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Action Research Plan:

Andrew Marama
(August 11, 2014)
Action Research Plan:
Presented to the Department of Educational Leadership
and Postsecondary Education
University of Northern Iowa
--
In Partial Fulfillment of the Requirements for the
Master of Arts in Education
--
by
Andrew F. Marama
American School of Bombay,
Mumbai, Maharastra, India
(August 11, 2014)
--
Dr. Tammy Gregersen







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Introduction
Topic Description
Currently I am working as a grade 5 home room teacher at the American School of
Bombay. This is my second international school covering 13 years. Grade 5 currently
consists of 3 homeroom classes that have a maximum of 20 students each who are
taught by a total of 6 adults, 3 homeroom teachers and 3 teaching assistants. It wasnt
until this Third Culture Kids course that I was able to reflect about what I do
intentionally as a grade 5 teacher to help new TCK students to Grade 5. How do I
create an experience where the new students to ASB have a positive transition to the
grade and to their new home, Mumbai? This action research is also very relevant to
me as we have two new teachers starting in our division who are also new to
international teaching. These teachers will also be experiencing their own transition.
However, through this action research I will be able to research through the current
students, teachers, elementary team leaders and teaching assistants to collaboratively
offer and implement ideas that result from this research.

Area of Focus
The purpose of this study is to describe the experiences of students transitioning to
grade 5 American School of Bombay. The students in this action research are students
who are new to international schools and in particular to the grade 5 in ASB. After
surveying, interviewing and gathering data, the intention is to plan and create a series
of transition activities that can be carried out by the grade 5 teachers, teaching
assistants and returning students, for the grade 5 new-comers. Parents and others in
the community, including teachers and school staff, can work pro-actively to deal
with losses inherent in any transition experience, Pollock and Van Reken (Third
Culture Kids: Growing up among worlds. 2009 p. 179).

What I Currently Understand about the Focus Area
Reconnaissance
I understand that the parent teachers association, have a program of welcoming new
families to the school including parent ambassadors who are from the same country as
the new family and social gatherings for the families too. Our student counselor
makes it a point to touch base with all of the new students during the first 2 months of
school during a lunch time session. It is during this time that the counselor host a
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group of 6 students who are new to the school and has informal chats with how they
feel about themselves settling into ASB socially as well as becoming accustomed to
the classroom demands, and whether they have any concerns. As a grade 5 team, we
meet the students a day before the returning students to show them around the
learning spaces, take them on a tour of the different floors and introduce them to their
single subject teachers. I would then introduce the students to the class schedule, and
show them our websites used for home learning. The next day, each new student is
assigned a returning ASB buddy. The buddy helps them during their transition. I
realize now I wasnt actively engaging with the new students to learn about how they
were adjusting to the class, school and Mumbai. Thus, the focus of my action research
is to be more thoughtful and intentional about how helping students to transition into
ASB.


Literature review
Pollock, D. C. & Van Reken, R.E. (2009). Third Culture Kids: Growing Up Among
Worlds. Nicholas Brealey Publishing: Boston, MA.

Building a strong foundation for TKCs is essential for the success of a family and
their children when transitioning to a new school, country and culture, Pollock and
Reken (P. 179). It takes a team effort on part of the parents, teachers, school and
community to be proactive and anticipate the stress and losses a child may experience
during their transition. David Pollock in the early 1980s explained that there are 5
stages that he termed as predictable for people making a transition. As I reflect on
these terms I will look at it through the lense of a 9 - 10 year old leaving the known
and making the transition to the unknown.

1. Involvement - this is when a student is at ease with the relationships that they have
established. For school students this would be their friends, teachers, other school
personnel, clubs or school activities they belong to, people they interact with outside
of their school and the schools customs and culture that they are familiar with.
Students at this time are concerned with the here and now.

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2. Leaving - Pollock refers to this as life changing (P. 67). A child learns that they
are will be leaving and in some way prepares to leave the known. If the departure is
announced at least 6 months before then the students is able to prepare themselves
and begin weaning away from their friends. Sometimes, Pollock explains, this
detachment can create feelings of denial from the person leaving and even cause
confusion or even anger amongst those will remain.

3. Transition - this begins the moment the student leaves one place and makes the
decision to settle into their new world. Chaos is the term used to express this stage.
Learning again, new routines, customs, personnel and culture etc. Norma McCraig
founder of Global Nomads, describes this as a period of time where families become
dysfunctional. For a student who may have well been popular, well known and
confident in their former school, making a transition could result in loss of self
esteem. No one knows about our history, abilities, talents accomplishments and
expertise, (P. 70). A student may not feel that they can confidently make friends, the
student would be looking to the future when things resemble their former life.

