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
Monday, December 8, 2014
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
Sunday, November 9, 2014
Chapter 10: Collecting Spoken Data in Qualitative teacher research.
194: Contextualized recording of apoken language
195: Much occurs in classrooms
'slice of life'
who the focus participants are: teacher, student, entire class?
196. recording devices and digital formats.
197. Try not to be too obvious.
How did you decide which questions need contextualized spoken data?
198. How much data will answer the question satisfactorily?
Interviews planned, prearranged.
"generate content from an insider's perspective"
access a person's definitions and understandings of and processes that are of interest to the teacher.
study the way a person represents his or her identity by the words they choose to say.
collect personal narratives bout teaching and learning.
collect biographies or life stories
i.e. critical thinking, literacy.
Phil Carspecken (1996:155) says people say things in interviews they would not speak about in everyday conversation...
199. ...what people say in interviews is a contrived interaction.
( end monday reading )
INCORPORATED UP TO CHAPTER 3 UP TO HERE.
p.200
NOTES, not audio not video recording.
not facial expressions nor body movements.
cannot do in secret.
might be good when response is already enthusiastic.
p. 201 Interview types and characteristics.
unstructured INTERVIEWS HAVE NO PRE-prepared lists of questions.
MINIMIZES research bias.
"seen as conversations with a purpose."
SEMI-structure starts with a list
used as a guide only.
202 follows up on relevant comments.
semi structured can never be followed the exact same way with 2 interviewees.
aim for questions:
1) unambiguous
2) one question questions
3) Non-leading
4) culturally sensitive and ethnically informed.
p.203
AMBIGUOUS ; INTERVIEWER CAN REASONABLE INTERPRET IN MULTIPLE WAYS.
don't be biased. I.e. leading questions.
p.204
ordering , sequencing of research questions important.
p.205
CULTURALLY SENSITIVE AND ETHICALLY INFORMED QUESTIONS.
ADD to survey About CONVENIENT TIME for INTERVIEWEE !!!!!
p.206 Do not use misdirection ( i.e. to collect immigrant data etc. )
QUESTION TYPES.
p.207 Closed types : How many years have you been teaching at this school?
In your opinion, effective method for orderly behaviour
School policies.
Any interview is likely to have open and closed questions.
p.208, INTERVIEW CONFIGURATIONS. Small group interviews.
adults 10-12, children and adolescents 3-4
inexpensive, data rich, etc.
Conducting interviews
p.209 Who to interview
Deciding who to interview : Some pre- selection if voluntary. ADD TO PAPER.
TIME CONSIDERATIONS. One hour for adults and 30 minutes for children.
Location. Phone best?
p.210
Sample matrix of study participant profiles. !!!! add a sample to paper.
Gender
Initial Teacher subject
School Location
CHARACTERISTICS OF INTERVIEWS FOR COLLECTING SPOKEN DATA.
CAREFUL PRE-PLANNING
- CHECK RECORDING EQUIPMENT ( USE LAPTOP WITH EXTENSION CORD FOR NOTE-TAKING )
'If you fail to plan, you are planning to fail!' Benjamin Franklin QUOTE !!! QUOTE !!!!
page 211
effects of power relationship ( I have none )
Signal ( body language ) "uh-huh" that you are listening
Manage the pace of the interview.
Make a follow up telephone call.
Make sure the purpose of the study is explained sufficiently
Put interviewees at ease.
Projective methods
Object, activity or text to draw out information from respondents: Eliciting Device212:
1. describe typical day in the classroom
2. Can you describe a recent dispute with a student
3. Diagram of the classroom? Give a tour and explain everything about each item?
p.213
hour and a half for adults, 30-45 minutes with children
PAGE 214 : DIGITAL DIVIDE.
215. think alouds,
study participant talks the researcher through a task.
be careful not to prompt students too much. Observe.
triangulate with spoken data during the think aloud.
216. transcripts under-utilized.
217. video and audio data on the internet
p.218 gestures and context lost.
END
195: Much occurs in classrooms
'slice of life'
who the focus participants are: teacher, student, entire class?
196. recording devices and digital formats.
197. Try not to be too obvious.
How did you decide which questions need contextualized spoken data?
198. How much data will answer the question satisfactorily?
Interviews planned, prearranged.
"generate content from an insider's perspective"
access a person's definitions and understandings of and processes that are of interest to the teacher.
study the way a person represents his or her identity by the words they choose to say.
collect personal narratives bout teaching and learning.
collect biographies or life stories
i.e. critical thinking, literacy.
