Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
The purpose of this research study was to determine the effects blogging had on the sixth grade reading classroom. This examination took place during the first five weeks of school in a public school classroom setting with four rotations of around eighty-eight sixth graders total. Data was collected using student self-assessment rubrics, student input questions, observational participation tallies, and teacher field notes. The self-assessment rubrics showed students initially ranked themselves higher than their actual work, but with time, they became more accurate evaluators of their work. Classroom conversations about the rubric also showed increased understanding of the expectations and self-evaluation in general. The student input questions shared the overall positive impact students felt blogging had on their participation and skill development. Observational tallies of in-class and blogging participation showed no specific increase or decrease on participation in general. Teacher field notes included student successes from using the blog and student suggestions for improvement, amongst other topics. Overall, it seems blogging made a positive impact on the reading classroom. Going forward, students will be given more control of their learning and the work itself. One way is through students creating the discussion questions. Further research topics include teaching proper technology usage and etiquette and student choice within the classroom as both were needs seen during the study.
Schmitt, Christine. (2014). Blogging to Enhance the Classroom Experience. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/71