4. Entering - The student feels more at ease where they are, routines, schedules,
school and cultural expectations are acknowledged and are being practiced. However,
the child could still be a bit anxious and feeling vulnerable and still have the fear
about not being accepted. At this stage, the student requires a good mentor (or two).
Slowly people recognize the student, bus driver, security guards, front desk etc. Other
students and their families make the new student and their families welcome by being
inclusive. The feeling is developing that the student is beginning to feel part of the
school community.

5. Re-involvement - Pollock refers to the proverbial, light at the end of the tunnel.
It is at this moment that student feels part of a class, school and community, this is
when the student feels like they belong. They understand what is taking place and
why.

Knowing these stages listed by David Pollock, allows me as a teacher to appreciate
what a bright eyed, nervous student standing in front of me has experienced and will
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experience. As a teacher I will learn how I can best prepare a student transitioning
into grade 5 ASB.

3. List the objectives of your action research project.
My action research project will involve gathering data from the current grade 5
students and teachers, the elementary school administration to learn what they may
doing or suggest to make the transition of a new grade 5 student to ASB a positive
experience.

The objective is to prepare a list of suggestions for student transition that can be
implemented by the grade 5 teachers, the teaching assistants and the returning
students at the arrival of any new student to grade 5.

4. Define your problem/Create a hypothesis/State your question.
Problem: What are the grade 5 teachers doing to make the transition of new students
to Mumbai and ASB a positive experience? After surveying the different stakeholders
I will be able to create a program that the grade 5 team of teachers and teaching
assistants can implement to create a positive experience for new grade 5 students
arriving in August and throughout the academic year.

What can the Grade 5 team of teachers and teaching assistants, plan and implement so
that we provide a positive experience for new students transitioning into grade 5
ASB?

5. Gather data by using surveys, questionnaires, focus groups, an experiment, or
another information gathering technique that works for you.

Week One
- prepare an online questionnaire for the 60 grade 5 students asking them to recall
their experiences when they first came to ASB as a new grade 5 student or new
student to ASB.
- part of the questionnaire will also ask veteran students who have been to two or
more international schools to reflect on transition experiences with other schools.

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Week Two
- During a grade 5 team meeting survey the grade 5 teachers and teaching assistants
asking them what they do to make the transition of a new grade 5 student to ASB a
positive one.
- Call together a focus group of students to gain deeper level of information from the
on line survey.
- The elementary team leaders brainstorm what need to take place in the first three
weeks of school with the needs of new students to ASB in mind.

Week Three and Four
- Analyze the data gathered
- Write my action research paper
- Share my findings with the grade 5 team
- Prepare and formalize an action plan for the grade 5 teachers to implement for the
new students in August 2014

August
- Revisit the analyzed data and share with the returning team members and introduce
to our new team members the transition program created in June.
- After putting our transition program into action, I would like to reflect on the
program with the grade 5 team at the end of week 2.
- Share my teams experiences with the elementary school leadership team in
anticipation that this could implemented by other grades as well.

Data collected

The online survey sent to the grade 5 students
Dear student,
Thank you for taking part in my action research for the University of Northern Iowa
research. I am investigating how ASB helps new children to their new school and
class. This information will help the Grade 5 teachers prepare students new ASB,
settle into grade 5 in August 2014.
Mr. M.

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a) How long have you been at ASB?
48/60 students replied to this online survey.
6% had been at ASB less than 9 months
11% were in their first year
33% were in there second year
50% had been at ASB more than two years

b) How many international schools have you attended?
61% stated that ASB was their first international school
22% stated that ASB was there second international school
6% stated that ASB was their third international school
11% had attended more than three international school

