CHAPTER II
Review Of Related Literature
1. Review, relate
2. Discuss Common Core
3. Add based on anticipated data analysis
http://writing.colostate.edu/guides/guide.cfm?guideid=61
Saturday, January 10, 2015
Monday, December 8, 2014
Wk15 Dec.8-14Wrap up and Evaluation Ch.16 Teacher Research
part 4, research quality and reporting.
Chapter 16
quality and reporting in teacher research
how can we judge the quality of a research study?
what makes a good study good?
How do we decide which research studies to take seriously and to accept?
o How can we report our research well?
What counts as good research reporting ?
used to be quantitative now qualitative,
p.360
treat document based inquiry as research but it is a complex case.
can take on many different forms.
p.361
Quality as 'validity' and 'reliability'
true or correct account as to how things are.
internal vs. external validity.
p.362
Reliability = CONSISTENCY.
instruments are reliable. etc.
Challenges to the traditional approach to assess the quality of research.
p.363
Quality as 'communicative validity'
Phil Carspecken (1996:55) speaks of validity as a 'communicative interaction'
Joe Kincheloe(2003) prefers the term 'anticipatory accommodation'
mon end = 363
p.364 cross-examining multiple sources of data or evidence.
participant checks
outsider audits.
Multiple sources of evidence. More viewpoints reveals 'complexity' ( Coffey and Atkinson 1996:14)
p.365
Participant checks, sometimes called member checks. They verify research contstructions
Joe Kinchaloe and Peter McLaren
p.366 Participant feedback sometimes generates issues.
participant checks are rarely sufficient on their own.
p.366 outsider audits.; Quality as trustworthiness; Sufficiency
tu end=366
p.367 coherence
of methodology and designs is to provide detailed accounts of research decisions and reasons behind decisions ( justifications ) , can be separate section or woven into the main argument.
"The constraints of the present study militate against full blown ethnographic fieldwork.These constraints include official time frams for completing doctoral study at any university, and the unavailablilty of any long term ethnographic research programs into which I could have hooked this study. ( Knobel 1997:117)
p.368 Another way is a matrix to summarize the design and methodology of a study.
Difference between:
sufficiency and credibility.
Trustworthiness vs. "Communicative validity"
p.369 istinguish between "typical" cases and "telling" cases used to investigate theoretical propositions and social relationships.
QUALITY AS DEFENSIBLE INTERPRETATIONS per Harry Wolcott (2001:33) is a sense making human activity. "Justified" key word.
wed end = 369
thu end=372
p.374 end
Chapter 16
quality and reporting in teacher research
how can we judge the quality of a research study?
what makes a good study good?
How do we decide which research studies to take seriously and to accept?
o How can we report our research well?
What counts as good research reporting ?
used to be quantitative now qualitative,
p.360
treat document based inquiry as research but it is a complex case.
can take on many different forms.
p.361
Quality as 'validity' and 'reliability'
true or correct account as to how things are.
internal vs. external validity.
p.362
Reliability = CONSISTENCY.
instruments are reliable. etc.
Challenges to the traditional approach to assess the quality of research.
p.363
Quality as 'communicative validity'
Phil Carspecken (1996:55) speaks of validity as a 'communicative interaction'
Joe Kincheloe(2003) prefers the term 'anticipatory accommodation'
mon end = 363
p.364 cross-examining multiple sources of data or evidence.
participant checks
outsider audits.
Multiple sources of evidence. More viewpoints reveals 'complexity' ( Coffey and Atkinson 1996:14)
p.365
Participant checks, sometimes called member checks. They verify research contstructions
Joe Kinchaloe and Peter McLaren
p.366 Participant feedback sometimes generates issues.
participant checks are rarely sufficient on their own.
p.366 outsider audits.; Quality as trustworthiness; Sufficiency
tu end=366
p.367 coherence
of methodology and designs is to provide detailed accounts of research decisions and reasons behind decisions ( justifications ) , can be separate section or woven into the main argument.
"The constraints of the present study militate against full blown ethnographic fieldwork.These constraints include official time frams for completing doctoral study at any university, and the unavailablilty of any long term ethnographic research programs into which I could have hooked this study. ( Knobel 1997:117)
p.368 Another way is a matrix to summarize the design and methodology of a study.
Difference between:
sufficiency and credibility.
Trustworthiness vs. "Communicative validity"
p.369 istinguish between "typical" cases and "telling" cases used to investigate theoretical propositions and social relationships.
QUALITY AS DEFENSIBLE INTERPRETATIONS per Harry Wolcott (2001:33) is a sense making human activity. "Justified" key word.
wed end = 369
thu end=372
p.374 end
Saturday, December 6, 2014
Meeting with Dr. Shamburg Microsoft word style notes
4 or 5 topics for Lit review.
History of 3D printing. 4 or 5 articles.
Relate it to topic
Research design should be chapter 3 : Method.
Cite APA style , no full URL.
Reviewing tool: turn track changes on. Click accept all changes in document.
Show final . Original showing markup, Final showing markup
Sunday, November 30, 2014
Wk. 14 Dec. 1--7 Revise Proposal Reach Chapter 15 in Teacher Research
Assignment 4 Due (Chapters 1-3 with accompanying material and ALL REVISIONS)
start 329
Analyzing written data in qualitative teacher research
pattern matching in observed data ( chapter 14 ) is equally applicable to spoken an WRITTEN data
same for open coding, categorical analysis and content analysis.
QUALITATIVE CONTENT ANALYSIS
linguistic based text analysis.
work for transcripts and field notes also.
p.330
Organizing documents and documentary evidence for analysis.
DOCUMENT SUMMARY FORMS ( Matthew Miles and A. Michael Huberman ) (1994:55)
Completing forms will be idiosyncratic.
Rules: must be USEFUL ( appropriate summary categories ) and MANAGEABLE ( not too much to fill in )
good for keeping track of documents the researcher cannot keep.
group by
o Cases or People
o Origins
o Date written or published.
p.331
o date collected
o type ( e.g written document, artwork )
Document summary forms remind the researcher and make for easy and rapid retrieval.
p.332
QUALITATIVE CONTENT ANALYSIS
a research method that uses a set of procedures to make valid inferences from text.
concerned with author ( sender ) of the text and message in the text.
might be comics in one country are twice as violent as comics in another country.
inference limitations:
NOT motivation NOR intent
Can NOT infer what the EFFECT would be on viewer.
most common: concepts like unconscious Bias or unintended consequences
p.333
kinds of messages texts send, social norms, ideologies they encode.
frequent use of words, wording, certain vocabulary contains information about worldviews and social contexts.
content analysis can be used to analyze
policy documents.
written responses on qualitative surveys
newspaper reports
textbooks
institutional guides. ( e.g. teachers guides, handbooks )
traditional fine art pieces to popular art forms.
popular song lyrics or poems
movies, television shows and advertisements.
differences in narrative forms
internet websites, etc.
