Living the Process of Inquiry With a Real Teacher-Researcher CH. 5-8

CHAPTER FIVE

Analyzing Field Note Data

Prompt #5 Questions: There were four observations that Sienna conducted over a two-week period to document May’s redirection behaviors. First, you will examine the series of observation reports. Second, identify any trends and themes you find in the data. Be sure to consider the observational notes that Sienna included. Look to find and share any triangulation processes in May’s data collection and analysis work. Third, evaluate the data and provide reasonable explanations for what you think might be happening over time that would explain the story the data are revealing.

Response:

There are several trends and themes in May's data. The first trend that I noticed was that there were fewer redirections as the observation period went on.  The second trend I noticed was that the redirections initially took place throughout the class period, but over time, they took place after the first ten minutes of class.  The third trend I noticed was that the redirections became more general and less student specific over the course of the observation period. 

May's data included journal entries, field notes collected by a student, a focus group, and a graph of student success with a timed agenda.  Though she uses a number of different types of data, I'm not sure that she is getting clear results from this data.  The data shows that the intervention (timed agenda, specific tasks for problem students) does affect student behavior at the beginning of the class period, May's goal was to improve instruction.  It seems the data shows that the intervention had little impact on the instructional period.  

The intervention seemed to improve classroom behavior during the first ten minutes of class when it was used.  May failed to examine (or perhaps she failed to include it in her write-up) class attendance.  Knowing which students were present on the days of the observation might shed some light on the data recorded.  Using the timed agenda may have made expectations more clear for students, which in turn, may have improved their behavior. 

CHAPTER SIX

Analyzing Data Related to the 5-Minute Challenge

Prompt #6 Questions: Describe May’s class graph. What happened over time, and what are some possible reasons for the trends and patterns you notice? What new goals do you think May should set for the class as a whole based on her students’ response to the timed agenda challenge?

Response:
May's class graph shows that, over time, a greater number of students completed the 5 minute challenge.  Students were probably more clear about her expectations, and also liked being challenged. May should use these intervention strategies throughout the class period to keep students on-task all period.  Giving students a specific amount of time to complete a task, having student helpers to empower problem students, and setting clear goals will help her to have a successful class period.

CHAPTER SEVEN

Graphing Data and Focus Group Interview

Prompt #7 Questions: Describe Anthony’s and Leah’s data. What happened over time? What do you think May might do in the future to capitalize on Anthony and Leah’s success and keep them on track during the entire class period?

Response:

The data shows that both Anthony and Leah improved over time.  They were also able to set goals and exceed them.  May should use this strategy throughout the class period.  She needs to give them specific goals and a specific time period in which to complete the goals.  Giving them feedback on their progress will also be important.

CHAPTER EIGHT

 Bringing Closure to May’s First Cycle of Inquiry—May’s Journaling

Prompt #8 Questions: Pretend you are May, and it is now the start of the next school year. Your assistant principal, Mr. Brown, asks you to talk about your inquiry journey at the first faculty meeting of the year. Discuss a plan for your presentation. What will you share and how will you share it? Refer to Chapters 6 and 8 of The Reflective Educator’s Guide to Classroom Research for support in responding to this prompt.

Response:

May should begin by telling her colleagues that the goal of her presentation is to "change education from the outside in" (Dana, 2009, p. 189).  Explaining the inquiry process and how it allows a teacher to do this would be the next step.  May does not need to go into great detail about specific data, but talking about her interventions and their results is important.  Lastly, May should summarize what she learned from her inquiry.  This should include not only what she learned about her students from the data, but what she learned about herself as an educator.  This process allows teachers to see their strengths and weaknesses and set goals to make improvements. 

Living the Process of Inquiry With a Real Teacher-Researcher CH. 1-4

Chapter 1: Setting the Context, Studying the Literature, and Developing the Wondering

Why is it important for May to look at literature as a part of her inquiry journey? What insights did May gain about her inquiry topic through her readings? In what ways might May’s readings inform how she will collect data for her study? 


It is important for May to look at literature as part of her inquiry because it will provide her with ways to support her students.  Literature will also allow May to see that other teachers have experienced the same challenges that she has and she can see what methods have been proven to remedy situations like hers. The literature that May examined was useful for several reasons.  It allowed her to better identify the behaviors that her students were exhibiting and therefore, she was able to make a better determination of what their needs were.  Using literature also allowed May to see her students in a different way and to appreciate both their strengths and weaknesses.  These things will help May to decide how to go about collecting data for her study because she will have a clearer picture of her students and their needs.  She will also be able to see what others have done and what has worked or has not worked. 

Chapter 2: Designing Inquiry Through Collaboration With Colleagues

May, Naomi, Margaret, Darby, and Mr. Brown formed a professional learning community that met regularly to plan May’s first inquiry and to support one another in their work as educators. What specific benefits did May receive as a result of collaborating with her colleagues? Why is collaboration an important component of the action research process?

