After this week’s readings, I have found myself unsure of which method I would classify my research. Initially, I was certain it was Qualitative Research. The criteria given in Practical Research by Leedy and Ormrod on page 134, explained my plan by its description, interpretation, verification and evaluation. It seemed I would be doing a case study; collecting data on three groups of riders , each applying my different methods to relieve/improve lower back pain.
As I continued to read in chapter nine of the same text, it seemed that my other ideas to acquire information for my evaluation were mentioned in this chapter. Now, I am not sure if I am doing descriptive research. I could also see my plan resembling a developmental design. The description of a longitudinal study seemed to fit too. I will be following my student’s progress over a period of several months showing the data related to the characteristics under investigation which would be their improvement of balance while riding and the reduction in back pain. I was going to periodically videotape the riders to verify their progression with the applied exercises. This would show their development of the exercises suggested.
In addition, I was going to provide my students with an initial questionnaire and then a follow up questionnaire. I felt it was important to identify those students who actually experience chronic back pain and obtain some history pertaining to their riding experiences. This idea was also mentioned under the quantitative research methodologies in chapter nine.
To continue with the confusion, or perhaps to continue on the path of educating myself on action research, chapter nine discussed using sample groups, another one of my ideas. I was planning on having three sample groups to participate in the research. So does this mean that I am using the purposive sampling described on page 206? “In purposive sampling, people or other units are chosen, as the name implies for a particular purpose.” My particular purpose would be to see if physical or mental exercises can improve lower back pain for the equestrian.
Moving on to chapter 10, it introduces the reader to the cause and effect approach. Once again, I think my plan fits. So now, what am I doing? Can I use bits and pieces from all methodologies? Or do I have to limit some of my ideas? I was going to use the videotape as affirmation of of whether or not each technique worked, the questionnaire to verify that lower back pain is a concern and to what extent, and I feel this is a cause and effect method.
Also in reference to chapter ten, I know I will need a control group. So my question is, do I have to have a control group within each different assigned exercise? An example might be, if I have six riders in my Intermediate Level I Western Riding class and I want them to do the physical aspect of my research, should I have three do the exercises and three not(control group) and the same for the mental research? Or, can I have one riding class which does not do any exercises (my control group) and have six Intermediate Level I riders do the physical aspect and have six riders in my Intermediate Level II do the mental aspect? Or my last thought is to have three groups of two in two classes, and within the class, I have the control group of two people, the physical group with two people and the mental group with two people. I do not think this would work because the test groups are too small. Another question is, would it be better to expose all students to both or all experimental conditions as suggested on page 221? It is called the within-subjects design or repeated measures design. Under this approach, all students would experience the mental and physical exercises. The problem with this method is that I only meeting with my riding students once a week. By the time the exercises (physical, mental, control) are divided into 16 weeks, I am not sure there is enough time to adequately apply each idea. I do realize even as it is now students will have to be required to exercise out of class. In fact, I was going to have them keep an exercise log.
Here are some final questions. Can I actually have all these ideas even if they may be in both qualitative and quantitative research? Is that acceptable? Am I trying to put too much into the research?
Hanson reiterated in the article The Lowdown on Low Back Pain: The Bane of a Rider’s Existence, that lower back pain in equestrian athletes is one of the most debilitating problems a rider encounters. It is the most prevalent reason for lost saddle time. She approaches the problem from a treatment and prevention stand point.
Repetitive movement in muscle groups is why pain results. The muscles are either tightened or overstretched. When tightening occurs in the back, the abdominal muscles are poorly utilized. The result is that over time, they get weaker. Likewise, overstretched muscles cause the opposing or balancing muscles to cramp and also weaken.
Hanson explained some treatment options. The spinal bridge is an easy exercise. Lying flat on one’s back with knees bent, the rider is to curl the spine up, one vertebra at a time until the abdominal core makes a “bridge.” One point of importance is that the rider uses the abdominal muscles to initiate and control the movement. This exercise will lengthen and increase the flexibility in the spine.
The second treatment consideration involves daily barn chores. Many of the jobs required in the barn are repetitive, and as mentioned earlier this repetitiveness is a cause of lower back pain. Therefore, one should use caution and mix-up their daily chores. An ex ample would be to clean a stall or two and then move to another chore to allow back muscles time off. If these muscles are stressed before the ride, then it is almost inevitable that the rider is going to experience discomfort during the ride.