MANIFEST AND LATENT MEANINGS. brrr, i'm cold could mean "close the window please"
p.334.
metaphors,
synonyms and words sharing similar connotations in addition to each word's literal meaning.
purposes and intended audience can help the researcher figure out how to read the text.
APPROACHES TO QUALITATIVE CONTENT ANALYSIS. 3 LARGE FAMILIES OF APPROACHES.
word count analysis.
content categories analysis
mo end 334
p.335
Definitional content analysis,these approaches are used DEDUCTIVELY
researcher begins with concepts, words, meanings or key elements they want to analyze within the document
(Patton 2002) like 3D PRINTING
research problem: Acceptable use policies.
research question: what assumptions are made
research aim: to compare local policies.
data to be collected: official technical use policies.
data analysis approach: Qualitative content analysis, with an emphasis on definitional analysis.
guiding sources: Bauer 2000, Jackson 1998, Patton 2002, Bigum et al. 2000 cuban 2001 Lankshear at al. 1997
336: "social purpose"
can work "Inductively" searching through text.
AN EXAMPLE OF CONTENT ANALYSIS. 1) organize texts, 2) read texts 3) decide contextual or other latent meaning 4) develop lists, categories, 5) revisit texts,anything missed out? 6) interpret results in light of the theories framing the study.
p.337. step 1) text organized for content analysis: data retrieval , 2) instances of the word STUDENT and pronouns that clearly refer to students. step 3) Context: electronic information, rich information.
p.338 word student bolded. in general use policy document
p.339, to what extent do you accepts initial analysis. Ambiguous words like "violator"
step 4) organizing or grouping the bold and italicized in a helpful way.
tu end 339
p.340 Student use of new technologies. Requires access to networks, etc.
student us FOR educational purposes only
step 5 : repeat step 4 until no more entries
p.341 step 6 , political
complete qualitative content of the policy text
may need to add new categories , i.e. unacceptable use. Not necessarily confined to 1 type of data.
p.342 LINGUISTICS-BASED TEXT ANALYSIS. GEE(1999) ADAPTED FROM KRESS 1985; WALLACE 1992; LANKSHEAR 1997; KNOBEL 1998)
what is the subject matter of the text?
why might the author have written this text?
who is the intended audience? How do i know?
what kind of person would find this text unproblematic in terms of their values, beliefs, worldviews, etc.
what knowledge does the reader need to bring to the text to understand it?
who would feel left out in this text? Are there important gaps or silences or over-generalizations in the text? for example are multiple groups talked about as though they compose one homogeneous group?
o Does the author write a group without including THEIR perspectives? values, beliefs in relation to the things or events being reported?
o Who would find the claims made in this text clash with their own values, beliefs , or experiences?
ex. history book with ethnic bias.
p.343 Those who traveled to the new world
How they lived in the New World
Spaniards who arrived on the island proclaimed them colonies
Those who traveled to the New World.
How they lived in the New World
italicize
p.344 the colonists exploited the mines and land of indigenous people.
table 5.2 sample tabulation of actors and processes in Columbus' voyages
we end 344
p.345 model analysis on social studies text book
structured analysis.
https://www.ideals.illinois.edu/bitstream/handle/2142/17736/ctrstreadtechrepv01992i00554_opt.pdf?sequence=1
structural analysis--the ability to gain information about the
meaning, pronunciation, and part of speech of new
words from their prefixes, roots, and suffixes--is an
important component of skilled reading.
critical discourse analysis
Critical discourse analysis (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice and focuses on the ways social and political domination are reproduced in text and talk.
Non-"critical" linguistics-based text analysis.
Analysis by lexical density measurement.
proportion of context words in a text.
p.346
Analyzing by readability measures
1. take a sample of 100 words from the selected text.
2. Count the number of complete sentences in the 100 word sample.
3. Count the number of words in each complete sentence.
4. Divide the number of words by the number of sentences. Average sentence length for sample.
5. Divide the number of words with three or more syllables. This number becomes the percentage of long or potentially difficult words.
6. add average word length for sentences in the sample to the percentage of words having 3 or more syllables. The sum is the readability score.
p.347 the lower the readability score, the more readable it is.
high lexical density => many content words=> like in text book.
Semiotic analysis=study of signs and sign systems. linguistic, visual, musical
classical emiotics builds on 3 concepts:sign, signifier and signified.
p.348 signifier = sign i.e. nike swoosh.
social semiotic analysis
Ideational metafunction
Interpersonal metafunction
Textual metafunction
th end 349: what are the effects of representational choices? Social semiotic metafunctions, Layout, Typographical features. Length or size of items, Ration between text and images. Color.
Kress (1996, 1998) offers helpful example of social semiotic analysis in action. Headline, banner sizes.
p.350 the sun's front page representatonsal , emphasizes display rather than information.
p.351 NGfL, Analyzing a website, routes for accessing informatin , what? who? where?
Ideational metafunction
Layout
p.352
Typographical resources
Font style, no nonsense message. colors: bright, semi-pastel, red
p.353
Interpersonal metafunction UK government, blocky style=no nonsense, sans serif = less formal
'tenor' or 'tone' is professional
Textual metafunction examines
o the effects of (or messages sent by ) the genre festures of the text.
o cohesion within the text
o grammar (e.g. syntax, tense, pronouns, prepositions )
general categories
p.354 GCSE, website designer(s) assume users know what it means ..
compare and explain the effects of the following changes
o change colors to following colors.
o change sans-serif to serif font
fri end 354
p.355 use the following or similar texts conduct a social semiotic analysis containing a comparative dimension. Focus on
a) ideational metafunction
b) the interpersonal metafunction
c) the textual metafunction
see www.whitehouse.gov. fed.gov.au, ebay.com. amazon.com. standford.edu/~davidf/
coatepec.net
26 pages, 5 per day
start 329
Analyzing written data in qualitative teacher research
pattern matching in observed data ( chapter 14 ) is equally applicable to spoken an WRITTEN data
same for open coding, categorical analysis and content analysis.
QUALITATIVE CONTENT ANALYSIS
linguistic based text analysis.
work for transcripts and field notes also.
p.330
Organizing documents and documentary evidence for analysis.
DOCUMENT SUMMARY FORMS ( Matthew Miles and A. Michael Huberman ) (1994:55)
Completing forms will be idiosyncratic.
Rules: must be USEFUL ( appropriate summary categories ) and MANAGEABLE ( not too much to fill in )
good for keeping track of documents the researcher cannot keep.
group by
o Cases or People
o Origins
o Date written or published.
p.331
o date collected
o type ( e.g written document, artwork )
Document summary forms remind the researcher and make for easy and rapid retrieval.
p.332
QUALITATIVE CONTENT ANALYSIS
a research method that uses a set of procedures to make valid inferences from text.
concerned with author ( sender ) of the text and message in the text.
might be comics in one country are twice as violent as comics in another country.
inference limitations:
NOT motivation NOR intent
Can NOT infer what the EFFECT would be on viewer.
most common: concepts like unconscious Bias or unintended consequences
p.333
kinds of messages texts send, social norms, ideologies they encode.
frequent use of words, wording, certain vocabulary contains information about worldviews and social contexts.
content analysis can be used to analyze
policy documents.
written responses on qualitative surveys
newspaper reports
textbooks
institutional guides. ( e.g. teachers guides, handbooks )
traditional fine art pieces to popular art forms.
popular song lyrics or poems
movies, television shows and advertisements.
differences in narrative forms
internet websites, etc.
