Investigators of Practice

The Byram Hills School District developed a pilot course in 2009 for tenured teachers as an option for professional learning and growth, overseen by the District's Evaluation Committee, to train teachers in a structured approach to collaborative inquiry, or classroom action research. "The truly successful teachers are those who constantly and systematically reflect on their actions and the consequences of those actions. This constant reflection results in the acquisition of new knowledge as it pertains to the teaching and learning process" (Mertler, 2009, p. 21).

The teachers and administrators participating in the course, now called, Investigators of Practice, select a focus for inquiry based on their current professional needs. Participants survey the field of literature to provide background knowledge for their inquiry project. With the support of their colleagues and a trained facilitator, the teachers and administrators collect data, analyze and reflect upon the data, take action, and continue the process of data analysis and reflection. Throughout the process, teachers share their learning and discuss their participation in the inquiry process. You can read more details about our first year endeavor in consultant Diane Cunningham's article, Teachers as Investigators of Practice.

While teaching has been traditionally viewed as an isolated profession, Investigators of Practice seeks to develop a community of learners through team learning (Senge, 1990). To this end, we believe in sharing our learning with the greater community for others to review, analyze, contribute to, and build upon. "You should not underestimate the effect of your contribution, however modest....The published word is a declaration of membership in that community and also of a willingness to contribute something meaningful to it" (Gawande, 2007, pp. 255-256).

Enjoy the summaries of our investigations into our practice as educators. We hope you will find insights that stimulate your interest in becoming an investigator of your practice as well! 
 

OTHER INFORMATION:
- Presentation to the Board of Education. December 9, 2014. 
- Research study on the effectiveness of our action research course. August 2014. 

 

 

 
"The single thing which makes any man happiest is the realization that he has worked up to the limits of his ability, his capacity ... It's all the better, of course, if this work has made a contribution to knowledge, or toward moving the human race a little farther forward." 
 
-- Neil Armstrong 
 

 

 

SUMMARIES OF RESEARCH PROJECTS

 

TITLE OF INQUIRY PROJECT

AUTHORS                       

DEPARTMENT/GRADE LEVEL

YEAR
SUMMARIES FROM 2016 -  Coming Soon      

Co-Teaching Methods

Laura Borneman
Julie Calemmo
Nicole Cavelieri
Mary Beth Devery
Jaime Karp
Peggy McInerney
Heather Nimsger
Robin Zilli

Classroom & Special Education/K-2 2016
Implementing a Standards-Based Grading Approach in the Film 1 Curriculum Michael Chuney Art/9-12 2016
Co-Taught Models of Success Gina Cunningham
Deborah DeFrancesco
Dr. Evan Powderley
Co-teaching/6 2016
Critiques Using Google Social Media Lila Horn
David McMichael
Art/9-12 2016
Coming soon... Joanna Lewick Social Studies/9-12 2016
Coming soon... Barbara O'Connell Mathematics/9-12 2016
The Effects of Computer vs. Hand-Written Journaling in a Sixth Grade Language Arts Class on Overall Quality and Quantity of Writing Kim Smith
Mary Staudt
English/6 2016
 Designing a Classroom to Meet the Needs of a Student in the 21st Century Sheila St. Onge Social Studies/6 2016
SUMMARIES FROM 2015      
The Effect of Implementing Open-Ended and Open-Start Questions in the High School Mathematics Classroom

Rebecca Barnum
David Bruskewicz

Math/9-12 2015
Co-Teaching Within the Consultant Teacher Model
Laura Borneman
Julie Calemmo
Nicole Cavalieri
Mary Beth Devery
Dr. Yvette Thompson 
Peggy McInerney
Classroom & Special Education/K-2 2015

Standards Based Grading in the Art Classroom
 
Michael Chuney Fine Arts/9-12 2015
Conceptual Thinking for AP Art Portfolios
Lila Horn
Jayne Karlin
David McMichael
Fine Arts/9-12 2015
Exploring the Relationship between Student Engagement and High Quality Work in the Art Classroom 
Amy Menasche
Fine Arts/9-12 2015
Using Standards Based Grading in the Mathematics Classroom
Barbara O'Connell
Math/9-12 2015
SUMMARIES FROM 2014      