Phil Carspecken (1996:155) says people say things in interviews they would not speak about in everyday conversation...
199. ...what people say in interviews is a contrived interaction.
( end monday reading )
INCORPORATED UP TO CHAPTER 3 UP TO HERE.
p.200
NOTES, not audio not video recording.
not facial expressions nor body movements.
cannot do in secret.
might be good when response is already enthusiastic.
p. 201 Interview types and characteristics.
unstructured INTERVIEWS HAVE NO PRE-prepared lists of questions.
MINIMIZES research bias.
"seen as conversations with a purpose."
SEMI-structure starts with a list
used as a guide only.
202 follows up on relevant comments.
semi structured can never be followed the exact same way with 2 interviewees.
aim for questions:
1) unambiguous
2) one question questions
3) Non-leading
4) culturally sensitive and ethnically informed.
p.203
AMBIGUOUS ; INTERVIEWER CAN REASONABLE INTERPRET IN MULTIPLE WAYS.
don't be biased. I.e. leading questions.
p.204
ordering , sequencing of research questions important.
p.205
CULTURALLY SENSITIVE AND ETHICALLY INFORMED QUESTIONS.
ADD to survey About CONVENIENT TIME for INTERVIEWEE !!!!!
p.206 Do not use misdirection ( i.e. to collect immigrant data etc. )
QUESTION TYPES.
p.207 Closed types : How many years have you been teaching at this school?
In your opinion, effective method for orderly behaviour
School policies.
Any interview is likely to have open and closed questions.
p.208, INTERVIEW CONFIGURATIONS. Small group interviews.
adults 10-12, children and adolescents 3-4
inexpensive, data rich, etc.
Conducting interviews
p.209 Who to interview
Deciding who to interview : Some pre- selection if voluntary. ADD TO PAPER.
TIME CONSIDERATIONS. One hour for adults and 30 minutes for children.
Location. Phone best?
p.210
Sample matrix of study participant profiles. !!!! add a sample to paper.
Gender
Initial Teacher subject
School Location
CHARACTERISTICS OF INTERVIEWS FOR COLLECTING SPOKEN DATA.
CAREFUL PRE-PLANNING
- CHECK RECORDING EQUIPMENT ( USE LAPTOP WITH EXTENSION CORD FOR NOTE-TAKING )
'If you fail to plan, you are planning to fail!' Benjamin Franklin QUOTE !!! QUOTE !!!!
page 211
effects of power relationship ( I have none )
Signal ( body language ) "uh-huh" that you are listening
Manage the pace of the interview.
Make a follow up telephone call.
Make sure the purpose of the study is explained sufficiently
Put interviewees at ease.
Projective methods
Object, activity or text to draw out information from respondents: Eliciting Device212:
1. describe typical day in the classroom
2. Can you describe a recent dispute with a student
3. Diagram of the classroom? Give a tour and explain everything about each item?
p.213
hour and a half for adults, 30-45 minutes with children
PAGE 214 : DIGITAL DIVIDE.
215. think alouds,
study participant talks the researcher through a task.
be careful not to prompt students too much. Observe.
triangulate with spoken data during the think aloud.
216. transcripts under-utilized.
217. video and audio data on the internet
p.218 gestures and context lost.
END
Monday, November 3, 2014
Chapter 9 in Part3 Qualitative Collecting and Analyzing Quantitative Data Teacher Research Nov.3-9
10 Nov. 3-9 Collecting and Analyzing Quantitative Data Chapter 9 in Teacher Research
171. A background to data collection in qualitative research.
Introduction
- data
- different kinds of data: spoken, written, observed
- data collected in more or less naturally occurring
- distinction between using new and existing data
- some general principles to guide data collection.
- concepts of designing and planning data collection.
172
data bits and pieces of information collected in a systematic way.
1. Data are CONSTructed by reseachers during the process.
the amount of data collected and the time span feed directly into how the researched construes the data
2. data collection is always SELECTIVE.
p.173
different kinds of data: spoken, written and observed.
Spoken data.
Oral language recorded in some durable or lasting form.
ideas vs. values.
devices: Take notes
174. audio record?
3.Researchers develop categories.
notes vs. observing who is speaking.
175.
observed data
written and other visually presented data. WEB stuff.
documents, historical, text books.
176.
teacher generated texts,
art works
WEBSITES !!!!!!