MANIFEST AND LATENT MEANINGS. brrr, i'm cold could mean "close the window please"
p.334.
metaphors,
synonyms and words sharing similar connotations in addition to each word's literal meaning.
purposes and intended audience can help the researcher figure out how to read the text.
APPROACHES TO QUALITATIVE CONTENT ANALYSIS. 3 LARGE FAMILIES OF APPROACHES.
word count analysis.
content categories analysis
mo end 334
p.335
Definitional content analysis,these approaches are used DEDUCTIVELY
researcher begins with concepts, words, meanings or key elements they want to analyze within the document
(Patton 2002) like 3D PRINTING
research problem: Acceptable use policies.
research question: what assumptions are made
research aim: to compare local policies.
data to be collected: official technical use policies.
data analysis approach: Qualitative content analysis, with an emphasis on definitional analysis.
guiding sources: Bauer 2000, Jackson 1998, Patton 2002, Bigum et al. 2000 cuban 2001 Lankshear at al. 1997
336: "social purpose"
can work "Inductively" searching through text.
AN EXAMPLE OF CONTENT ANALYSIS. 1) organize texts, 2) read texts 3) decide contextual or other latent meaning 4) develop lists, categories, 5) revisit texts,anything missed out? 6) interpret results in light of the theories framing the study.
p.337. step 1) text organized for content analysis: data retrieval , 2) instances of the word STUDENT and pronouns that clearly refer to students. step 3) Context: electronic information, rich information.
p.338 word student bolded. in general use policy document
p.339, to what extent do you accepts initial analysis. Ambiguous words like "violator"
step 4) organizing or grouping the bold and italicized in a helpful way.
tu end 339
p.340 Student use of new technologies. Requires access to networks, etc.
student us FOR educational purposes only
step 5 : repeat step 4 until no more entries
p.341 step 6 , political
complete qualitative content of the policy text
may need to add new categories , i.e. unacceptable use. Not necessarily confined to 1 type of data.
p.342 LINGUISTICS-BASED TEXT ANALYSIS. GEE(1999) ADAPTED FROM KRESS 1985; WALLACE 1992; LANKSHEAR 1997; KNOBEL 1998)
what is the subject matter of the text?
why might the author have written this text?
who is the intended audience? How do i know?
what kind of person would find this text unproblematic in terms of their values, beliefs, worldviews, etc.
what knowledge does the reader need to bring to the text to understand it?
who would feel left out in this text? Are there important gaps or silences or over-generalizations in the text? for example are multiple groups talked about as though they compose one homogeneous group?
o Does the author write a group without including THEIR perspectives? values, beliefs in relation to the things or events being reported?
o Who would find the claims made in this text clash with their own values, beliefs , or experiences?
ex. history book with ethnic bias.
p.343 Those who traveled to the new world
How they lived in the New World
Spaniards who arrived on the island proclaimed them colonies
Those who traveled to the New World.
How they lived in the New World
italicize
p.344 the colonists exploited the mines and land of indigenous people.
table 5.2 sample tabulation of actors and processes in Columbus' voyages
we end 344
p.345 model analysis on social studies text book
structured analysis.
https://www.ideals.illinois.edu/bitstream/handle/2142/17736/ctrstreadtechrepv01992i00554_opt.pdf?sequence=1
structural analysis--the ability to gain information about the
meaning, pronunciation, and part of speech of new
words from their prefixes, roots, and suffixes--is an
important component of skilled reading.
critical discourse analysis
Critical discourse analysis (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice and focuses on the ways social and political domination are reproduced in text and talk.
Non-"critical" linguistics-based text analysis.
Analysis by lexical density measurement.
proportion of context words in a text.
p.346
Analyzing by readability measures
1. take a sample of 100 words from the selected text.
2. Count the number of complete sentences in the 100 word sample.
3. Count the number of words in each complete sentence.
4. Divide the number of words by the number of sentences. Average sentence length for sample.
5. Divide the number of words with three or more syllables. This number becomes the percentage of long or potentially difficult words.
6. add average word length for sentences in the sample to the percentage of words having 3 or more syllables. The sum is the readability score.
p.347 the lower the readability score, the more readable it is.
high lexical density => many content words=> like in text book.
Semiotic analysis=study of signs and sign systems. linguistic, visual, musical
classical emiotics builds on 3 concepts:sign, signifier and signified.
p.348 signifier = sign i.e. nike swoosh.
social semiotic analysis
Ideational metafunction
Interpersonal metafunction
Textual metafunction
th end 349: what are the effects of representational choices? Social semiotic metafunctions, Layout, Typographical features. Length or size of items, Ration between text and images. Color.
Kress (1996, 1998) offers helpful example of social semiotic analysis in action. Headline, banner sizes.
p.350 the sun's front page representatonsal , emphasizes display rather than information.
p.351 NGfL, Analyzing a website, routes for accessing informatin , what? who? where?
Ideational metafunction
Layout
p.352
Typographical resources
Font style, no nonsense message. colors: bright, semi-pastel, red
p.353
Interpersonal metafunction UK government, blocky style=no nonsense, sans serif = less formal
'tenor' or 'tone' is professional
Textual metafunction examines
o the effects of (or messages sent by ) the genre festures of the text.
o cohesion within the text
o grammar (e.g. syntax, tense, pronouns, prepositions )
general categories
p.354 GCSE, website designer(s) assume users know what it means ..
compare and explain the effects of the following changes
o change colors to following colors.
o change sans-serif to serif font
fri end 354
p.355 use the following or similar texts conduct a social semiotic analysis containing a comparative dimension. Focus on
a) ideational metafunction
b) the interpersonal metafunction
c) the textual metafunction
see www.whitehouse.gov. fed.gov.au, ebay.com. amazon.com. standford.edu/~davidf/
coatepec.net
26 pages, 5 per day
Sunday, November 23, 2014
Wk 13 Nov. 24-30 Revise Proposal Reach Chapter 13-14 in Teacher Research
Chapter 13. p. 266
Analyzing spoken data in qualitative teacher research
Preparing and organizing spoken data for analysis
usually turn into written text, transcripts
categories from a particular theory
concepts identified as important from one's literature review
or apply a particular
METHOD of analysis on the data in order to respond to a research question
interpreting data, make sense of it
what's going on here?
what does it all mean?