The Impact of eReaders on Students’ Reading Development and Habits
 
Barbara Barthelmes Library/6-8 2014
Exploring Co-Teaching Models in the Elementary Classroom
Laura Borneman
Nicole Cavalieri
 
Grade 2 and Special Education 2014
Integrating Google in the Classroom to Enhance Student Collaboration
Judy Brewster
 
Enrichment/3-5 2014
Strategies to approach more complex text
Joanne Buckley
Karen Vetter
 
Language Arts/6 2014
Self-Directed Learning in the Art Classroom Mike Chuney Fine Arts/9-12 2014
The Elements of a Student Learning Community
Deborah DeFrancesco
 
Social Studies/6 2014

The Impact of Immediate Feedback on Student Achievement in the World Language Classroom
 
Bob DiMartino
Ed Eagle
World Languages/9-12 2014
The Most Effective Feedback for Student Achievement Luisa Graniero World Languages/9-12 2014
Deconstructing the AP scoring process through the use of student exemplars and rubrics Lila Horn
Jayne Karlin
AP Art/11-12 2014
Adapt and Persevere
Laura Jones
 
World Languages/9-12 2014
An implementation study: The impact of a wireless network on curriculum, instruction, student learning, and professional development
Dr. Tim Kaltenecker
 
Technology/K-12 2014
Mastering Basic Math Skills
Kim Karoglanian
 
Special Education/7 2014

Resilience in the AP Classroom
 
Joanna Lewick Social Studies/9-12 2014

Effective techniques to support the successful integration of Google Apps for Education
 
Al Lovelace
Rekha Singh
Technology/K-5 2014
Using the NYS ELA Modules on Evidence-Based Claims and Greek Mythology to Enhance Students’ Mastery of the Common Core Standards Kim Smith
Mary Staudt
Language Arts/6 2014
SUMMARIES FROM 2013      

Gender-based strategies to improve classroom environment
 
Judy Brewster
Meg Johnston
Enrichment/3-5 2013
Developing quality kindergarten math assessments Linda Cantatore
Lisa Jacobsen
Leisa Palmer
Danielle Wall
Math/Kindergarten 2013

Scaffolding math learners’ paths to success
 
Pui Cheung
Jennifer Toland
Mathemathics/3-5 2013

Quality feedback for visual arts students
 
Michael Chuney Visual Arts/9-2 2013
Quality student feedback for kindergarten students Mary Beth Devery
Linda Haracz
Mardi Morrow
Jean White
Cathy Wilkens
Kindergarten 2013

Improving pronunciation in target language
 
Robert DiMartino
Edward Eagle
World Languages/9-12

2013

Attending to your attention?

Laurie Fleishman 
Trisha Haase 
Kimberly Karoglanian

Special Education/6 2013
What is quality feedback? Leslie Goldfarb
Kirstin Russell
Susan Tyrrell
Grade 1/Math Specialist 2013

Characteristics of successful feedback methods in the visual arts
 
Lila Horn
Jayne Karlin
Art/9-12 2013

How the Meyers-Briggs Type Inventory informs classroom practice
 
Laura Jones World Languages/9-12 2013

Can higher quality feedback lead to more growth in student writing? 
 
Joanna Lewick Social Studies/9-12 2013

Facilitating stations for feedback: A work in progress
 
Catherine McCarthy World Languages/9-11 2013

An inquiry into assessment: The relationship between self-grading and student performance
 
Duane Smith English/12 2013

Providing individualized feedback to world languages students
 
Melissa Stahl World Languages/9-12 2013
SUMMARIES FROM 2012      

Improving student learning by imbedding the Common Core standards for reading into the grade 6 social studies content area
 
Deborah DeFrancesco Social Studies/6 2012

How can assessments inform my daily teaching?
 