The best solution is prevention. A strong abdominal core is key to reduced lower back pain. A strong core equals a balanced body which means there is balance in the muscles that pull the pelvis forwards and backwards. This allows the lower back to better handle the repetitive stress of being jostled in the saddle. The stronger core will most efficiently absorb the shock. It permits the shock to be distributed more evenly throughout the girdle of support. This relieves the stress of muscles used in riding activities.
Regardless of the method chosen to prevent lower back pain, the real issue lies in the lack of commitment of the rider. Very few riders pursue a regimented routine of exercise to increase the core strength of the abdomen. Unfortunately, riders do not want to spend time exercising. They would rather be riding.
Between the treatment and prevention suggestions Hanson gave the equestrian athlete, one should experience several positive changes in their applications of riding. These include flexibility, suppleness, core strength, and added length to the spine. A combination of all of the above will prevent a rigid, non-shock absorbing posture.
About the author: Elizabeth Hanson is a founder and developer of Equestrian Pilates. She holds clinics and certifies instructors in Equestrian Pilates.
Bibliography
Hanson, E. (2005, Winter). The Lowdown on Low Back Pain: The Bane of a Rider’s Existence.
The Gaited Horse. 45, 47.
Students seem to complain of lower back pain while riding horses. I want to explore some of the reasons students experience lower back pain and how I can help them find relief through exercise. I want to look at this issue from several different angles.
The first being the relationship between lower back pain and the student’ physical fitness. I want to know if those students that have weaker abdominal and leg muscles experience more back pain. I want to know if the proper muscle tone in these areas can lead to the proper balance needed to ride without pain.
The second consideration is the mental aspect of riding and how it influences tension in the body. I want to know if this tension then affects the lower back and results in pain. Riding is as much a thinking sport as it is a physical sport. Many people to not consider this view when riding. A person’s state of mind is a determining factor in the success of the ride. If a rider comes to class with stress from the day’s activities, it immedicately influences the horse. Tension in both is often very evident. I often teach that the horse is our mirror. If we are tense, the horse will become tense.
I want to expose my students to a structured program of developing themselves in several aspects of strengthening not only physially but mentally too. I have introduced these concepts to students in a variety of classes but nothing in depth. I have never given regular mental exercises to students to see if student’s mindset can relieve some of the tension throughout the body which could be linked to lower back pain. I have also never given specific exercises to attempt to develop a stronger core. I would like to establish a routine exercise program for both the mental and physical aspects of trying to improve lower back pain in riders. I would also like to see if the combination of the two produces even greater results. I feel that I will need three different test groups to apply my ideas.
The third consideration which is not as interesting to me but could be a factor in my action research is the consideration of the equipment used. A saddle can be a huge factor in positioning the rider. It can either work for or against acquiring the perfect seat which is free of tension. There are a variety of seats available in each type of saddle and usually one is bought to fit the person, the horse and the discipline in which the duo will compete. Some favor the proper equitation and others allow legs to fall forward or behind which will influence the rider’s balance.
The following are a few of the questions I would like to explore in my action research:
What is the relationship between lower back pain, mental tension, and lack of physical fitness for the equestrian?
How will exercises both mental and physical decrease lower back pain in the equestrian?
How can I improve their muscle tone to lessen their lower back pain and have them acquire the proper balanced seat?
The article I chose for my Literature review was “Low-Back Pain in Athletes” it was published in The Journal of Bone & Joint Surgery. I chose this article because in my search for literature reviews addressing lower back pain in equestrian athletes, it showed evidence of information of this topic. The article was not as informative as I would have liked for it to be, however, it did point out the effect equipment (saddle) can have on the equestrians back pain. The general or all purpose western saddle accounted for a high percentage of lower back pain, 33-72%. When the saddle was changed to a deep seated western saddle, the incidents of lower back pain decreased to 6-33% (384). This suggests that the angle of the seat on the pelvic lumbar extension is a major component in relation to back pain.
The article mainly addresses all athletes and the current concepts associated with back pain. Some of these concepts were back pain symptoms, radiographic evidence, prevalence in athletes as well as non-athletes, non-operative and operative treatments and sacral stress factors. Most of the information contained in the article was not relevant to the equestrian athlete.