What is to be made of it all?
p. 267, shape and form
p.268 management code
N3.008 = 3rd interview with Nicholas, 8th UTTERANCE
p.269 speech broken into breaths by / and //
1a.setting
Stanza
stanza 1,
lines, 1, 2, 3
1b. catalyst
stanza 3, lines 9,10, 11
p.270 trace intonation
clauses in talk "NON-NEUTRALAITY OF TRANSCRIPTS"
Categorical Analysis as an approach to analyzing spoken data.
p.271
Quantitative categorical analysis involves applying a preestablished set of categories to the data according to explicit unambiguous rules
taxonomy of categories TAXONOMY = CLASSIFICATION [_] update thesis
Mon end 271
categories i.e. at home computer use.
p.272 can be color coded in chart, school = yellow, home=blue, cafe=green.
use coding to develop and refine categories. devise their own "superordinate" categories.
p.273 table
Quotes... Code Label
Fieldwork, if away for a long time Fieldwork,
and most anthropologists are Time
you lose touch with academic and your home culture Absence
and then you have to get back into it. Academic culture, home culture, return
p.274 can be Researcher talking with subject.
retain useful preliminary and lower order categories.
Not verbatim, more for categorizing.
p.275
example 2: Categorical analysis in relation to the overall research design
table 13.3 Approaches to data collection and analysis.
data to collect. / Data analysis approach and resources.
Collection of technology related policy documents. / Categorical analysis: Pattern matching analysis of /
/. observed data and artifacts.
/. Linguistic analysis of policy documents.
p.276 codes PROFDEL for professional development ( + or - ) Teacher Engagement,
277. POL ( policy? ) , Tech issues, organizing structure for categorical analysis of data
table
p.278 quotes under the categories from the teacher's point of view
p.279 initial categories might not tell the whole story. if too many ( more that 20 percent ) are in multiple categories, the categories may be too broad.
p.280 categorical very (most ) useful for spoken data. SOCIOLINGUISTIC ANALYSIS.
P. 281 Analyzing I-statements to understand personal identity constitution ( Gee:2000,415 )
cognitive: i think/know
affect/desire : i want/i like
state/action: I am mature, i hit him back , I paid the bill
ability/constraint: i can't say anything to them , I have to pay the bill.
achievement: I cahllenge myself, I want to go to MIT or Harvard.
p.282 Working class students characteristics.
p.283 vs. upper middle class
EXAMPLE 2. USING A SYSTEMIC FUNCTIONAL LINGUISTICS APPROACH TO DATA ANALYSIS TO INVESTIGATE THE ROLE OF ORAL NARRATIVES IN MOTHER-DAUGHTER RELATIONS IN A LOW SOCIO-ECONOMIC STATUS NEIGHBORHOOD.
world views , beliefs, socio economically disadvantaged.
p.284 opening statement or comment. who, where? when ? Events, Punchline or Moral, Evaluations.
Tu end
p.285 MORE COMPLEX APPROACH. as appropriate with the research purpose, aim and time frame.
See various stages effectively and appropriately.
p.286 chart dialog
Anecdote 1 / Structural analysis tools
1) I don't belong here . . . / opening statement or comment. Who is involved int he anecdote?
2) Y'know, like I went down to the shop the other day / Events. What happened? Where is this taking place?
on a whim and bought this outfit.
3) on a whim ((laughs))
4) Well other people around here don;t do that sort of thing. / Punchline or "moral"
p.287
o Cultural context.what appears to be the purpose or reason for this narrative?
...In what ways does the speaker seem to achieve or not achieve his or her enacted purpose? What is the ...evidence for my judgment? ,
o Social Context. what is the subject matter of the oral narrative? What relationship does it have to the ... what does the narrative say abotu the relationship between the speaker and the listener?
...conversation or interview in which it is embedded?
o Textual features. Generic structure.
p.288
o Grammar: what effect do repeated grammatical structures have on the story? Embedded clauses will make the story much more complex that simple clause structures.
... What does dominant grammatical order ( e.g. syntax ) or sentence order within an oral narrative tell me?
... what effects to ense, pronouns, prepositions and so forth have in terms of carrying the speaker's purpose in and for
o Vocabulary: What effects do the narrator's language choices have in relation to the speaker's subject matter.
COMPARATIVE ANALYSIS. more complex. H2 i guess Hannah interview 2.
H2.119 Michele. Tight uh-huh, what if,
H2.120 Hannah: Uhmm...
p.290) miatake, middle class people living in a lower class area.
past , happier, etc.
DISCOURSE ANALYSIS.
1) focus first on the purpose and meaning of the overall text.
2) Discourse analysis deliberately draw attention to complex relationships.
can provide insights into operations of power, social structures, institutions.
p.291
JAMES GEE'S APPROACH TO DISCOURSE ANALYSIS AS D/diSCOURSE ANALYSIS.
discourse people's way of acting , believing , etc.
p.292 Components of discourse systems
referential systems
contextualization systems
idea logical system
Transcript : / = prosidy mark
well/... yes... I /...OK/,,, there's this agency
page 293
Analyzing the D/discourse: can use any kind of coding system.
word = referential system; word=Referential system.Logical etc.
Wed end 293
p. 294 Contextual information
p. 295 Analyzing transcript 2, mention of Black English vs. experience.
p.296 These questions from Gunther Kress for locating 'systematically organized ways of talking'
Speakers are not isolated individuals.
notes conflict.
p.297 where a person is "coming from": inform and define.
p.298 critical discourse of written/spoken text: divorce discussion. Where? Cost?
Discourse can help use "see" things.
p.299 Marriage sacrosanct.
Ch 14 p.301: Analyzing observed data in qualitative teacher research.
introduction: pattern matching, open coding and domain, taxonomic and componential analysis respectively.
PREPARING AND ORGANIZING OBSERVED DATA FOR ANALYSIS.
p.302 Organizing data
o Chronological files
o Genre files
o Cast of Character files
o Event or Activity files
o topical files, disease category, type of meeting
o Quantitative data files
data management tasks
Th end 302
p.303: observations in computer files. collected artifacts, journals,
p.304 pattern matching across pieces of information to discern.
p.305 syntax matching another strategy.
p.306 what's goign on here? Who is doing what?
p.308 work avoidance.category analysis, pattern matching
p.309 patterns identified by one researcher may be different from another based on a different theoretical framework. Daily patterns, action patterns, discourse patterns, relational patterns ( who is most liked or disliked and whay) , belief patterns.
p.310 open coding. breaking down data into discrete parts, examine closely for similarities and differences.
p.311: applying conceptual codes to data, lack of intrusiveness.
Fri end 311
p.312: metaphore restaurant work site. efficiency, watch, monitoring. providing assistance, information gathering.
task: conceptual codes in bold tell us how the researcher is seeing.
