedinto

theproposedprogram:theroleofsenseofplaceinresearch(see

http://breaultresearch.info),story‐basedteachingandresearch(Breault,2010a,b),the

imaginativeandeffectiveuseofstatestandards(underreview),andexperientiallearning

(Breault,2003,2005).

FoundationforFutureResearch

Thisprojectshouldpromoteafutureresearchagendainatleastthreeways.First,I

believethatitisimportantforfacultytobeengagedinresearchthatislinkedtoand

providesaservicetothestate’seducationsystem.Thisisespeciallytrueofthe

underservedareasofthestate.Therefore,Iwanttousethisprojectasthestartingpoint

forimplementingandresearchingmoreimaginativeandengagingwaysofteaching

studentsinthoseareas.TheFoxfireapproachmentionedaboveisonesuchprogram.The

rationaleforincludingtheresidentialtrainingintheFoxfireprograminwhatisessentially

aresearchgrantisthatfidelitytothatapproachandbeingabletocommunicateitwellto

PERCProposal8

otherteachersisamethodologicalrequirementforeffectiveresearch.Iseeitasequivalent

toestablishinginter‐raterreliability,thevalidityandreliabilityofatestorsoon.

Anotherareathatwillbeimportanttointegrateintoourresearchisthe

implementationofthenewcommoncorestandards.Thenewstandardsoffersome

opportunityfordeeper,morecreativeteachingandactivelearning,butonlyifteachersare

preparedtodoso.Itwillalsobeimportanttoprovideevidencethatstandardscanbe

taughteffectivelyandthedesiredachievementreachedusingactive,engaginglearning

ratherthanthedrillandrotelearningproceduresthatarenowassumedtobenecessary.

Thisprojectwillprovidetheopportunitytopilotandresearchsomeofthosemethods.

Finally,thescopeofthisproposedresearchandthepotentiallinksbetweenfaculty

ofvariousdisciplines(dance,science,literacy,andmore),aswellasthenewpartnership

withMcDowellCounty,willopennewopportunitiesforcollaborativeresearchinmy

departmentandbeyond.Thevarietyofresearchmethodswillalsoprovideawiderangeof

experiencesandpracticeforanyundergraduateorgraduateresearchassistantsinvolved.

DescriptionoftheProjectsConnectiontoPERC

TheproposedprojectwouldseemtoaddressfourofPERC’sfivegoals.BelowIhavelisted

themostrelevantgoalsandthenlistedthewaysinwhichIbelievethisproposalwill

addressthosegoals.

Goal1–Engageundergraduate,graduateandprofessionalstudentsinachallenging

academicenvironment

Preserviceteacherswillbeengagedinactionresearch(usingmixedmethods)onall

theirteaching

PERCProposal9

Fundingisrequestedforgraduateresearchassistant.TheGRAwouldbeinvolvedinall

phasesofresearchdesign,datacollection(usingavarietyofmethods),

analysis/interpretationofdata,andsubmissionsforpublicationandpresentation.This

personcouldalsobeinvolvedinguidingthepreserviceactionresearch.

Goal2–Excelinresearch,creativity,andinnovation

Theprogrambeingresearched,whilerootedinexistingapproaches,isitselfcreative

andinnovativeinitsuseoftheartsasastartingpointforteachingothersubjectareas

andinanchoringthecurriculuminthelocalcommunity.

Thedepthandbreadthofpotentialresearchtopicsandsubjectswillprovide

opportunitiesforawidevarietyofresearchmethodsandfortheinvolvementof

numerousfacultyandgraduatestudentsatallstagesoftheproject.

Thearts‐basedapproachtotheteachingandresearchalsoimpliesanarts‐based

approachtothepresentationanddisseminationoftheresults.Thiscanresultin

researchersandfacultypresentingtogroupstowhichtheynormallywouldnotbe

exposedandinwaysthatstretchtheirthinkingaboutthenatureofresearch(ie.

quantitativeresearchersbeingaskedtointerpretresultsinartisticmediaor

qualitative/arts‐basedresearchersbeingsaskedto“quantify”theresultsoftheirwork).

Goal3–Fosterdiversityandaninclusiveculture

Ethnographicresearchdonebythepreserviceteacherswillhelpnurtureamore

nuancedunderstandingofthelocalcultures.

Theplace‐basedcurriculumandteachingwillrequireagreaterunderstandingofthe

experiencesandneedsofthelocalcommunityandschools.

PERCProposal10

Interviewresearchwithcommunitymembers,parentsandstudentswillprovidea

morewell‐roundedviewoftheproblemsandsituationofMcDowellCountyandcould

challengeexistingstereotypesofthepeopleandschoolsinthatregion.Atamore

“micro”level,thevarietyofresearchformsdescribedinthepreviousgoalwould

promoteamorediverseandinclusivefacultyresearchculture.

