Researcher choice this week. Choose one of the following to guide your blog:
1. Write a memo on what you are discovering from your readings. How does this literature inform what you have discovered so far in your own research? What are some gaps in the research that your work may fill?
2. Write a research memo similar to two weeks ago, in which you synthesize this week's data in order to make meaning. What new discoveries and questions have arisen? What might you have to change (i.e., research questions, data collection practices) as a result?
I discovered some interesting information from my readings this week on making sense of data. Collecting data and being unsure of how I was going to make sense of it all became clearer to me as I read the literature. I now realize that my data has a story embedded in it and many factors influence my story. Now I need to make sense of it all to help me gain perspective and make decisions about my raw data and what I need to use. At this time I definitely need to carefully examine my data. First, I need to organize and put my data into themes or categories and code it. I will definitely utilize my colleagues and get their perspective when I complete this step. Being unsure of this project, I was in doubt and that made me uncomfortable. Struggling with questions also played an important role. But, reading about reflective analysis reassured me that it is okay that some of my notes included questions I had. It is all part of the analytical process. What I also discovered so far in my own research is that I was focusing too much on the social/behavioral aspect of my question and less on the academic portion. Reading the examples from the literature helped me gain insight to what other surveys/questionnaires I can create to generate the data I need, paying close attention to relevant facts. Another factor I need to consider is factoids, a new term learned. As I look back I think that this data will be quite relevant to my research project.
ReplyDeleteFrom the data I have obtained so far, I do notice some trends and some new occurrences. A list needs to be made to document these tentative findings. I also have to keep in mind that many circumstances become relevant in my research project, more than I anticipated and that my conclusions are based on a variety of data resources. I need to think outside of my comfort zone as there are some gaps that I need to work on. Consideration needs to be made as to what factors are pertinent and influence my story.
Since my literature review is my first project on collecting and analyzing data, the readings this week were extremely helpful. There are so many elements to this process. There is one thing that I feel reassured about and that is knowing that it’s okay to play with your data. You need to work with your data rearranging it until you have given your story “every possible chance to emerge.”
I am wondering what your readings on gender offered you. It sounds like you connected with the Falk and Blumenreich reading on how to work with data, which is terrific. The lit review is about others' research on gender in the classroom. Any cool info there?
DeleteThrough the reading I saw a lot of common themes to provide guidance in sorting through the mess, also known as my data. The reading confirmed something I had come to realize through my conversation with Dr. Johnson in the computer lab last week; your plan may change. At first I was uncomfortable with the change. Although I would still not describe myself as confident with the whole research process, I would say that I am beginning to see that change is inevitable. At first I felt like my indecisiveness with my main and sub questions was because I was doing something wrong, or not understanding the whole process of research. Through this course, the readings, and support from Dr. Johnson and my colleagues I am beginning to see that consistent analysis about what you are looking for is part of the process. Within research it appears that change is necessary to get to the bottom of what it is you are really looking for. (Side note: Mess I love, change not so much! A college roommate actually bought me a copy of, Who Moved My Cheese, in hopes I would become more comfortable with this!) I think it will be important for me when sharing my story to note why my plan has changed.
ReplyDeleteI also have come to the conclusion that I need to start observing a few individual students more closely. My Teacher Reflection Journal needs to become more zoomed in on individuals instead of my class as a whole. Similar to when we did the class observation in the RIC cafeteria and honed in on one table, I will need to notice individuals’ response to reading in this way. This is not an easy task while teaching, however maybe I can observe my students in the library or change the classroom routine so that I can directly observe them during silent reading time.
I think the quote, “Remember to take it “bird by bird” as you go through the data analysis process,” is something I will need to consistently remind myself as I delve into the data. Similar to a term paper where you look at all your sources, write down important information, and group into their appropriate paragraphs, it appears to me that I will need to do this with my data. I will need to look at the data, find common themes and group into appropriate categorizes. While doing this I must also keep in mind to be open to change.
Focusing on just a few key students--or one reading group--maybe the purples--might narrow things down for you and make this more comfortable. I had a little chuckle at the "who moved my cheese" reference :).