Coding: "Strauss Corbin: conditions, interactions among actors, strategies and tactics, consequences>
Thesis : Compare to UML ? _ http://www.uml-diagrams.org/use-case-actor.html [_]
p.313. setting / context , definition of the situation, perspectives, ways of thinking about people and objects. , Process: Sequence of events.flow and transition, activities.regularly occur,events, strategies, relationships and social structure, methods.
p.314. summarize rather than conceptualize data.
developing CATEGORIES IN OPEN CODING APPROACHES.
PERSONAL QUALITY CODES: experienced, attentiveness, unobtrusiveness.
conditions for being good, work orchestrator, food orchestrator, add thesis Best practices [_]
Types of work for assessing and maintaining work flow
COnditions for being a good food orchestrator.
p.315
" 'formalizing', deciding upon a category involves identifying its chief attributes or propoerties."
PROPERTIES AND DIMENSIONS
Analysis.
Identify properties of categories.
(Strauss and Corbin 1990:70) 'dimensionalizing' properties.
move from main property to finer points of analysis.
watching activity can be assigned properties like frequency, extent, and intensity.
p.316
Likert scales in analysis.
p.317 Domain and taxonomic analysis.
Domain analysis. James Spradley (1980) observe social situations to identify domains of cultural meaning.
CULTURAL DOMAIN : (a set of items all of which a group of people define as belonging to the same type )
(Borgatti 1999:116)
p.318
COVER TERM= name given to the cultural domain.
(SEMANTIC RELATIONSHIP)
INCLUDED TERMS = smaller categories.
pedagogical approach
p.319 : Semantic relationships. , inclusion, spatial, cause-effect, rationale, location for action, function, means-end, sequence, attribution,
p.320-321
start with domain analysis: start with one semantic relationship, prepare worksheets.
small work groups, peer tutoring, teacher-led discussion, drill and skill computer software, problem-solving games
Sat end 320
p.322 class notes.
p.323 context , helping others with small tasks, can be a positive or a negative.
likewise, sense of humor, can be a positive or a negative.
different data analysis forms can often bring about the same result.
p.324
Pattern matching hAS MANY uses beyond this type.
TAXONOMIC ANALYSIS. focuses on included terms within a cultural domain.
insider acquires categories as part of enculturation
Cultural domains are in many ways systems of items that are related in particular ways (Borgatti 1999:117)
p.325
1. begin by selecting a cultural domain that has plenty of information.
2. Identify similarities to create subcategories.
3. look for further included items.
4. look for larger domains that can consume smaller ones as subsets. i.e. wasting time in class.
a further domain might be called MAXIMIZING TIME SPENT OFF TASK. we can collapse these 2 domains into a more encompassing domain like RESISTANCE TO DOING SCHOOLWORK.
5. create a preliminary taxonomy.
p.326 convey relationships between cover terms.
p.327 preliminary taxonomic analysis. Pros (drill downs to specifics) Cons (generalizations)
p.328 Ethnograaphy, Ethnographer.
Sun ends p. 328
Analyzing spoken data in qualitative teacher research
Preparing and organizing spoken data for analysis
usually turn into written text, transcripts
categories from a particular theory
concepts identified as important from one's literature review
or apply a particular
METHOD of analysis on the data in order to respond to a research question
interpreting data, make sense of it
what's going on here?
what does it all mean?
What is to be made of it all?
p. 267, shape and form
p.268 management code
N3.008 = 3rd interview with Nicholas, 8th UTTERANCE
p.269 speech broken into breaths by / and //
1a.setting
Stanza
stanza 1,
lines, 1, 2, 3
1b. catalyst
stanza 3, lines 9,10, 11
p.270 trace intonation
clauses in talk "NON-NEUTRALAITY OF TRANSCRIPTS"
Categorical Analysis as an approach to analyzing spoken data.
p.271
Quantitative categorical analysis involves applying a preestablished set of categories to the data according to explicit unambiguous rules
taxonomy of categories TAXONOMY = CLASSIFICATION [_] update thesis
Mon end 271
categories i.e. at home computer use.
p.272 can be color coded in chart, school = yellow, home=blue, cafe=green.
use coding to develop and refine categories. devise their own "superordinate" categories.
p.273 table
Quotes... Code Label
Fieldwork, if away for a long time Fieldwork,
and most anthropologists are Time
you lose touch with academic and your home culture Absence
and then you have to get back into it. Academic culture, home culture, return
p.274 can be Researcher talking with subject.
retain useful preliminary and lower order categories.
Not verbatim, more for categorizing.
p.275
example 2: Categorical analysis in relation to the overall research design
table 13.3 Approaches to data collection and analysis.
data to collect. / Data analysis approach and resources.
Collection of technology related policy documents. / Categorical analysis: Pattern matching analysis of /
/. observed data and artifacts.
/. Linguistic analysis of policy documents.
p.276 codes PROFDEL for professional development ( + or - ) Teacher Engagement,
277. POL ( policy? ) , Tech issues, organizing structure for categorical analysis of data
table
p.278 quotes under the categories from the teacher's point of view
p.279 initial categories might not tell the whole story. if too many ( more that 20 percent ) are in multiple categories, the categories may be too broad.
p.280 categorical very (most ) useful for spoken data. SOCIOLINGUISTIC ANALYSIS.
P. 281 Analyzing I-statements to understand personal identity constitution ( Gee:2000,415 )
cognitive: i think/know
affect/desire : i want/i like
state/action: I am mature, i hit him back , I paid the bill
ability/constraint: i can't say anything to them , I have to pay the bill.
achievement: I cahllenge myself, I want to go to MIT or Harvard.
p.282 Working class students characteristics.
p.283 vs. upper middle class
EXAMPLE 2. USING A SYSTEMIC FUNCTIONAL LINGUISTICS APPROACH TO DATA ANALYSIS TO INVESTIGATE THE ROLE OF ORAL NARRATIVES IN MOTHER-DAUGHTER RELATIONS IN A LOW SOCIO-ECONOMIC STATUS NEIGHBORHOOD.
world views , beliefs, socio economically disadvantaged.
p.284 opening statement or comment. who, where? when ? Events, Punchline or Moral, Evaluations.
Tu end
p.285 MORE COMPLEX APPROACH. as appropriate with the research purpose, aim and time frame.
See various stages effectively and appropriately.
p.286 chart dialog
Anecdote 1 / Structural analysis tools
1) I don't belong here . . . / opening statement or comment. Who is involved int he anecdote?
2) Y'know, like I went down to the shop the other day / Events. What happened? Where is this taking place?
on a whim and bought this outfit.
3) on a whim ((laughs))
4) Well other people around here don;t do that sort of thing. / Punchline or "moral"
p.287
o Cultural context.what appears to be the purpose or reason for this narrative?
...In what ways does the speaker seem to achieve or not achieve his or her enacted purpose? What is the ...evidence for my judgment? ,
o Social Context. what is the subject matter of the oral narrative? What relationship does it have to the ... what does the narrative say abotu the relationship between the speaker and the listener?
...conversation or interview in which it is embedded?
o Textual features. Generic structure.
p.288
o Grammar: what effect do repeated grammatical structures have on the story? Embedded clauses will make the story much more complex that simple clause structures.