The author did guard against the use of egocentric beliefs. I think this is simply because of the content of the article. The information was mostly factual and reported only those methods known to be an effective option for the patient. He reported many statistics which usually speak for themselves. In addition, he did point out conflicting reports but in no way did it imply the he believed one way or the other or used it to support his claim.
The author definitely tried to synthesize previous research. Almost his entire article was based on previous studies and reports. He compared and contrasted the findings and suggested looking for those less than common causes for lower back pain.
After reviewing the checklist, most items were present and easily identified by the reader. Things that were not so clear was an abstract, I think instead of an actual abstract the author used bullet points in the beginning for a brief introduction to the topics discussed. Likewise, the headings were all the same. I did not notice a level one and level two headings. I think he used level one consistently through the article. The headings provided did prove to be helpful in understanding all the ideas brought forth. He also had sufficient sources to support his claims. In one paragraph, he had as many as eight citations. He listed 108 references to support his work.
I am not sure this is a stellar reference for me but I did find the seat angle of the saddle interesting, However, I think my focus will be more on the physical fitness of the rider, regardless of the saddle type, and how it relates to lower back pain. I am also interested in addressing lower back pain through improved muscle tone. For now that is where my focus will continue to be.
Bibliography
Bono, C.M. (2004). Low-Back Pain in Athletes. The Journal of Bone & Joint Surgery, 86, 382-396.
As I reflect on providing time for teacher leadership, three things come to mind: tradition, awareness and implementation. I think a large portion of those outside the school doors have a traditional mindset. They still believe that teachers are only working when they have student contact. This is a traditional view of the teacher’s role reminding me of the one room schoolhouse; a teacher secluded within her classroom with limited contact with other educators. As a result, little time is provided for teachers to change their practices.
Some may not equate professional development time with improved teaching. Therefore, this limited view restricts the opportunities for teacher participation in curriculum development and the learning and sharing of successful methods of teaching. “Since 80 percent of the funding for professional development is controlled, locally, the public must be convinced that professional development is an important part of teaching” (Cook 5).
Parents must be made aware that professional development directly effects the quality of their child’s education. A new parental view of the widening scope of the teacher’s roles are needed. Teacher leader must be seen as deliverers of content, planners of curriculum and decision makers. This understanding will clarify how professional development time relates to improving instruction.
Until school supporters fully understand the extent of teacher leadership, implementation will continue to be a significant challenge. There are several ideas throughout the book Awakening the Sleeping Giant and the article ” A Framework for Shared Leadership,” to increase the opportunity to develop professionally. Examples given are: Freed-Up Time, Common Time, Restructured Time, Action Research Teams, Leadership Teams, and Vertical Learning Committees. Some are addressing the time challenge by sharing planning times, using resource people to alleviate time away from classrooms, and being creative with time.
Not only is it important to find creative ways to acquire time for staff development, but it is also imperative that the method of communication be effective. The most logical “fit” is using technology. This opens the school door to broad and endless professional communities that are accessible at almost any time. Teachers can attend a conference when it is convinent for them. This could be a big solution to time availablity.
Other suggestions have been made but tend to have their own faults. Substitute teachers are an option. However, the downfall in this method is that it takes just as much time to prep for when one is gone, as it would to meet outside of school hours for professional development. In addition, there is a concern of consistency within the classroom while the established teacher is away. Secondly, the idea of in-service days which is currently being used in the local Vigo County School Corporation, must consider care for children in short days and available transportation for children because of working parents. Thirdly, summer months have also been explored and seems like it would be “prime time” to advance one’s knowledge. The biggest drawback to this time allocation is that there are no students to test newly acquired strategies. It is more likely that changes will be implemented while learning the new approach, not months or weeks later (Cook7).
Time for professional development is going to be a continual obstacle. Advocating for parental and community support may be the first big step in gaining consistant and quality time for teacher leaders to grow professionally. Teacher isolation must be broke and collective efforts must be made to deal with time issues. The teacher has relocated from the one room school house to a large multi-room school building and so must the time allocated to develop professionally which will only result in outstanding teacher leaders.