Leslie Goldfarb Math/K-2 2012
Active listening: A key to understanding

Trisha Haase
Douglas Maier
Michelle Smith

Science/6 2012

Exploring unlike denominators with persistence
 
Meg Johnston Enrichment/3-5 2012

Building basic math skills for students with special needs
 
Kim Karoglanian Special Education/6-8 2012

The keys to successful intervention:  Assessment for learning, high quality instruction, meaningful discourse
 
Anne Olivieri Math/3-5 2012

What do you want to know? Exploring the role of curiosity in the classroom
 
Dawn Selnes-Rosen Enrichment/6-8 2012

What does it mean to be advanced in elementary math?
 
Jennifer Toland Math/3-5 2012
SUMMARIES FROM 2011      
Assessing the effectiveness of the social problem-solving training within the Second Steps Social Skills program

Karen Kushnir
Gina Cunningham
Dr. Ellen Medd
Dr. Yvette Thompson

Psychology/K-8 2011

Engaging the reluctant student in the physical education classroom
 
Denise Barnard Physical Education/6-8 2011


Exploring the elements of good questioning techniques in the classroom
 

Deborah DeFrancesco Social Studies/6 2011

Target language and vocabulary use for advanced level Spanish
 
Edward Eagle World Languages/11-12 2011

Interviewing our youngest math students
 
Leslie Goldfarb Math/K-2 2011

Student interviews and how they can be used to determine RTI interventions in Language Arts
 
Maria Keily Language Arts/3-5 2011
Developing effective student collaboration

Douglas Maier
Michelle Smith

Science/6 2011

Applied action research summary of Learn to Inspire
 
Gary McCarthy Counseling/9-12 2011

The student interview: A qualitative glance at student learning
 
Peggy McInerney Math/3-5 2011

Evaluating the impact of the TI-Nspire for differentiation in the math classroom
 
Barbara O'Connell Math/9-12 2011

Student interview as a diagnostic and formative assessment tool inside the RTI process
 
Anne Olivieri Math/3-5 2011

Student math interview to aid student learning and the RTI process
 
Jennifer Toland Math/3-5 2011
SUMMARIES FROM 2010      


The effectiveness of classroom action research as a professional development tool
 

Dr. Tim Kaltenecker
Carol Fisher

Administration/K-12 2010

  

 

Notes:

 

  • Any names of students mentioned in the summaries have been changed and specific details that might lead one to identify an individual have been altered.
  • All summaries are the property of the Byram Hills School District.
  • Feel free to contact the authors should you have any questions or comments.
 
 
ADDITIONAL APPLIED ACTION RESEARCH STUDIES - ABSTRACTS
Conducted between 2010-2015 by the Byram Hills High School Guidance Department.
 
For more information, contact Dr. Michael McGrath at mmcgrath@byramhills.org. 
Title (Year) Authors of Study
Why do students struggle at Byram Hills? A retrospective, analysis, and strategic plan (2014) Christopher Borsari
Michael McGrath
An examination of student motivation at Byram Hills High School (2012) Michael McGrath
Susan Buchman
Duane Smith
Melissa Stahl
Student anxiety and stress at Byram Hills High School (2011) Kristina Wilson
Matt Allen
Tom Andriello
Joanna Lewick
Anne Kaplan
Susan Buchman
Larry Nadell
Maria Montalbano
Steve Borneman
Transition to Byram Hills High School (2011) Gary McCarthy
Megan Salomone
Robert Sammon
Cynthia Sullivan
Cathy Friedensohn
Laura Jones
An examination of student transformation at Byram Hills High School Michael McGrath
Gary McCarthy
Kristina Wilson
Emotional presence:an analysis of interactions between students, teachers, counselors, and school leaders Michael McGrath
Gary McCarthy
 

We welcome your feedback.

Dr. Tim Kaltenecker
Assistant Superintendent for Curriculum and Instruction 

Telephone: (914) 273-4082, ext. 5920
Fax:  (914) 273-2516

E-mail:  tkaltenecker@byramhills.org

 

  








Byram Hills Central School District | 10 Tripp Lane, Armonk, NY 10504 | (914) 273-4082