I'm hesitant to share my "findings" with the world. Or anyone outside of this class. I am certain that I am not confident. And I'm certain that I'm in doubt of my efforts.
This school year has been a doozy. Not seeing family, and then having deaths in my family (not COVID related) has taken a mental, and physical toll on me. BUT, I have been determined to push through.
In my research, I'm finding I am having a lot of "I would've done this, this, and this differently." So maybe I'm having regret about how I did my research. Once I truly began reading research articles, I got excited. I kept finding more information (not rabbit holes) to support my idea that teachers need quality and on-going professional development. And I'm sad to say, I don't feel like I have provided the quality PD that I researched.
Working part-time as a magnet coach, and the other part as a teacher, really spreads me thin. Due to the pandemic, I'm having to manipulate curriculum for my teachings, and then create brand-new curriculum to support teachers. My job is going away next year. I have been tasked with creating lesson plans and rearraging my room, so anyone can walk in, grab a lesson, and start working with their students. I'm basically designing myself out of a job. From home. Without training. And it's heart-breaking.
So on top of mourning dead family members, I'm also mourning the loss of my position next year. Which makes me feel like a failure when it comes to my study. I'm doing the best that I can in these "unprecidented times". And that's all I can do at this point.
When I first started my research, I was really hoping to do help my colleagues in some major way. I envisioned my research would show holes in our lesson design process, and I'd help fill those gaps. I envisioned students talking more in class using academic vocabulary, and their teachers singing their praises! I envisioned all classrooms using the 7 Habits as a way to bring their class together and move forward in a harmonious way. And envisioned most of my colleagues asking for help as needed.
Geez was I wrong.
I don't want to say my research wasn't a success, I think it taught me there is more than what I fantasized about. Yes, I knew teachers would be over-burdoned by their workload, but I didn't take into account that I ALSO was over-burdoned.
Teaching during a pandemic hasn't been easy for everyone. Because I'm tech-savvy, I always want to share my knowledge so others may get excited about it like I do. But I have to remember that not everyone is WILLING to get excited. Because, not everyone is comfortable with technology.
Dear Dr. Redmond,
We accept the fact that we had to sacrifice many Saturdays and weeknights in GSOE Innovative Learning for whatever it takes to earn a master’s degree. But we think you’re being too realistic for making us blog about qualitative and quantitative data and how it relates to our research. You see us as we want you to see us… in the simplest terms, in the most Zoomerific definitions. But what we found out is that each one of us is a brain…and an athlete…and a basket case...a princess...and a criminal…
Does that answer your question?
The Midnight Snack Club
The Brain: Sarah Magallano
*The Brain puts on blue light blocker glasses before sitting down in front of a laptop computer to analyze data.*
The research for this project includes quantitative data that will be changed, like alchemy, to quantitative data. This method was chosen because educators may not enjoy a colleague adding “one more thing” to their already overflowing plates. Also, aforementioned educators would not have to analyze their data and report, as this data pertains to their own perceptions of how their teaching practices are unfolding. This data will help answer the inquiry of research on how well students are receiving an education using Universal Design for Learning, and how well educators are receiving coaching on Universal Design for Learning. This, in turn, drives future coaching methods for the remainder of the school year.
The Princess: Erica Gysbers
Quantitative data really seemed like the only way to do my research of sushi, lipstick and pearls. As the study is about oral language, it was to be quantified in a rubric. I used the 21st century skills rubric for communication and collaboration as well as English Language Development standards with a rubric made from success criteria for the academic language associated with the study. I could not use any form of written assessment as that would be a reflection of their reading and writing skills therefore, a rubric that could be measured was the chosen method. Quantitative data answered the question of how students improved with a pre and post assessment on flip grid and utilizing in class discussions as well as question and answer.
The Jock: Erica Reeves
My research took on a hybrid of quantitative and qualitative data or mixed methods. I needed to see collaborative skills as well as language use, so I used rubrics to collect quantitative data. However, I was concerned with how students were enjoying and engaged in the activities, so I used a student journal and collected their feedback on their experiences during the activities, qualitative data. My mixed methods for data collection should allow me to get the numbers for performance during activities, but it also will record the reactions and satisfaction of the students...sort of like the jock’s experience in a sport.
In athletics, coaches and fans look at the numbers- how is the athlete performing? How many wins and losses? Were they leading in any of the quarters or halves? By how much? Lots of number crunching and analytics that give a picture of performance. However, interviewing the athlete after the sporting event gives you their reaction and satisfaction on the overall match/game. It rounds out the picture of the athlete. We see their performance and the interview gives us their experience. Which is what I hope to gain in my collection of data- a well-rounded picture of performance and satisfaction that students have during learning.
The Basketc Case: Laurie Gaynor
Data organization is a combination of Pixie Stix and Cap'n Crunch. Similar to categorical data in a qualitative sample, each denotes a dependent variable that changes due to the addition of milk. The Basket Case is in detention to determine the efficacy of shelter-in-place protocols. It has become apparent that trends amongst the five participants in this study whose names have been anonymized for this research project (The Princess, The Brain, The Jock, The Criminal, and The Basket Case). Using the data collected from the Statistical "Which Character" Personality Quiz the researcher found that participants in this study were prone to specific character flaws that determined their potential in high school. As this is an ongoing study, the study will conclude July 31, 3021. The IRB (Irresponsible Regressive Band) was on the road and has yet to approve this study.
The Criminal: Lynda Tuttle-Bergner
Data organization is measured in cigarettes, and flannels. I decided to use quantitative data for the simple reason that I am gauging how many students complete/participate in classroom activities/work. My entire paper is about trying to get students to engage and participate in classroom activities...and at this point, any classroom activities are acceptable. Quantitative data answered the research questions in the best way possible. Qualitative data would not have been beneficial because I was not trying to determine how well the students completed their assignments, or how well they participated, just “if” I could get them to participate.
Sarah Magallano teaches 5th grade. She also coaches teachers on integrating art & engineering into their lesson plans.