For this study, 12 fifth-grade students read expository text, employed reciprocal teaching strategies, collaborated face to face online using a Web 2.0 tool during the reading workshop. The purpose of this action research was to evaluate the impact of reciprocal teaching embedded in the Wakelet Curation Tool, a Web 2.0 tool, on fifth-grade students’ reading for comprehension, reading attitudes and perceptions of the innovation in an integrated reading class at an urban characteristic (Milner et al., 2018) Professional Development School (PDS) (National Association for Professional Development Schools, 2021) site.
This action research followed a convergent parallel mixed-methods design. Two quantitative data collection instruments were used. Inferential and descriptive statistical tests were run to analyze quantitative data.
Findings showed the posttest scores for the Comprehension Content Knowledge test were not significantly higher than the pretest scores, but there was an increase from pre- to posttest. ERAS scores showed there was not an increase from pre- to postsurvey. In addition to quantitative data, qualitative data were collected and analyzed using inductive analysis. Four individual semi-structured interviews yielded the qualitative data for this study. Four themes were identified over the course of two coding cycles: (1) contributions of fifth-grade students’ perceptions about the innovation, (2) affective contributions, (3) reading achievement and (4) suggestions for future use. The data suggested participants acquired content-specific knowledge and strategies for monitoring and assessing their comprehension.
The information in this article explains the steps that the Outstanding Dissertation Award winner completed in order to apply for the PDS award. The article describes the action research that was conducted with fifth grade students to see how reciprocal teaching embedded within Wakelet Curation Tool impacted their reading comprehension.
Introduction to outstanding dissertation award
The National Association of School–University Partnerships’ (NASUP) mission is to provide leadership, advocacy and unwavering support for the creation and sustainability of school–university partnerships. NASUP is dedicated to supporting research on these partnerships. In alignment with this commitment, the Outstanding Dissertation Award was established to honor exemplary doctoral candidates who significantly impact the field of Professional Development Schools (PDS). Reflecting our dedication to excellence in groundbreaking educational research and practice, this award recognizes doctoral candidates whose research and work have made a meaningful contribution to advancing the theory and practice of PDS. The NASUP Awards Committee wants to encourage the pursuit of groundbreaking research in this area.
Background of outstanding dissertation award recipient
In 2019, I was awarded a PDSs Fellowship. A PDS Fellow at the University of South Carolina acts as a liaison between the university and the site PDS school. The Fellow also may teach courses on the K-12 campus and offer professional development to the faculty of the K-12 school to close the gap between university theory and practice and the work of K-12 faculty and students. PDS Fellows are required to coach at a PDS site and disseminate information through presentations and publications. In return, PDS Fellows receive tuition remission, collegial support and a PDS advisor to collaborate with during their doctoral studies.
After I completed my doctoral program in Curriculum and Instruction with a concentration in Learning Design and Technology (LD&T), my PDS advisor, Dr Elizabeth Currin, nominated me for the National Association of Professional Development Schools, (NAPDS now NASUP) Outstanding Dissertation Award. I was eligible for a nomination because I successfully completed all the requirements for the doctoral program. I accepted her nomination by agreeing to submit my curriculum vitae, wrote a 25-page extended abstract of my dissertation and asked an additional advisor for a recommendation.
Summary of outstanding dissertation: the innovation
The 25-page extended abstract summarized my 2022 dissertation, entitled: Evaluating the Impact of Reciprocal Teaching Embedded Within a Web 2.0 Tool Upon Fifth-Grade Students Reading during an Integrated Readers Workshop at a Professional Development School. Reciprocal teaching is a student-centered comprehension instructional strategy that tasks students to “try on” predicting, clarifying, questioning and summarizing as they read in authentic settings (Milner IV, Cunningham, Delale-O'Connor, & Kestenberg, 2018; Palinscar & Brown, 1984; Oczkus, 2018). This strategy is a high-leverage practice expected of PDS teachers (Maheady, Patti, Rafferty, & del Prado Hill, 2019). For this study, I chose Wakelet because it is a cloud-based curation tool that is free for teachers and students and centralizes content into one page, as of the publication of this action research no one has published peer review content on their use of Wakelet.
Major components of the outstanding dissertation
This action research dissertation, grounded in rigorous inquiry, was completed through a fully online program at the University of South Carolina (Arslan-Ari, Ari, Grant, & Morris, 2018). This action research implemented Mertler’s (2020) four-phase framework of planning, developing, acting and reflecting to effectively address a specific problem of practice.
Instructional methods that integrate constructivist and sociocultural learning theories enhance and support reading comprehension. Vygotsky’s (1978) theory aligns with constructivism by emphasizing that cognitive development is enriched through social and cultural interactions (van Rijk, Volman, de Haan, & van Oers, 2017). Constructivists argue that knowledge is built through practice and social interaction in authentic contexts (Hof, 2021). In constructivist classrooms, proponents argue, students learn by independently accomplishing tasks, and with Web 2.0 tools, they have opportunities to design their own learning experiences (Cain, Cain, & Daigle, 2021).
A review of the literature based on innovative comprehension instruction revealed how other educators addressed challenges related to reciprocal teaching, reading comprehension, reading attitudes and students' perceptions of technology use. The research strongly supported the effectiveness of reciprocal teaching (Palinscar & Brown, 1984) and highlighted a positive correlation between technology use and reading comprehension (Moon, Wold, & Francom, 2017). Additionally, technology was found to have a positive impact on reading attitudes (Centinkaya Ozedemi & Akol, 2021).
To understand the complex issue of reading for comprehension in my classroom, I employed a convergent parallel mixed methods design. A key takeaway from my research is that observations and interviews (qualitative data) indicated a positive impact on students' soft skills, particularly their collaboration and problem-solving abilities.
The intersection of the nine essentials, Professional Development Schools and an outstanding dissertation
Over 20 years ago, the National Association for PDSs brought together a diverse group to establish the “PDS concepts and characteristics,” leading to the creation of the Nine Essentials of PDS (National Association for Professional Development Schools, 2021, p. 7). Among these, Essential 3: Professional Learning and Leading Essential 4: Reflection and Innovation were particularly influential in guiding my research. Essential 3 was reflected in my dissertation through the establishment of reading communities, where novice and expert readers collaborated on reciprocal teaching strategies; participants were provided a reading strategy based on need to inquire into with others to solve a problem. Essential 4 was integral to my work, emphasizing the importance of reflection and innovation. Through Coordinating Council meetings and PDS initiatives, I fostered an inquiry mindset to tackle classroom challenges. My coursework and support from the PDS network motivated me to engage and invite my students to be active problem-solvers to address issues in our classroom.
In conclusion, based on my action research and recognition from NASUP for my impact on the teaching profession through PDSs, I urge educators to embrace transformational leadership qualities, regardless of their titles. As Simon Sinek notes, “great leaders inspire people to act.” Educators should take the initiative to guide others in cyclical frameworks like the collaborative inquiry action cycle (CIAC) to show grade-levels how they can turn their problems of practice into teacher inquiries or action research (Glickman & Burns, 2020) or can implement Dr Eckert’s just teaching strategy, 2 × 10, to foster meaningful relationships with students beyond quantitative data (Eckert, 2023; Glickman & Burns, 2020). Regardless of where your career leads, use research to inform your instruction and help establish a seamless pipeline from the university to the classroom, benefiting all parties involved.