May received a great deal of help and input from her colleagues.  They were able to help her see her inquiry from a number of perspectives.  They were also able to assist her in the process when she was feeling overwhelmed.  May's colleagues allowed her to simplify the process and also helped to guide her to what would work best for her and her students.  Lastly, working with her colleagues allowed May to see that some of her students were behaving similarly in other classes and allowed her and her colleagues to collaborate in supporting these students properly.

Chapter 3: The Intervention and Data Collection Plan

A critical component of the inquiry process is designing a plan for data collection that is doable! Explain the importance of developing a data collection plan that is meaningful but practical to the life of a classroom teacher. Address the following: 

 What part of May’s data collection plan do you feel will be most meaningful? Why?

What parts of May’s data collection plan do you believe to be the most practical?      Why? 

What parts of May’s data collection plan do you believe to be impractical? Why?

       Pretend you are one of May’s colleagues. Suggest one additional form of data you think May might collect that could inform her research. Be sure you provide an explanation that describes why you think May should consider collecting this form of data. 

     Overall, I like May's data collection plan.  The Tier 3 intervention is the most meaningful part of May's plan.  Because it targets the most challenging student and empowers her, May is likely to see results.  Unlike the other parts of the plan, it involves just this one student and is focusing more clearly on them to improve.  This is the most practical part of May's plan because it requires students to rely upon prior knowledge of the classroom routines and holds them accountable for not meeting expectations.  Relying upon another teacher to collect data seems to be the most impractical part of her plan.  Sometimes adding additional adults to the classroom seems to distract students more.  It is also putting someone else in charge of setting goals for students and this may diminish the authority May has over her students. 

I would suggest that may conduct individual interviews with the students that are exhibiting the worst behaviors. There may be outside factors that are causing students to behave in the way they are. It is possible that something happened at home in the past few weeks that has caused these students to act differently. Sitting down and talking to them one on one will not only allow May to gain insight into these students' behaviors, but will also show them that she cares about them.

Chapter 4: Coding May’s First Data—The Wish List for Great Classroom Learning Conditions

 Download May’s “Wish List” Student Response data.

• Follow a modified version of how to conduct a data analysis as described in the course text, The Reflective Educator’s Guide to Classroom Research.

• Begin reading through the entire class’s wish list responses.

• Next, read through the data set a second time. Ask yourself, What am I noticing about the student responses? Do the responses seem to fall into different categories? How would I name the categories? Select your categories. Code each category with a different color.

• Finally, read through the data a third time, highlighting each response in a different color to correspond with the categories you created above.

In your journal responses, share the categories you named, as well as examples of responses that were included in each category. If you were May, what do you think your analysis of this initial data is telling you to do next? 

In examining May's wish list, it was easy to categorize the students' responses.  The majority of responses seemed to fall into what I would call Following Directions/Meeting Expectations.  These responses, (in green - see below) included comments about being prepared and doing what the teacher asks of them.  The second category, Unrealistic/Unrelated, included responses (in red) that said students should not have to complete work or should get an A and not have to do anything.  The third category, Homework, included responses (in blue) that were about receiving less homework.  The fourth category, Others, were responses (in purple) that involved how others in the classroom behaved.  The last category, Student Needs, included only one response (in orange).  This response, dealt with something specific that the student needed to be able to successfully meet expectations.

Based on these responses, I believe the data tells May that her students want to do what is expected and want structure in the classroom.  Her plan to set goals for her students and graph their progress is the appropriate response to this.  Her plan to work more closely with students who are exhibiting bad behavior will also help with this. 

1.  Give respect to our teacher and other classmates. Let’s be kind and not argue with one another.

2. I wish everyone would get an A, and that we had more field trips.,

3. Have our agenda done when the teacher comes into the classroom. We can have out our paper and 

    pencil, be ready to learn, and have our homework out.

4. Come in and get ready and start on time. Maybe the Deputy could come to class from lunch. That might 

    help us.

5. Listen and be quiet.

6. I wish I could get us less homework.

7. I wish we could come to class, sit down and get started on our work!

8. My wish for the whole class is to respect our teacher.

9. I wish people would stop being loud in this class. It is loud sometimes.

10. We need to have more fun and more parties—and all A’s!

11. Get ready for class all together would be good. Some do and some don’t.

12. People need to come to class to learn! They need to focus. I wish they would focus.

13. To give me an A for no reason and to just be kind to people. Having a little bit of fun and not having all 

      this homework. To be Friday every day!

14. My wish is to get more field trips out of town and to give us less homework. Homework Mon.–Thurs. 

      and Fri.no homework.

15. Class would be good if it started on time every day.

16. I want to show my teacher my respect. I want to have an S (Satisfactory) for conduct.

17. My wish is to have us all on the same page when the bell rings.

18. I wish L and T wouldn’t bring in so much of their drama into class so we could get going on time.

19. I wish I was the richest person in the world.

20. Saying there is no homework! Saying we don’t have to do nothing to pass!

21. I wish things would go in order the same way so I know what to do.