DeleteIn studying this topic for a while I have read a large body of literature relating to a couple of different topics. The two areas which I have read the most literature include my methodology (i.e. visual images as data) and gender differences in the physical education (PE) classroom. One area I feel as though I am lacking in my current folder of collected literature includes my theoretical framework. Currently, from what I’ve read I have been honing in on post-structuralist feminism as my primary framework (Azzarito, Solomon, & Harrison, 2006; Nilges, 1998; Robinson-Keilig, Gwin-Vinsant, & Dashner, 2014). Also, I have seen several references to gender theory which appears to be a promising theory that could add to my lens of inquiry. In reading several of the articles I’ve been looking at over the past week I am intrigued by a new theory titled ‘hegemonic masculinity’ (Connell, 2005 as mentioned by Parker & Curtner-Smith, 2012). In a brief review of this theory it appears as though hegemonic masculinity speaks to dominant forms of masculinity such as being aggressive, violent, firm, mesomorphic, and tough are supported and reinforced by social groups and institutions such as schools, the media, and sport (Parker & Curtner-Smith, 2012). From this introduction I feel like this theory could potentially have a lot to offer in the way of framing my continued research.
ReplyDeleteI also have continued to read on gender inequity as it has been specifically described in the field of PE. Many of the observations cited by various researchers including boys dominating play spaces and involvement, down-playing the skills of girls of all levels, and the exclusion of boys that do not adhere to stereotypical masculine stereotypes are all things that I have witnessed within my current research. I also have witnessed the phenomena of girls participating at a minimal level only to completely shut off after realizing that their male teammates refuse to allow them equal ownership in the game. It was interesting reading the Parker & Curtner-Smith (2012) article as they observed the exact same situation in a PE class led by pre-service teachers. In regards to existing gaps in the research, I am still yet to find a study in the field of PE that examines gender equity and/or student participation through use of visual methodologies. Also, there appears to be a large body of research denouncing team sports instruction as a vehicle used to perpetuate social patriarchy. Although these studies appear to be fairly common, few studies offer up worth-while alternatives to the current model. Even studies that propose “different” PE merely seem to adjust the curriculum in slight ways (multi-activity team sport PE curriculum versus sport curriculum versus sport for peace curriculum). I am starting to think about using my future research as an exploration into a vastly different model of public school PE.
Jeff, I like that you are going somewhere new with this--looking at what your work can add to the field. The visual aspect definitely adds a twist, but then you can also propose what will work better, or at least offer legitimate alternatives to students for whom team sports are anathema.
DeleteMemo 9
ReplyDeleteSo far, I have collected fieldnotes, several charts for each student, an open-ended questionnaire and an interview student. One thing that jumped out right away for all of the students is that 10 open-ended questions were too many. In addition, the open-ended questions were too confusing. Students did not understand how to describe themselves as readers. I do not know if this developmentally appropriate or if it is just something, we need to be talking about and discussing more with them. We talk about reading comprehension, strategies, fluency, etc. but we do not discuss being a reader. It would be like if a coach discussed drills, plays, etc. but not being a player or being an athlete. It has to be part of the dialogue.
My research questions are still evolving. I am okay with that for right now, but I would like to have them further refined by the end of this week. I suppose the reason for that is that I’m worried that the data I’m collecting might not be informing my research questions.
For this rest of this memo I am going to focus on one particular case study. My fifth grade student, Rudy completed his questionnaire and wrote several times that he either hated reading or did not like reading. From the data I’ve been collecting on the charts, this doesn’t necessarily seem to be the case. He appears calm, peaceful and at ease when reading. Moreover, he seems to enjoy reading with a partner and is one of the most active contributors to class discussion. Today, when we had our interview I asked him some follow-up questions based on his questionnaire. He said he absolutely hates to read he would rather be doing anything else. I asked him if that is just in this class or all classes and/or at home? He said “No, everywhere” I asked is there is anything at all he likes to read and I named several examples. (based on my conversation with Terry Deeney the other day we talked about how her friend doesn’t describe himself as a reader but he reads a ton). So I provided different examples but Rudy said Nope to all of them. Separately, we discussed how he wrote about only like short things to read. I expected him to say well since I hate reading then short stories are faster. However, Rudy explained that in the middle of chapter books he gets lost and confused so he can’t keep up. He said the way we read it in here in class is good because we stop and talk about it and you let us partner read a lot, but if I read a long story or book by myself then I get too confused.” I said “So you can understand longer stories when they are broken up into sections?” he said well yeah but only with a partner or a group. I think that’s because Rudy has to have someone to talk about it with or he can’t make sense of the text.
Interesting--I love that this young kid has that kind of self-awareness! Maybe he needs to be taught the concept of chunking so he can do it for himself instead of relying on you or reading partners. Pretty soon he is going to need to be doing a lot of reading on his own, so this might be a worthwhile skill for him to learn.
Delete