... What does dominant grammatical order ( e.g. syntax ) or sentence order within an oral narrative tell me?
... what effects to ense, pronouns, prepositions and so forth have in terms of carrying the speaker's purpose in and for
o Vocabulary: What effects do the narrator's language choices have in relation to the speaker's subject matter.
COMPARATIVE ANALYSIS. more complex. H2 i guess Hannah interview 2.
H2.119 Michele. Tight uh-huh, what if,
H2.120 Hannah: Uhmm...
p.290) miatake, middle class people living in a lower class area.
past , happier, etc.
DISCOURSE ANALYSIS.
1) focus first on the purpose and meaning of the overall text.
2) Discourse analysis deliberately draw attention to complex relationships.
can provide insights into operations of power, social structures, institutions.
p.291
JAMES GEE'S APPROACH TO DISCOURSE ANALYSIS AS D/diSCOURSE ANALYSIS.
discourse people's way of acting , believing , etc.
p.292 Components of discourse systems
referential systems
contextualization systems
idea logical system
Transcript : / = prosidy mark
well/... yes... I /...OK/,,, there's this agency
page 293
Analyzing the D/discourse: can use any kind of coding system.
word = referential system; word=Referential system.Logical etc.
Wed end 293
p. 294 Contextual information
p. 295 Analyzing transcript 2, mention of Black English vs. experience.
p.296 These questions from Gunther Kress for locating 'systematically organized ways of talking'
Speakers are not isolated individuals.
notes conflict.
p.297 where a person is "coming from": inform and define.
p.298 critical discourse of written/spoken text: divorce discussion. Where? Cost?
Discourse can help use "see" things.
p.299 Marriage sacrosanct.
Ch 14 p.301: Analyzing observed data in qualitative teacher research.
introduction: pattern matching, open coding and domain, taxonomic and componential analysis respectively.
PREPARING AND ORGANIZING OBSERVED DATA FOR ANALYSIS.
p.302 Organizing data
o Chronological files
o Genre files
o Cast of Character files
o Event or Activity files
o topical files, disease category, type of meeting
o Quantitative data files
data management tasks
Th end 302
p.303: observations in computer files. collected artifacts, journals,
p.304 pattern matching across pieces of information to discern.
p.305 syntax matching another strategy.
p.306 what's goign on here? Who is doing what?
p.308 work avoidance.category analysis, pattern matching
p.309 patterns identified by one researcher may be different from another based on a different theoretical framework. Daily patterns, action patterns, discourse patterns, relational patterns ( who is most liked or disliked and whay) , belief patterns.
p.310 open coding. breaking down data into discrete parts, examine closely for similarities and differences.
p.311: applying conceptual codes to data, lack of intrusiveness.
Fri end 311
p.312: metaphore restaurant work site. efficiency, watch, monitoring. providing assistance, information gathering.
task: conceptual codes in bold tell us how the researcher is seeing.
Coding: "Strauss Corbin: conditions, interactions among actors, strategies and tactics, consequences>
Thesis : Compare to UML ? _ http://www.uml-diagrams.org/use-case-actor.html [_]
p.313. setting / context , definition of the situation, perspectives, ways of thinking about people and objects. , Process: Sequence of events.flow and transition, activities.regularly occur,events, strategies, relationships and social structure, methods.
p.314. summarize rather than conceptualize data.
developing CATEGORIES IN OPEN CODING APPROACHES.
PERSONAL QUALITY CODES: experienced, attentiveness, unobtrusiveness.
conditions for being good, work orchestrator, food orchestrator, add thesis Best practices [_]
Types of work for assessing and maintaining work flow
COnditions for being a good food orchestrator.
p.315
" 'formalizing', deciding upon a category involves identifying its chief attributes or propoerties."
PROPERTIES AND DIMENSIONS
Analysis.
Identify properties of categories.
(Strauss and Corbin 1990:70) 'dimensionalizing' properties.
move from main property to finer points of analysis.
watching activity can be assigned properties like frequency, extent, and intensity.
p.316
Likert scales in analysis.
p.317 Domain and taxonomic analysis.
Domain analysis. James Spradley (1980) observe social situations to identify domains of cultural meaning.
CULTURAL DOMAIN : (a set of items all of which a group of people define as belonging to the same type )
(Borgatti 1999:116)
p.318
COVER TERM= name given to the cultural domain.
(SEMANTIC RELATIONSHIP)
INCLUDED TERMS = smaller categories.
pedagogical approach
p.319 : Semantic relationships. , inclusion, spatial, cause-effect, rationale, location for action, function, means-end, sequence, attribution,
p.320-321
start with domain analysis: start with one semantic relationship, prepare worksheets.
small work groups, peer tutoring, teacher-led discussion, drill and skill computer software, problem-solving games
Sat end 320
p.322 class notes.
p.323 context , helping others with small tasks, can be a positive or a negative.
likewise, sense of humor, can be a positive or a negative.
different data analysis forms can often bring about the same result.
p.324
Pattern matching hAS MANY uses beyond this type.
TAXONOMIC ANALYSIS. focuses on included terms within a cultural domain.
insider acquires categories as part of enculturation
Cultural domains are in many ways systems of items that are related in particular ways (Borgatti 1999:117)
p.325
1. begin by selecting a cultural domain that has plenty of information.
2. Identify similarities to create subcategories.
3. look for further included items.
4. look for larger domains that can consume smaller ones as subsets. i.e. wasting time in class.
a further domain might be called MAXIMIZING TIME SPENT OFF TASK. we can collapse these 2 domains into a more encompassing domain like RESISTANCE TO DOING SCHOOLWORK.
5. create a preliminary taxonomy.
p.326 convey relationships between cover terms.
p.327 preliminary taxonomic analysis. Pros (drill downs to specifics) Cons (generalizations)
p.328 Ethnograaphy, Ethnographer.
Sun ends p. 328
Chris reply to observe class or meet face to face
From Christine Collister
To Carlo Fiorletta
Cc
Sent Saturday, November 22, 2014 4:08 PM
Subject Re:Re:Re:observing your class
Carlo,
My apologies for not being in touch. You probably think I fell off the face of the Earth, lol. I have been so consumed with researching and writing this thesis that I feel like I haven't had a chance to breathe. Adorable grandbaby by the way!!! :) How exciting for you!
Obviously, I did not go to the doctorate reception. I have my afterschool club on Tuesdays and then my chiropractor appointment afterwards. I do not usually get home until 8:00pm; typical Tuesday ritual.
I am thinking our best bet would be to have a FTF and meet halfway. Between semesters would be best for me. As far as getting my information for lessons, I spend a lot of time looking for online lesson plans. I will share whatever I come up with. I have not been introducing it to other teachers yet. We have been having a few issues with the 3d printers and they haven't been up and running all the time.
