1)Umbrella Question (middle school health & physical education teacher)
How can physical education be used as a vehicle to promote social justice amongst eighth grade students at a public middle school?
Subquestions: a) What do students envision as gender equitable physical education? b) What inequities currently exist in the physical education classroom? c) How do students perceive gender interactions in physical education class in comparison to gender interactions in other classrooms? d) What happens when traditional physical education instruction adopts a feminist pedagogy?
2)Umbrella Question (middle school health & physical education teacher)
How do eighth grade public, school students experience the traditional, team-sports based physical education curriculum?
Subquestions: a) What level of importance do students attribute to team-sport instruction in physical education? b) What changes could be made to the current physical education curriculum in order to make instruction more meaningful for individual students? c) What perceptions do non-majority students have on team-sport based instruction?
I love both of these! Be sure you can answer them. The first umbrella question probably can't be answered within the time frame of this particular study. However, some of your subquestions could be substituted under the second umbrella question--I'm thinking b and c. Subquestion 2a and 2c could probably be answered quickly with a survey, and I wonder if you can answer 2b within your time frame. Could 1b and 1c go under Q2?
I like how subquestions 1a and 1c are getting at the students' perspectives. From the little bit you've shared in class it sounds like the students already have some definite ideas about physical education. 1b sounds possibly difficult to gather data for. How would you ask students about this? Would you ask them how are gender differences in reading class different than in physical education class? Would you just pick two content area classes or would you pick classes that are considered "extra" like art or music? Not that I think they should we considered that, but that is how they seem to be referred to
After reviewing my thoughts about my study thus far, I need to seriously look at what makes up a reading identity. Leigh Hall defines a reading identity as a school based identity that is I am a “good” reader or I am a “poor” reader. If I am not going to look at just a “good” reader or a “bad” reader identity then how am looking at a reading identity. Umbrella Question: What makes up a students’ reading identity? a) How does the student engage with text? b) How does the student select text? c) How does the student share text? d) What is the student’s self-perception as a reader? e) What is the student’s self-efficacy as a reader? f) Is the make-up the same for all students? Or it is different? How so?
Umbrella Question: If a student wants to change his/her reading identity then how does that happen? a) How does the student identity what changes he/she wants to make? b) How does the teacher support this process? c) What if the teacher wants there to be changes (i.e read something besides comic books) and the student doesn’t? d) Is this changing a school-based reading identity or a home-based reading identity or both? e) Are there reading identities in contexts other than home-based or school-based?
Kristin, I think Qs 1a-1e are things you can observe with your fieldnotes and other data. I like the #1 umbrella question, though. Here are some possibilities: How do students determine what kind of reader they are? How do they define texts and reading? How does self-perception of reading ability impact her/his desire to read? What role does socialization play (i.e., others in the class--is it uncool to be a reader?). Maybe something like: what are ways to encourage students to see themselves as readers? Just brainstorming here.
How do eighth grade public school students experience the traditional, team-sports based physical education curriculum?
Subquestions: a) What is the nature of student participation during team-sport instruction in physical education? b) What inequities currently exist in my eighth grade physical education classroom? c) How important do students perceive team-sport instruction to be in their overall, educational experience?
In what ways does a predominantly female classroom affect the social and academic environment of the classroom?
OR
How does a predominantly female classroom affect the classroom culture?
Sub-questions:
1. What are some ways to engage male students more academically? 2. How do female students see their roles in the classroom? 3. In what ways do female students show their social power in the classroom?
Really strong questions here, Brenda! In the first umbrella, you could end at "environment." I like it better because "social and academic environment" is more precise than "classroom culture." As for your subquestions, do you want to engage the females academically as well?
What constitutes a successful 'learning experience' for students when they have a substitute teacher in the classroom?
Sub-questions:
1. To what extent does the classroom behavior plan or school climate have to do with having a successful 'learning experience' for students? 2. What are the variables beyond the substitutes control that could affect a student's 'learning experience'? 3. What types of valuable strategies can substitutes effectively use to circumvent any problem or situation that may arise with students and still keep the 'learning experience' pleasant and successful for the students?
Chris, nice work here! I don't think you need quotes around "learning experience" throughout. In the second sub, can you ask it as a how question? Asking a "what" question just asks for a list, whereas "how" gets at the richness of it. The last question is really long...let's brainstorm ways to get at the crux of what you want to learn.
1)Umbrella Question (middle school health & physical education teacher)
ReplyDeleteHow can physical education be used as a vehicle to promote social justice amongst eighth grade students at a public middle school?