Goal5–Enhancethewell‐beingandqualityoflifeforthepeopleofWestVirginia

Itishopedthatthispilotprogramwillbeginaprocessofcreatingamoreengagingand

meaningfulcurriculumthatisdeeplyrootedinthelocalculture.This,inturn,itishoped

willmakeschoolamorerelevantandmeaningfulexperienceforthestudents.The

integrationofmoreactive,place‐basedteachingandlearning,itishoped,willmake

schoolsomewherestudentschoosetobe.Thiswill,whencontinuedontohigher

grades,willdecreasethedrop‐outrate.Theextenttowhichtheresearchcansupport

theseapproacheswillbetheextenttowhichthecountyandstatearewillingtoendorse

thosemethods.

TheimmersionofWVUstudentsintothecommunity,theopportunitytotelllocal

storiesandsharelocalcultures,andtheopportunitytosharewhatisgoodand

worthwhileaboutlifeinMcDowellCounty,itishoped,willincreasecommunityand

regionalpride.

Iftheresearchcanshowthatthisfirststepintogreaterinvolvementwiththeschool

systemandlargercommunitywasmeaningfulforallinvolved,itmightopenthedoorto

greater,moresustainedinvolvementinthecounty.

Theteachingmethodsbeingresearchedareallcenteredonactivelyengagingand

empoweringthelearnersratherthansimplytransmittinginformation.Theextentto

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whichtheresearchcanshowthatthosemethodsworkedwell,istheextenttowhichthe

studentsmightcarrythatempowermentintofutureeducation,jobopportunitiesand

improvedlifechoices.

BudgetNarrative*

*GBABudgeTemplateisattached

Travel‐ Totalrequested=$875.46(calculatedusing$.47/miasallowedby

WestVirginiaasofJanuary,2012)

Thisamountincludescartravelreimbursementof$462.30roundtrip

toFoxfiretraininginMountainCity,GA.and$409.16fortwo

roundtripstoWelch,WV(including$4.00fortolls).

Consultants‐ Totalrequested=$621.00.Thiscategorywasusedforthecostofthe

Firefoxapproachtraining(includesregistration,lodgingandmeals)

Materials‐ Totalrequested=$821.00.Thisincludes$650forNVivo9fulllicense

qualitativeresearchsoftwareand$171forLivescribeEchoSmartpen.

Stipends‐ Totalrequested=$675.Thisincludes3stipendsof$225eachforthe

membersoftheplanningteamtopayfortheirplanningandresearch

time.

ReferenceList

Breault,R.A.(1996).Multipleintelligencetheoryanditspotentialforinterdisciplinary

generalstudies.LiberalArtsDispatch,1(3),22‐26.

PERCProposal12

Breault,,R.A.(2003).Dewey,Freire,andapedagogyfortheoppressor.Multicultural

Education10(3),2‐6.

Breault,D.,&Breault,R.A.(Eds.).(2005).ExperiencingDewey:Insightsfortoday’s

classrooms.Indianapolis,IN:KappaDeltaPi.

Breault,R.A.(2006).Findingthebluenote:Thebluesasametaphorforteaching.Journalof

EducationalThought40(2),159‐176.

Breault,R.A.,Wiltenburg,M.,&Harvey,H.(2008,October).Documentingthecultureand

curriculumoftheInternationalSchoolofDeKalbCounty.Threesessionsontheuseof

arts‐basedresearchtostudythenurturingofasenseofplaceamongrefugee

studentsandtwousingstudentperformancegroups.Presentedattheannual

meetingoftheCurriculum&PedagogyGroupinDecatur,GA.

Breault,R.A.(2009).Thecelluloidteacher:HowHollywoodportraysexcellenceinteaching,

inTheEducationalForum,73(4).306‐317.

Breault,R.A.(2010a).FindingmeaninginPDSstories,TeacherEducationQuarterly,37(1),

177‐194.

Breault,R.A.(2010b).Distillingwisdomfrompractice.TeachingandTeacherEducation26,

399‐407.

Breault,R.A.,&Breault,D.Adair.(2012).Researchingprofessionaldevelopmentschools:

Lessonsfromthefield,Rowman&Littlefield.

Breault,R.A.Miningstandardsfortheirpotential(underreviewfortheKappaDeltaPi

Record)

SupportDocumentsAttached

PERCProposal13

1.Samplee‐mailcommunicationverifyingMcDowellCountyinvolvement

2.InitialstatementofinterestfromDeanDooley,includingadescriptionoftheproposed

program.