Bibliography
Cook, Cathy J. (1997). Mathematics Education and Professional Development Specialist: Critical Issue: Finding Time for Professional Development. Retrieved April 15, 2008, from North Central Regional Laboratory Web site: http://www.ncrel.org/sddrs/areas/issues/educatrs/profdevl/pd300.htm
Teacher leaders are the foundation of a school’s growth, achievement, and longevity. I think that we must view teacher leaders as the energy of the school system. Teachers are the school’s energy; a life support system. This feeling kept generating back to me during the assigned readings. I know this is an unusual perspective to take from the information but it kept lingering in my mind. I will try to explain what I mean by using examples from both sources.
Several times, I struggled with how the term “influence” is used throughout the readings when discussing teacher leadership. In the book, Awakening the Sleeping Giant, there are two specific examples that somewhat surprised me by the word choice. It reads, “Teacher leaders influence teaching and learning in school… (90).” Teachers do not just influence teaching; they are the teaching and their energy is the learning. The second example is “Teachers are emerging as leaders who influence practice in the schools”(91). Are teachers not the practice in schools? Teachers do more than influence the practice. They determine or should determine the practice depending on their allowed involvement in the system.
I see the term “influence” as being more appropriately used in parallel with principal, committees, and community. These bodies do influence the school system but teachers are what the schools represent. They are the doers more so than any unit involved in a student’s education.It is almost as if I feel the teacher’s role is in reverse in relation to their power and authority. Most seem to think one is entitled to having authority based on their acknowledged accomplishments. I am uncertain why people think that a title or power position makes one an authority. Perhaps, newer and younger teachers would find it difficult to think that power did not come from a title. Teacher leaders should be aware of how misleading a title can be. It is not an undisputable indication of an authority position. In the article “Expertise, Credibility, and Influence: How Teachers Can Influence Policy, Advance Research, and Improve Performance,” reveals the silent energy that is most likely the ultimate power position a teacher leader can have. It is clearly stated that “the impact of these teachers have come from the expertise, credibility, and influence they bring to their activities, regardless of the formal positions they hold”(1005). On a more personal note, I feel I have experienced this power to an extent. I do not have any “real” formal positions that I hold but from student feedback and course evaluations the power has been felt.
In addition, I think it takes a unique and somewhat talented authority (ie principal) to recognize the “informal networks through which ideas and influence can travel (1006)” as stated in the article ” Expertise, Credibility, and Influence: How Teachers Can Influence Policy, Advance Research, and Improve Performance.” Teachers use these informal networks almost every teaching minute. They are what make a teacher leader effective. It is their energy from which they teach and students learn.
The book implies that teacher leaders are still not in charge or a part of the decision in regards to teaching and learning. Could it be that it is partially because we still think a teachers as influencing instead as of doing as pointed out earlier? I think we tend to see teachers as a result or energy of the schools instead of the schools being a result or energy of the teacher. It is almost as if we are viewing the process in reverse.
In conclusion, I do agree with the article that expertise, credibility and influence open the door for a more cohesive unit within the school. I also agree that there has to be unity among the whole school system to adopt a successful change. Each teacher leader needs to be involved in these decisions so they can claim ownership. When individuals acquire ownership, the final results will be positive because their energy is effectively displayed to the student, therefore, creating learning and engagement by the students. This can only be done successfully if teacher leaders are viewed as being the system, not influencing or having a titled power or authority. It is that silent energy that creates the substantial foundation in which children can develop to their full potential. The system should be the result of the teacher leaders not the teacher leaders the result of the system.
I recently found an article which reflects a recent situation in which I found myself in persuance of my MED. It has been ten years since I finished my bachelor’s degree. I have taught for those ten years but my area of expertise is a unique one in which my classroom consists of a riding arena. I am not able to indulge in the typical warm, clean, and modern classroom. So when I committed myself to continuing my professional development, I didn’t really realize the technology gap that I was about to experience.
My first day in the MED program was techology overload. It got to the point to where I couldn’t retain nor process any more computor jargon being transmitted. This experience drew my attention to the article “Mind the Gap” published in the March 2008 issue of “neatoday.” The information in the article revealed the huge differences in children’s opportunities to become technology proficient. Access to a computer is extremely limited for many students in either rural locations or low income families. “According to Pew Research, there are still 30 million American households that do not have a computer”(pg 24). Most, simply can not afford the initial expense of the computer and the monthly bill for internet access, if it is even available.