c) When you came to ASB what was done by the school, Miss Mary, teachers, other
families and students to help you settle into ASB and grade 5.
Responses to this question are listed in order of the most common response to the
least common response.
I was given the class schedule and shown where the homework blog was
The teachers explained and showed me what to do in the first few days/weeks.
The teachers helped me understand the expectations of behavior and homework
I was shown how to access the online apps for home learning i.e. blog, IXL,
google docs etc.
I looked up the school and ES on the ASB website
I had a tour of the school with Miss Mary Kay before I started ASB
I met the grade 5 teachers 1 day before the other grade 5 students started
A grade 4 student emailed me before I came to Mumbai welcoming me to ASB
I was given a Grade 5 buddy who showed me around and hung out with me for
the first few days/weeks.
Can you make other suggestions that you think could be done for the new
students to ASB grade 5.
Summary: Students stressed that providing TKC with as much information as possible
form the schedule, specialist classes, units of inquiry, main events for both school and
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Mumbai/India/. There were suggestions of having grade 6 students return to speak to
the grade 5s or the grade 6s students could be avaible to answer questions that the
grade 5 students may have. Current students also thought that they could write a letter
to the new students highlighting important features of the grade 5 ASB student.
Providing students with a copy of the schedule and a grade 5 booklet highlighting
important areas for a grade 5 student.
Full student answers are attached to the end of this assignment.
d) Before you moved to ASB. How did your parents prepare you for the move to
Mumbai and ASB?
Summary: Students in their responses to this question stressed that they felt at ease
and able to prepare to move to ASB and Mumbai when they were kept informed
about the transition that was about to take place. One student expressed how she was
shocked by the fact that her parents surprised her when they announced they were
moving. Pollock and Van Reken highly recommend that parents keep their children
informed when making a transition, (P.180). Students commented that they were able
to mentally as well as physically prepare to say farewell to where they were leaving
from the country they were in.
Full student answers are attached to the end of this assignment.
e) Can you offer some suggestions that you felt your parents could have done to
help you move to Mumbai and ASB
Summary: Again, being informed was the dominant answer that came through form
this question. Students strongly agreed that keeping children informed of possibilities
and decisions made was the best way to help students move from place to place.
When parents shared or generated excitement in moving to another country, students
felt they became excited and would independently begin researching their new school
and home.
Full student answers are attached to the end of this assignment.
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e) I f you have been to other international schools, please tell me how they helped
you with the transition to your new country and new school.

Summary: Students commented that they were given a class buddy who helped show
them around and became for most of the TKC students their close friend. Other
students were shown their new schools website. One student commented that she
created a project about the Mumbai and India before moving.
Full student answers are attached to the end of this assignment.

Grade 5 team meeting and the elementary school team leaders meeting, held May
23
rd
2014.
The team leaders and the elementary administration team addressed the following
question.
What needs to be in place for students new (and returning) to have a successful start
to the year?
Teachers create a positive tone for the class by having social activities/games
with the whole grade.
Students contribute to creating expectations for behavior in the learning spaces
and caring for these spaces.
Students (and parents) understand before school, interval, lunch and end of
day procedures
Clear transition expectations are given and understood by the students when
moving from one floor to the next, or form one specialist class to the next
Opportunities for students to make social and academic connections with the
members of their grade level.
Plan for ways for students to take leadership roles e.g. returning students could
be a mentor buddy for a new student.

The grade 5 teaching team addressed the following questions.
What needs to be in place for students new (and returning) to have a successful start
to the year?

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Many of the following suggestions are addressed in full grade 5 meetings as they
pertain to all students.
The students understand that the grade is a team and that each teacher and
teaching assistant carries the same weight regarding enforcing grade
behavioral expectations. The expectations are not just individual class
expectations.
Students understand the checking in procedure when they arrive at school i.e.
placing their student id card in the relevant transportation container and
knowing the areas they can hang out before school starts.
Students know where their cubby hole is and have labeled their class note
books.
Students know where the homeroom and whole grades designated areas are
i.e. reading, math, unit of inquiry learning centers, art equipment and laptop
storage areas are.
Students are made aware of the highlights of the year e.g. the grade 5 camp in
October, MAP and WrAP testing and the Grade 5 Exhibition.
Students are made aware of the after school activity program offered at ASB.
Students are able to log into the grades website, their homeroom learning
page, IXL and google docs.
Student assessments in math and reading are given within the first two weeks.
Provide students with opportunities to discuss Indian culture that the students
may experience during the initial first months of the school year, e.g. festivals
and celebrations, cultural behavioral differences.

Data Analysis
From the data collected from the three groups involved, students, grade 5 teachers and
the team leaders and elementary administration team members that some main themes
came through such as being informed, making connections, feel part of the grade
group through participation and from being supported emotionally, academically and
socially. All three groups agreed that helping the students feel at ease and part of the
ASB community is the number one goal at the start of the year for new students. In
order to accomplish this the following ideas need to be considered. Through
refreshed, positive teaching staff the grade 5 team will endeavor to
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Inform: The more information students are given regarding class, grade and school
procedures as well as behavioral expectations were important areas for teachers to
address with new students. Students need to know the location of important people
such as the principal, school counselor, specialist teachers and their teaching spaces.
Connect: Some students suggested that the grade 5 students write a letter to next
years students or even email the students during the break.
Participate: The proverbial light at the end of the tunnel where new students feel
accepted and begin to understand why we do things and the roles people play in the
community, (P.191). Teachers will look for opportunities for the TKC students both
new and returning to contribute in the creation of the grade 5 Common Agreements
for the class and shared spaces at the start of the year. Student will be taken on a tour
as many of the floors have been restructured and spaces relocated. Taking part in
creating the Common Agreements, gives new student a sense of value that hey are
being heard and the ownership of the behavioral expectations agreed upon.
Support: As there is a great deal of information to take on board in the first few
weeks students and teachers suggested that we implement a student buddy system.
However, all returning students are expected to be a buddy to the new students. The
administration team have formalized this buddy system for 2014- 15 and have
approached students who have been at ASB for at least 3 years to become student
ambassadors providing guidance regarding procedures and day to day questions new
students may have regarding daily classroom activities. However, Pollock and Van
Reken remind us that the type of buddy or mentor can impact long-term relationships
and can determine the new persons effectiveness in a community, (P. 188). Does the
buddy exhibit the positive, encouraging attitude of the school? (P.189).