Subquestions:
a) What do students envision as gender equitable physical education?
b) What inequities currently exist in the physical education classroom?
c) How do students perceive gender interactions in physical education class in comparison to gender interactions in other classrooms?
d) What happens when traditional physical education instruction adopts a feminist pedagogy?
2)Umbrella Question (middle school health & physical education teacher)
How do eighth grade public, school students experience the traditional, team-sports based physical education curriculum?
Subquestions:
a) What level of importance do students attribute to team-sport instruction in physical education?
b) What changes could be made to the current physical education curriculum in order to make instruction more meaningful for individual students?
c) What perceptions do non-majority students have on team-sport based instruction?
This comment has been removed by the author.
DeleteThis comment has been removed by the author.
DeleteI love both of these! Be sure you can answer them. The first umbrella question probably can't be answered within the time frame of this particular study. However, some of your subquestions could be substituted under the second umbrella question--I'm thinking b and c. Subquestion 2a and 2c could probably be answered quickly with a survey, and I wonder if you can answer 2b within your time frame. Could 1b and 1c go under Q2?
ReplyDeleteJanet! That is too funny! I was literally just posting that question 2a and 2c sounded like survey questions!
ReplyDeleteI like how subquestions 1a and 1c are getting at the students' perspectives. From the little bit you've shared in class it sounds like the students already have some definite ideas about physical education.
ReplyDelete1b sounds possibly difficult to gather data for. How would you ask students about this? Would you ask them how are gender differences in reading class different than in physical education class? Would you just pick two content area classes or would you pick classes that are considered "extra" like art or music? Not that I think they should we considered that, but that is how they seem to be referred to
After reviewing my thoughts about my study thus far, I need to seriously look at what makes up a reading identity. Leigh Hall defines a reading identity as a school based identity that is I am a “good” reader or I am a “poor” reader. If I am not going to look at just a “good” reader or a “bad” reader identity then how am looking at a reading identity.
ReplyDeleteUmbrella Question: What makes up a students’ reading identity?
a) How does the student engage with text?
b) How does the student select text?
c) How does the student share text?
d) What is the student’s self-perception as a reader?
e) What is the student’s self-efficacy as a reader?
f) Is the make-up the same for all students? Or it is different? How so?
Umbrella Question: If a student wants to change his/her reading identity then how does that happen?
a) How does the student identity what changes he/she wants to make?
b) How does the teacher support this process?
c) What if the teacher wants there to be changes (i.e read something besides comic books) and the student doesn’t?
d) Is this changing a school-based reading identity or a home-based reading identity or both?
e) Are there reading identities in contexts other than home-based or school-based?
Kristin, I think Qs 1a-1e are things you can observe with your fieldnotes and other data.
ReplyDeleteI like the #1 umbrella question, though. Here are some possibilities: How do students determine what kind of reader they are? How do they define texts and reading? How does self-perception of reading ability impact her/his desire to read? What role does socialization play (i.e., others in the class--is it uncool to be a reader?).
Maybe something like: what are ways to encourage students to see themselves as readers? Just brainstorming here.
How do eighth grade public school students experience the traditional, team-sports based physical education curriculum?
ReplyDeleteSubquestions:
a) What is the nature of student participation during team-sport instruction in physical education?
b) What inequities currently exist in my eighth grade physical education classroom?
c) How important do students perceive team-sport instruction to be in their overall, educational experience?
Umbrella question:
ReplyDeleteIn what ways does a predominantly female classroom affect the social and academic environment of the classroom?
OR
How does a predominantly female classroom affect the classroom culture?
Sub-questions:
1. What are some ways to engage male students more academically?
2. How do female students see their roles in the classroom?
3. In what ways do female students show their social power in the classroom?
Really strong questions here, Brenda! In the first umbrella, you could end at "environment." I like it better because "social and academic environment" is more precise than "classroom culture."
DeleteAs for your subquestions, do you want to engage the females academically as well?
Umbrella question:
ReplyDeleteWhat constitutes a successful 'learning experience' for students when they have a substitute teacher in the classroom?
Sub-questions:
1. To what extent does the classroom behavior plan or school climate have to do with having a successful 'learning experience' for students?
2. What are the variables beyond the substitutes control that could affect a student's 'learning experience'?
3. What types of valuable strategies can substitutes effectively use to circumvent any problem or situation that may arise with students and still keep the 'learning experience' pleasant and successful for the students?
Chris, nice work here! I don't think you need quotes around "learning experience" throughout. In the second sub, can you ask it as a how question? Asking a "what" question just asks for a list, whereas "how" gets at the richness of it. The last question is really long...let's brainstorm ways to get at the crux of what you want to learn.
Delete