This division among students will obviously affect the ability for some students to participate equally in preparation for a global society. The article gave these amazing statistics “Of Hispanic children, 39 percent rely on schools to use computers. Of Black children, the number swells to 45 percent, compared to just 11 percent of Asian, and Pacific Islanders and 15 percent of White children” (pg 24). Recommendations are being made to Congress to view the broadband system as we once viewed the phone service. Everyone needs one. The divide is vast. Some students are learning to type while others are surfing the net and exploring all possibilities. This is or could be a significant difference in the success of a child if the increased requirements of internet access keep going. Chances are it’s not going to slow down.
Programs have been inititated in New York, and Pennsylvania to increase access and the results have been extremely favorable. College bound students have increased as much as 60 percent since the access has been made available (pg 27). This is encouraging. However, for some, I hope it is not too late. If left too long the overwhelming sense of being computer illliterate may be enough for many students to feel very defeated and sunk before they have a chance to climb aboard. I know, I was almost there.
Point being, as educators we must stay intuned with this division and continue to increase our awareness and assist in narrowing the gap. Especially those educators that are helping to introduce and build the computer foundation skills among young children. We can not forget that through no fault of their own, many of our students do not even own a computer. Their only access or time available to become proficient and knowledgable is when at school.
I remember the confusion, frustration, and feeling of being overwhelmed. It questioned my ability not only continue but also to succeed. If a child experiences these same feelings, I am not sure how long they would commmit to figuring it out. It is not just a struggle to get through the required assignments but the additional time needed to grasp all the computer procedures. It is my hope that as educators, we remember to reflect upon our past expereinces to teach others, regardless of how young. We must remember to encourage, understand, and explain the process. I felt the concensus that most students in class with me that day were at least a little intimidated by the technology. I must also point out, that I am glad it was required and the skills are very valuable and my phobia of the computer is getting better.
This post is not about me but to awaken the fact that not all students have equal exposure and that this also plays into the academic success of each one. The division of opportunities continue to grow as technology grows and we must all remember where we once started and teach accordingly with awareness to not only the technology divide but many others as well.
Long, C. (2008, March). Mind the Gap. neatoday, 24. 31.
Have you ever had an indication that you knew where a problem could exist but were not certain? Then in a week’s time, the topic, through research, readings or conversations, was revealed over and over again, indicating that the passing thought you had might have some merit? The readings this week have done that for me.
There was so much of my personal thought reflected in the first three paragraphs in the article “The Power of Teacher Leadership.” The dead on message found was the close relationship between teaching quality and student achievement. I know this may be an unwelcomed perspective but I have subconsciously thought this might be why children, even young adults, are struggling to achieve or meet standard requirements.
In additon to the assigned article, I read another titled ” Standard-Based Reforms: What is Missing?” This article expressed the same concerns. It states that “When teachers are poorly prepared to teach, when states set low standards for admittance into teaching professions, when there are minimal funds for professional development…then measuring such students on higher standards will result in an even lower high school completion rate.” Further evidence of the effects of low teacher quality was found in the same article discussing the importance of effective well-trained teachers. It revealed the following astounding statistics. ” In spring of 1998, 59% of Massachusetts aspiring teachers failed a new mandatory test of the basic skills and subject matter knowledge. One-third of these college graduates failed a basic skills test that officials said could be passed by a reasonable well-educated 10th grader.” This is alarming.
How can students be expected to achieve when teachers are struggling themselves? Not only that, but how do we develop quality teacher leaders when it seems many may be struggling just with the content that is expected of them to be taught. For these teachers to reach beyond the classroom and make a significant impact within the school or the cooperation would be unlikely.
Referring back to the article “The Power of Teacher Leadership” one of the biggest challenges is to “find expert teachers, be able to identify them, and retain them. Although it may not be the direct intention of the given assigned readings to discuss teacher leadership through the quality of teachers, I feel it warrants investigation. Struggling teachers can not lead. Teacher leadership is key to school reform and quality teaching is essential for teacher leadership.