Other sites I have bookmarked (since my previous email) are:
http://www.cityxproject.com/ (I am actually implementing this for the first time with my second set of students.)
http://www.tinkerineu.com/
http://airwolf3d.com/3d-printing-curriculum/
I am not sure if any of these websites are helpful to you. I have not found a lot of usable information out there; which is why it is taking up so much of my time writing this thesis. Reputable sources are few and far between.
I am hoping this email finds you well and that you have a very happy Thanksgiving. Let me know if you would like to meet to discuss.
-chris
To Carlo Fiorletta
Cc
Sent Saturday, November 22, 2014 4:08 PM
Subject Re:Re:Re:observing your class
Carlo,
My apologies for not being in touch. You probably think I fell off the face of the Earth, lol. I have been so consumed with researching and writing this thesis that I feel like I haven't had a chance to breathe. Adorable grandbaby by the way!!! :) How exciting for you!
Obviously, I did not go to the doctorate reception. I have my afterschool club on Tuesdays and then my chiropractor appointment afterwards. I do not usually get home until 8:00pm; typical Tuesday ritual.
I am thinking our best bet would be to have a FTF and meet halfway. Between semesters would be best for me. As far as getting my information for lessons, I spend a lot of time looking for online lesson plans. I will share whatever I come up with. I have not been introducing it to other teachers yet. We have been having a few issues with the 3d printers and they haven't been up and running all the time.
Other sites I have bookmarked (since my previous email) are:
http://www.cityxproject.com/ (I am actually implementing this for the first time with my second set of students.)
http://www.tinkerineu.com/
http://airwolf3d.com/3d-printing-curriculum/
I am not sure if any of these websites are helpful to you. I have not found a lot of usable information out there; which is why it is taking up so much of my time writing this thesis. Reputable sources are few and far between.
I am hoping this email finds you well and that you have a very happy Thanksgiving. Let me know if you would like to meet to discuss.
-chris
Sunday, November 16, 2014
wk 12 11/17-23 Collecting and Analyzing Qualitative Data Ch. 11-12 in Teacher Research
p.219
Chapter 11
collecting observed data in qualitative teacher research
naturally occurring , as it happens.
written records
indirect ex post facto notes from memory !!!!!!!!
video tapes
p.220
observed
direct observation
vs. Descriptive observation
idea: Shift observational focus every 5 minutes.
artifact collection - - - - -- - - -- - - -- - -- - -- - -ADD THIS TO THE THESIS [x]
physical trace collection
indirect or secondary observation
Focused observation ; after reflection and analysis of first observation
p.221
selective observation
Jill Cole's observations, picture books, when they were borrowed.
types of observaitons
p.222
Structures <--> unstructured
Non-participant <--> full participant observation
p.223 Classroom observation schedule
Whom do I watch? When do I watch? Why?
p.224
How long do I watch? Why?
Over what time period do I watch? Days? Weeks? Months? Why?
observe a "Bottom Line"
Non-participant Observation !!!!!!! ( put in thesis )
225. full participant observation
can have unstructured observation. ( !!! put in thesis ) [X]
( we are not this , nor do we want this )
peripheral
be punctual and organized.
avoid interjections
pay attention to facial expressions
p.228 Notice the unexpected.
Data collection tools:
observation schedules
headnotes, : mental notes
post facto notes: written down after
field notes: written down during
p.229 shorthand language, initials, maps, etc
DESCRIPTIONS AND DIRECT QUOTATIONS
P.230 FIELD NOTES AS WORD PROCESSED FILES
p.231 the researcher will describe the particular actions taking place.
wed
the students eyes followed the teachers every move. p.232
p.233 conducting observations online
observation that takes place online is text-based. ( not 100 percent, photos and videos ) update thesis [X]
p.234 does not alert others to research status ADVANTAGE update thesis [_]
p.235 school policy photographing children. do not need to do this no worry [X] update thesis.
copyright freedom update thesis [_]
VIRTUAL to 236
artifact collection : what was 3D printed? , school policy: (one)subject area, media library or club? , update thesis [X]
p.237 Link artifacts with other collected data for cross-reference
p.238 FOLDERS: Hard copies , and computer folders. update thesis [_]
p.238 wed end
p.239 physical trace data collections
unobtrusive, non-interactive: traffic patterns, smells, occupancy, Environmental texts, written texts[_]
structures and structural changes. , buildings, roadways, etc.
p. 240 photograph, physical trace
p. 241 Secondary observation data ( made by others )
p. 242 Extant photographs and videos as observation data ( AND 3D PRINTED MATERIAL !!!! ) update thesis [_]
p. 243 cultural inventories
p. 244 considerations when using other people's images: 1) who took them, 2) under what conditions the visual record was made. 3) the reason the visual record was created. 4) what relationship between photographer and subject. Navigating permissions, parental consent, sound wuality, using others removes an important interpersonal connection...context. Example given with ignored hyperactive child. Camera angles.
p.245 thu end
p.246 Chapter 12. collecting written data in qualitative teacher research.
introduction: written data as a complex category.
field notes, policy documents.
such texts fall into 2 main groups. 1) extant texts or documents. , books , photos televison productions, web pages that exist independantly of the study taking place. They have not been produced as a consequence of the present research. They would still have been produced if there had been no research study. students as part of their classroom work
p.247 , 2nd group for example written responses to open ended questions in surveys and questionnaires . can treat them as spoken or observed data. ( see chapter 10 an 11 ) convey information, ideas, reflections,
COMPLICATION : TO adequately address in this context the relationship between reading and viewing i.e. video game or movie violence effects
p. 248 written data research potential and approaches. written data includes the potential to
- inform present and future decisions concerning education in general , pedagogy within a specific subject area or across subject areas. professional development for teachers, policy development, curriculum development and so on.
- provide reading or account of a particular policy etc.
- provide contextual and historical insights on an issue , event, problem, etc. , tell us about aspirations and intentions
- enable the teacher researcher to (re)construct and account of a past event or practice ( i.e. some past event )
Primary, secondary and tertiary source documents as written data in qualitative research
Primary sources: from actual witnesses of events.
p.249 tables some examples of written data.
Method
Locating written historical records
Locating policy documents
Generating open ended written survey data
p.250
Participant journals
Collecting websites and other digital data !!!! YESSSS !!!!! UPDATE THESIS [_]
Used in: case study, ethnography, socialinguistic studies, multimodala analysis studies, discourse analysis studies.
p.251
collecting images and filmic data
SECONDARY SOURCES: The author was not a part of
TERTIARY sources are references that help us learn documentary sources. , examples: Bibliographies, DATABASES,
no document infallible re: truth and objectivity.
Our purposes may differ from when the documents were originally written
p.252
Criteria for evaluating documents as written data
- are the records or documents complete?
- are the documents genuine or copies of the original ?
- are the documents dated, and can they be placed on a time scale?
- why were the documents originally collected?
_ are they believable/credible?
