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.
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.
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