Being in a institution of higher education and observing the lack of basic writing skills for years, has often left me wondering where
the missing link is hiding. My point being, could it actually be that teachers do not have the skills themselves and therefore, the expectations for their students are not as high? It would seem to make sense.
In the textbook, Awakening the Sleeping Giant, under Professional Teaching Skills, it continues to support my claim. “Excellent teaching skills are necessary to lead effectively with students in the classroom…(pg58). Teacher leadership can not be until personal knowledge is acquired.
Standard-Based Reform: What is Missing? http://virtual.clemson.edu/groups/clarkstudy/report1.htm
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It is my purpose to express my commitment to become a more effective teacher leader. My teaching begins by educating young students to become a community of learners and to develop decision-making skills. I will create an environment in which learning is natural and students become independent learners. I will encourage children and colleagues to appreciate the diversity among the members of the school and learn to accept and enjoy their common responsibilities. I will engage in committees to develop school improvement. In addition, I will continue my professional development by continuing my dedication, willingness to learn, and positive thinking in completing my masters in education.
There are three early thoughts that continue to surface repeatedly throughout the assigned readings on teacher leadership. My initial thoughts include actual teacher leadership roles and where we are within them, how widely known and used is this process of teacher leadership and how it empowers those who are practicing it. These topics are worthy of further investigation for a deeper understanding of teacher leadership.
The first early thought is seeing ourselves as teacher leaders. If we have chosen teaching as a profession because we are truly drawn to it by interest or intuition, then I agree with Lambert in her article “Leadership Redefined” on page 422 when she asks”…do these dispositions pre-exist in each of us, waiting to be released?” I would answer “yes.” That is why I felt so strongly after Module 1, yet had some confusion because we already do many of the tasks of teacher leaders. Teacher leader functions are given on page 11 in the book Awakening the Sleeping Giant. “Teacher leadership roles appear to separate into three leadership functions. First, a teacher may offer leadership to students or to colleagues in carrying out their responsibilities. Second, the function of a teacher leader may be to contribute to operational tasks within or outside the school. Finally, teacher leaders may function in governance or in decision-making capacities within or outside the school.” These functions are also hinted about in “Uncovering Teacher Leadership” on page 66 Ackerman and Mackenize talk about informal roles. The roles included “revealing their classroom practices, sharing their expertise, asking questions of colleagues, mentoring new teachers and modeling how teachers collaborate on issues of practice.” I am certain genuine teachers can identify themselves in these roles almost daily, yet they tend not to qualify themselves as leaders. This is confusing.
On the other hand, if the teaching profession is chosen for any number of reasons such as the work schedule or the job seems easy, then I disagree when Lambert suggests that “everyone is born to lead in the same way that everyone is born to learn.” One must have passion, to an extent, in what they want to lead, to become a leader. This idea of compassion or commitment to teacher leadership could be why some teachers are hesitant to get involved. Perhaps they never had that intuitive drive to be a teacher.
The second topic that is not quite understood is how long has this approach, teacher leadership, been in practice and how prevalent it it? As Lambert states in “Leadership Redefined,” in the very first sentence of the very first paragraph, “teacher leadership is not a new concept.” This is surprising. It seems after class discussions and readings that not many educators see themselves in this light. Is it because they don’t understand it, or is it a new term given to an old practice which makes it seem new or is it truly new and not acknowledged in all areas or is it a system that only the more progressive schools are attempting to implement?
The final aspect of teacher leadership that has provoked thought is the empowerment it gives teachers. It makes sense. Teachers must be involved in the decision making process. They are the ones implimenting the changes or introducing new approaches. Katzenmeyer andMoller describe the significance of empowering teachers through their explanation on page 24 in the textbook. The results from a study completed by Gammoran and Porter indicated “that teacher control over curriculum content might be detrimental to achievement. Teachers are the only people who make the final decisions over instructional strategies.” The scope of empowerment can be vast. The opportunity for growth is almost limitless not only can they effect the curriculum, but many governing forces and ideas. They can basically be a power base.
In closing, I am curious as to why teachers do not classify themselves as teacher leaders when it seems that are meeting at least part of the teacher leader functions. Is it because that teacher leadership is a new concept or carries new approach in which teachers are not familiar with? The empowerment that comes with this new approach can be positive for those wanting to make changes in the educational society.
