Monthly Archives: June 2013

K.I.S.S. moments

So easy it’s hard.

1. Teach and learn in every interaction.

2. Reinforce strengths of self and other.

3. Search for the true and the useful.

4. Give and get value for value.

5. Attend to the part, the whole, and the greater whole.

6. Engage in joyful practice.

Page(s): 228, Developmental Evaluation: Applying Complexity Concepts to Enhance Innovation and Use by Michael Patton, Guilford Publications, Inc.
NOOK Study (Cathy Ikeda, cathy.ikeda1@gmail.com). This material is protected by copyright.

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Check, check…reality check?

The questionnaire
The Qualitative Evaluation Checklist by M.Q. Patton is a no-nonsense reality check and a must read when looking at one’s plan, timeline, methodology and the myriad of little decisions one needs to make when setting out to do research. This dissertation work is similar to building our house. I tried to plan as much as possible ahead of time, with the awareness that those plans could go out the door and I would not have control. Like our cement slab could not be poured for two weeks because we had a deluge. If the cement slab is not poured, the builders cannot start. If the builders cannot start, the lumber needs to be stored away from possible thieves. On and on.

The Patton checklist was paired up with Bricki and Green’s “A guide to using qualitative research methodology.”

So what did I get?

My research question: how does the Alana project PD course transform unit planning? would need to look at the perspectives of the participants (self-assessing transformation); look at the phenomena of the process and observe that process in depth. I think that is what makes it qualitative.

But often, in research, people are still stuck on the idea that research needs to be reproducible. I don’t know if this is reproducible, so who are the primary users of my research? How will they judge the quality of my work? Gah!!!

Forced to answer that question, or make up an answer, I will say that the primary users of my research are instructional coaches/culture-based education coaches who will take up the charge by Kanaiaupuni that CBE shows promise for our students. They will judge the worth of this research by the results of this research. I think they will need to see the continuity and student work portion even if it is out of scope from this research.  How do I do that?

How will I collect data? Individual interview, group, observation. I am only dealing with 7 people, so 7 people it is.

 

 

 

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Action Research Analysis

As I launch into my own action research project next month, I think it’s only right that I do some analysis of what action research projects are already out there. Not necessarily in my area, but useful, nonetheless.

I read Kara Dawson’s study published in the Journal of Digital Learning in Teacher Education  titled “Using action research projects to examine teacher technology integration practices.” As we head into our 1:1 project next year, I think it’s valuable to see how other researchers are measuring technology integration of their teachers. Although it didn’t match up with my dissertation, I still think that the way she wrote up her methodology decisions and created tables and charts for her data is pertinent to what I am doing. I cannot just do what I want. There needs to be a purpose and a link to other research.

I believe that her analysis of the results is sound because she lists the gaps in the study as well as the surprising findings and patterns. What I would have wanted to see, however, is standardized tools given to teachers to measure student engagement. I also would have wanted to know more about the types of training offered to the action research coaches. She lists that training as important for the results, but it’s unclear as to why.

What I do like is that in the reflection/conclusion, there are areas for another researcher to examine. I think research is never done and there should always be more to research. I think as far as the writing, her figures did not always make sense and I felt like they were just ways to insert figures without really adding to the reading.

I think what I learned from this is that I need to write as if no one knows what I’m talking about. I also have to make a clear path for the next research and use graphics only if they make it easier to read the text.

 

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