Timeline

To collect data I plan to use three Honors/AP English Literature and Composition Classes following the below timeline: September 2010  · Establish Problem Statement  · Establish Research Questions  · Collect background information  · Reviewing Professional Literature  · Create methodology  · Begin self reflections October 2010  · Select test group  · Create research plan draft  · Develop a rubric for use  · Create student survey (complications and benefits of peer collaboration)  · Assess and evaluate plan of action prior to implementation (based on teacher and student feedback)  · Construction of collaborative and peer editing technique lessons  · Continue self reflections November 2010  · Model necessary collaborative and peer editing techniques to select classes/students (senior AP, and 12h honors)  · Select a group of “peer tutors” from model classrooms to implement collaborative and peer editing techniques for students of test group  · Assess and evaluate plan of action prior to implementation (based on teacher observations of collaborative and peer editing techniques) <span style="margin: 0in 0in 0pt 0.25in; mso-list: l3 level1 lfo3; tab-stops: list .25in; text-indent: -0.25in;"> · Continue self reflections January 2011 – March 2011 <span style="margin: 0in 0in 0pt 0.25in; mso-list: l4 level1 lfo4; tab-stops: list .25in; text-indent: -0.25in;"> · Give student survey (complications and benefits of peer collaboration) <span style="margin: 0in 0in 0pt 0.25in; mso-list: l4 level1 lfo4; tab-stops: list .25in; text-indent: -0.25in;"> · Give Writing Assessment Pre Test <span style="margin: 0in 0in 0pt 0.25in; mso-list: l4 level1 lfo4; tab-stops: list .25in; text-indent: -0.25in;"> · Implementation of collaborative and peer editing techniques to test group by model classes/students with teacher facilitation <span style="margin: 0in 0in 0pt 0.25in; mso-list: l4 level1 lfo4; tab-stops: list .25in; text-indent: -0.25in;"> · Continual assessment and evaluation of plan of action (based on teacher observations of collaborative and peer editing techniques) <span style="margin: 0in 0in 0pt 0.25in; mso-list: l4 level1 lfo4; tab-stops: list .25in; text-indent: -0.25in;"> · Continue self reflections April 2011 · Give Writing Assessment Post Test <span style="margin: 0in 0in 0pt 0.25in; mso-list: l2 level1 lfo5; tab-stops: list .25in; text-indent: -0.25in;"> · Give student survey (complications and benefits of peer collaboration) <span style="margin: 0in 0in 0pt 0.25in; mso-list: l2 level1 lfo5; tab-stops: list .25in; text-indent: -0.25in;"> · Assess and evaluate plan of action prior to implementation (based on teacher and student feedback and School Benchmark Writing Assessment Pre/Post Tests) <span style="margin: 0in 0in 0pt 0.25in; mso-list: l2 level1 lfo5; tab-stops: list .25in; text-indent: -0.25in;"> · Compile data, results, references, appendices, and self reflections
 * Timeline **