Teachers will also be encouraged to have a bi weekly check in with the new
students in their homeroom to see how the students are progressing socially,
academically, and how they are feeling about living in Mumbai. This support extends
beyond the class and school into new students understanding the culture of Mumbai
too. This would include informing the students about school celebrations and holidays
that are observed such as Halloween and Thanksgiving and Indian celebrations e.g.
Diwalli and Holi. Teachers will create opportunities during morning meetings where
students are grouped with at least one new student and the returning students share
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- an important
- a memorable
- and a fun moment at ASB and in Mumbai/Indian culture.

Action Plan
After analyzing the data and sharing these finding with the grade 5 teaching team, it is
proposed that the grade 5 teaching team take action on the above mentioned. To aid
the grade 5 teaching team I will prepare an online check list to be shared and an
information as a booklet so that everyone on the team is providing the same
information to the students. This is also very useful to the two new homeroom
teachers and new teaching assistant who join our team this academic year. From
discussing the data collected with the students, some of them were motivated to create
videos and video letters explaining important facts that they believed new students
should know.

Online check list:

Students will be able to
- Name and identify the grade 5 teachers
- Name and identify the grade 5 teaching assistants

Name and locate the rooms/offices of the
- single subject teachers
- elementary school principal
- associate principal
- school counselor
- PYP coordinator
- EC principal
- Name key cleaning staff members
- Name key Sodexo staff members

Students show an understanding for
- their homeroom class schedule
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- the appropriate way to use learning spaces
- the grade expectations for transitioning though learning spaces to other classes
- taking attendance and getting organized before school
- areas where students can use before school at recesses and after school

Students can locate
- their cubby hole and book box/tray
- the math, literacy and unit of inquiry learning areas in their home room
- locate their class home page, access google docs and IXL (Math online learning)

We plan to discuss the following important grade 5 events such as the following
- How we celebrate birthdays
- Magic Bus the grade 5 camp, October 8 10th
- After school activities (commencing end of August)
- Returning students share an important moment, a memorable moment and a fun
moment from
a) being at ASB and
b) from living in Mumbai.
This could include major ASB celebrations i.e. Halloween, Thanksgiving, Diwalli,
Christmas and Holi.
- MAP and WrAP testing
- Math, reading and spelling assessments
- Students are asked to bring in an artifact or photo from their vacation to share with
the class.
- At regular 2 week intervals, a grade 5 teacher will check in with new students
regarding how they are progressing socially, academically and their transition to
living in Mumbai.

Reflection:
August 7
th
, 2014: I introduced the prototype of the Grade 5 brochure to the grade 5
team and the online checklist. The new teachers in particular were very excited to
have some guidance at the start of the year with their new students and school. We all
appreciate that the brochure can be on posted on our walls as a reminder and the
online is easily accessible too. At the end of August, (3 weeks time,) we will reflect
on what worked well and make any suggestions to improve the content of the
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brochure and online list. The experience will then be shared with the grade 4 teachers
who will share our floor as well as to the elementary school administration team. The
process of this action research has been very rewarding as I now feel as though I am
better prepared and intentional about welcoming and monitoring new TCK students to
grade 5 ASB.
"A TCK is always leaving or being left. Relationships are short-lived. Someone is
always going home on furlough and friends leave. The end of the school year comes
and a whole segment of the school population leaves to go home on furlough. And its
not just the loss of this friend or that friend, but the loss of the entire group." Dave
Pollock (2005).
























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References
Pollock, D. C. & Van Reken, R.E. (2009). Third Culture Kids: Growing Up Among
Worlds. Nicholas Brealey Publishing: Boston, MA.

http://kittenita.blogspot.in/2010/12/quotes-on-third-culture-kids.html


The brochure made for students and teachers


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