3.InformationalflyerfromtheFoxfireprogram

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PO Box 541, Mountain City, GA 30562-0541Foxfire

Contact Hilton Smith for Registration informationCoordinator of FoxfirePiedmont Partnership

706-778-3000 ext. 1297hsmith@piedmont.edu

Courses for Teachers and for College ProfessorsCourse Dates

June 3-9June 10-16June 17-23June 24-30Courses begin on Sunday afternoon at 3:00 pm, and close at noon the following Saturday.

CostCost for Piedmont Students: $1,221Non-Degree Students: $650Cost includes all course materials, lodging, and breakfast and lunch

Facilitators• Hilton Smith, PH.D., Piedmont College• Sara Tucker, Ed.D, Habersham Co. Schools• Connie Parish, Georgia state University• Haley Beasley, Franklin County Schools• Wilma Hutcheson-Williams, Ed.D., Piedmont College

LocationResidential at the Foxfire Center, Mountain City, GA

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2 The Foxfire Course for TeachersThis program provides a different perspective through which to consider your overall approach to instruction, including reflections on assumptions about students, learning, curricula, assessing achievement, etc. While that may be uncomfortable, we assume that folks participate in this course because they already have a measure of discomfort with their teaching. The course models the foxfire approach, which means it will be highly interactive, critical, supportive, and constructive.

All K-12 courses and the courses for college Professors meet at the Foxfire Center in Rabun County, Georgia. Accommodations at the Center are rustic, but comfortable. Breakfast fare and lunch are provided as part of the fee, and evening meals are on your own. Spending downtime with teachers from different disciplines, grade levels, and experiences tends to stimulate participants to look at their own situations in a new light. Plus, being at the Foxfire Center on the side of Black Rock Mountain is like having a vacation to accompany the learning experience. Please note that space is limited to 15 participants.

The Foxfire ApproachThe Foxfire approach is not a “method.” It is not a template nor is it a recipe for classroom success. Each practitioner adapts the approach to his/her own subject areas, student constituencies, and curricular requirements. The Foxfire Core Practices, developed over time by distilling the practices of highly successful teachers, provide both a starting point for analysis and life-long set of referents for improvement. Deep engagement in John Dewey’s Experience & Education, 60th Anniversary Edition will help the participants develop a better understanding of the theories embedded within the Foxfire approach. The course for college professors will also read Ken Bain’s What the Best College Teachers Do.

Schedule and registration information on the reverse

-----Original Message----- From: Rick Breault [mailto:Rick.Breault@mail.wvu.edu] Sent: Monday, March 26, 2012 8:14 PM To: jgmbrown@access.k12.wv.us Subject: Thanks Rick: You are most welcome. Everyone in the meeting was excited about the possibilities. Please keep in touch as you make progress on your end. We will bring this partnership up at our Reconnecting McDowell workshop to see if we can generate a funding source. Most appreciative, Jim James G. Brown Superintendent, McDowell County Schools 30 Central Avenue Welch, WV 24801 1-304-436-8441 "Things which matter most must never be at the mercy of things which matter least." CONFIDENTIAL AND PRIVILEGED: This e-mail is confidential and privileged, and intended only for the review and use of the addressee(s). If you have received this e-mail in error, please notify the sender at (304) 436-8441 or by e-mail at jgmbrown@access.k12.wv.us. -----Original Message----- From: Rick Breault [mailto:Rick.Breault@mail.wvu.edu] Sent: Monday, March 26, 2012 8:14 PM To: jgmbrown@access.k12.wv.us Subject: Thanks Jim, Thanks for your time today. I enjoyed my visit (and the Sterling Diner) and

I'm excited about being down there soon. Please extend my appreciation to the others who were at our meeting also. Rick  

-----Original Message----- From: Rick Breault [mailto:Rick.Breault@mail.wvu.edu] Sent: Monday, March 26, 2012 8:14 PM To: jgmbrown@access.k12.wv.us Subject: Thanks Rick: You are most welcome. Everyone in the meeting was excited about the possibilities. Please keep in touch as you make progress on your end. We will bring this partnership up at our Reconnecting McDowell workshop to see if we can generate a funding source. Most appreciative, Jim James G. Brown Superintendent, McDowell County Schools 30 Central Avenue Welch, WV 24801 1-304-436-8441 "Things which matter most must never be at the mercy of things which matter least." CONFIDENTIAL AND PRIVILEGED: This e-mail is confidential and privileged, and intended only for the review and use of the addressee(s). If you have received this e-mail in error, please notify the sender at (304) 436-8441 or by e-mail at jgmbrown@access.k12.wv.us. -----Original Message----- From: Rick Breault [mailto:Rick.Breault@mail.wvu.edu] Sent: Monday, March 26, 2012 8:14 PM To: jgmbrown@access.k12.wv.us Subject: Thanks Jim, Thanks for your time today. I enjoyed my visit (and the Sterling Diner) and

I'm excited about being down there soon. Please extend my appreciation to the others who were at our meeting also. Rick