- what relevance?
fri end
p.253
Different purposes and uses for written data and qualitative research
identify clearly the research problem
formulate our research purposes and questions.
decide on the best theaoretical perspective to tackle the question
formulate key concepts and costructs around which to formulate the study
inform , cont4extualize, conceptualize , theorize and design the research project.
generalize the empirical data set.
p.254 research for first time researchers.
Generating written data for the empirical data set in a qualitative research project. most from extant ( already existing ) texts
GENERATING WRITTEN DATA USING PARTICIPANT JOURNALS: my own relfections
the process of writing helps trigger insights about teaching.
p. 256 : TARGET language. participants may write what they think teh researcher is looking for.
p.257 locating extant documents as (primary) sources of written data for qualitative research projects.
p.259 sat end
p.260 locating non-conventional text types as written data for qualitative studies.
p.261 locating (extant) participant texts as written data in qualitative educational research
p.262 locating non-participant texts as written data in qualitative educational research.
p.263 the role played by texts
p.264
P. 265 provide a written description of the reasons why you regard these pieces of written data as appropriate
sun end
end
Chapter 11
collecting observed data in qualitative teacher research
naturally occurring , as it happens.
written records
indirect ex post facto notes from memory !!!!!!!!
video tapes
p.220
observed
direct observation
vs. Descriptive observation
idea: Shift observational focus every 5 minutes.
artifact collection - - - - -- - - -- - - -- - -- - -- - -ADD THIS TO THE THESIS [x]
physical trace collection
indirect or secondary observation
Focused observation ; after reflection and analysis of first observation
p.221
selective observation
Jill Cole's observations, picture books, when they were borrowed.
types of observaitons
p.222
Structures <--> unstructured
Non-participant <--> full participant observation
p.223 Classroom observation schedule
Whom do I watch? When do I watch? Why?
p.224
How long do I watch? Why?
Over what time period do I watch? Days? Weeks? Months? Why?
observe a "Bottom Line"
Non-participant Observation !!!!!!! ( put in thesis )
225. full participant observation
can have unstructured observation. ( !!! put in thesis ) [X]
( we are not this , nor do we want this )
peripheral
be punctual and organized.
avoid interjections
pay attention to facial expressions
p.228 Notice the unexpected.
Data collection tools:
observation schedules
headnotes, : mental notes
post facto notes: written down after
field notes: written down during
p.229 shorthand language, initials, maps, etc
DESCRIPTIONS AND DIRECT QUOTATIONS
P.230 FIELD NOTES AS WORD PROCESSED FILES
p.231 the researcher will describe the particular actions taking place.
wed
the students eyes followed the teachers every move. p.232
p.233 conducting observations online
observation that takes place online is text-based. ( not 100 percent, photos and videos ) update thesis [X]
p.234 does not alert others to research status ADVANTAGE update thesis [_]
p.235 school policy photographing children. do not need to do this no worry [X] update thesis.
copyright freedom update thesis [_]
VIRTUAL to 236
artifact collection : what was 3D printed? , school policy: (one)subject area, media library or club? , update thesis [X]
p.237 Link artifacts with other collected data for cross-reference
p.238 FOLDERS: Hard copies , and computer folders. update thesis [_]
p.238 wed end
p.239 physical trace data collections
unobtrusive, non-interactive: traffic patterns, smells, occupancy, Environmental texts, written texts[_]
structures and structural changes. , buildings, roadways, etc.
p. 240 photograph, physical trace
p. 241 Secondary observation data ( made by others )
p. 242 Extant photographs and videos as observation data ( AND 3D PRINTED MATERIAL !!!! ) update thesis [_]
p. 243 cultural inventories
p. 244 considerations when using other people's images: 1) who took them, 2) under what conditions the visual record was made. 3) the reason the visual record was created. 4) what relationship between photographer and subject. Navigating permissions, parental consent, sound wuality, using others removes an important interpersonal connection...context. Example given with ignored hyperactive child. Camera angles.
p.245 thu end
p.246 Chapter 12. collecting written data in qualitative teacher research.
introduction: written data as a complex category.
field notes, policy documents.
such texts fall into 2 main groups. 1) extant texts or documents. , books , photos televison productions, web pages that exist independantly of the study taking place. They have not been produced as a consequence of the present research. They would still have been produced if there had been no research study. students as part of their classroom work
p.247 , 2nd group for example written responses to open ended questions in surveys and questionnaires . can treat them as spoken or observed data. ( see chapter 10 an 11 ) convey information, ideas, reflections,
COMPLICATION : TO adequately address in this context the relationship between reading and viewing i.e. video game or movie violence effects
p. 248 written data research potential and approaches. written data includes the potential to
- inform present and future decisions concerning education in general , pedagogy within a specific subject area or across subject areas. professional development for teachers, policy development, curriculum development and so on.
- provide reading or account of a particular policy etc.
- provide contextual and historical insights on an issue , event, problem, etc. , tell us about aspirations and intentions
- enable the teacher researcher to (re)construct and account of a past event or practice ( i.e. some past event )
Primary, secondary and tertiary source documents as written data in qualitative research
Primary sources: from actual witnesses of events.
p.249 tables some examples of written data.
Method
Locating written historical records
Locating policy documents
Generating open ended written survey data
p.250
Participant journals
Collecting websites and other digital data !!!! YESSSS !!!!! UPDATE THESIS [_]
Used in: case study, ethnography, socialinguistic studies, multimodala analysis studies, discourse analysis studies.
p.251
collecting images and filmic data
SECONDARY SOURCES: The author was not a part of
TERTIARY sources are references that help us learn documentary sources. , examples: Bibliographies, DATABASES,
no document infallible re: truth and objectivity.
Our purposes may differ from when the documents were originally written
p.252
Criteria for evaluating documents as written data
- are the records or documents complete?
- are the documents genuine or copies of the original ?
- are the documents dated, and can they be placed on a time scale?
- why were the documents originally collected?
_ are they believable/credible?
- what relevance?
fri end
p.253
Different purposes and uses for written data and qualitative research
identify clearly the research problem
formulate our research purposes and questions.
decide on the best theaoretical perspective to tackle the question
formulate key concepts and costructs around which to formulate the study
inform , cont4extualize, conceptualize , theorize and design the research project.
generalize the empirical data set.
p.254 research for first time researchers.
Generating written data for the empirical data set in a qualitative research project. most from extant ( already existing ) texts
GENERATING WRITTEN DATA USING PARTICIPANT JOURNALS: my own relfections
the process of writing helps trigger insights about teaching.
p. 256 : TARGET language. participants may write what they think teh researcher is looking for.
p.257 locating extant documents as (primary) sources of written data for qualitative research projects.
p.259 sat end
p.260 locating non-conventional text types as written data for qualitative studies.
p.261 locating (extant) participant texts as written data in qualitative educational research
p.262 locating non-participant texts as written data in qualitative educational research.
p.263 the role played by texts
p.264
P. 265 provide a written description of the reasons why you regard these pieces of written data as appropriate
sun end
end
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