177. Naturally occurring vs. Contrived data collection.
178. NEW and EXISTING data.
Researchers generate data by interviewing, would not exist.
p.179 "It is possible to do much educational research drawing almost entirely on data sets that already exist and are available in the public domain." QUOTE THIS !!!!
p.180 Historical , theoretical, methodologies. QUOTE
RELEVANT data.
p.181 the issue : How much data is the right amount?
p.182 "Diverse teacher interests"
ROBUST but not wasteful. 200 = 5 per week x 40 weeks QUOTED
Th 11/6,
p.183 Credible and Trustworthy data
confidence in data by checking with informants.
page 184 , check for consistency between responses ( QUOTE this re: Nicole )
Ethical principles : Respect for privacy , Participants will feel free to decline to participate.
moral consequences of participating in a study. MORAL , quote.
Page 185.
Giving back something to the participant in exchange for generosity.
Favors and commitments that build a sense of trust.
Few things to offer but the leverage of information ( BIG !!!! )
186
Data collection will be rigorous. re taking notes, etc.
Respect time commitments.
p.187 methodological or procedural principles.
principle of Elegance and Economy, get the greatest amount of data from the minimum resources.
practicality and realism, what can we get based on what is there?
p.188 Data collection designs and plans. JUSTIFICATION: How does this help to answer the questions?
p.189 sub-design , semi-structured interviews and conversations with a purpose. ( PURPOSE !!! )
mentions At home: Enables identification of key literacy practices in which participants engage during observed moments. "Compare what people DO with what they SAY THEY DO" SEMI-STRUCTURED interviews and conversations with a purpose.
Green and Wallat 1981, Hull and Schultz, 2002
page 190.
191. balance time between data collected and data analysis, no specialized equipment needs to be hired or borrowed.
Journal kept by researcher Fetterman, 1989
preparing provisional collection plans allows us to be CONCISE about the length of time participants will need to commit to the study.
193. describe a study you would like to do.
Provide a justification for this data.
p.193 = last
171. A background to data collection in qualitative research.
Introduction
- data
- different kinds of data: spoken, written, observed
- data collected in more or less naturally occurring
- distinction between using new and existing data
- some general principles to guide data collection.
- concepts of designing and planning data collection.
172
data bits and pieces of information collected in a systematic way.
1. Data are CONSTructed by reseachers during the process.
the amount of data collected and the time span feed directly into how the researched construes the data
2. data collection is always SELECTIVE.
p.173
different kinds of data: spoken, written and observed.
Spoken data.
Oral language recorded in some durable or lasting form.
ideas vs. values.
devices: Take notes
174. audio record?
3.Researchers develop categories.
notes vs. observing who is speaking.
175.
observed data
written and other visually presented data. WEB stuff.
documents, historical, text books.
176.
teacher generated texts,
art works
WEBSITES !!!!!!
177. Naturally occurring vs. Contrived data collection.
178. NEW and EXISTING data.
Researchers generate data by interviewing, would not exist.
p.179 "It is possible to do much educational research drawing almost entirely on data sets that already exist and are available in the public domain." QUOTE THIS !!!!
p.180 Historical , theoretical, methodologies. QUOTE
RELEVANT data.
p.181 the issue : How much data is the right amount?
p.182 "Diverse teacher interests"
ROBUST but not wasteful. 200 = 5 per week x 40 weeks QUOTED
Th 11/6,
p.183 Credible and Trustworthy data
confidence in data by checking with informants.
page 184 , check for consistency between responses ( QUOTE this re: Nicole )
Ethical principles : Respect for privacy , Participants will feel free to decline to participate.
moral consequences of participating in a study. MORAL , quote.
Page 185.
Giving back something to the participant in exchange for generosity.
Favors and commitments that build a sense of trust.
Few things to offer but the leverage of information ( BIG !!!! )
186
Data collection will be rigorous. re taking notes, etc.
Respect time commitments.
p.187 methodological or procedural principles.
principle of Elegance and Economy, get the greatest amount of data from the minimum resources.
practicality and realism, what can we get based on what is there?
p.188 Data collection designs and plans. JUSTIFICATION: How does this help to answer the questions?
p.189 sub-design , semi-structured interviews and conversations with a purpose. ( PURPOSE !!! )
mentions At home: Enables identification of key literacy practices in which participants engage during observed moments. "Compare what people DO with what they SAY THEY DO" SEMI-STRUCTURED interviews and conversations with a purpose.
Green and Wallat 1981, Hull and Schultz, 2002
page 190.
191. balance time between data collected and data analysis, no specialized equipment needs to be hired or borrowed.
Journal kept by researcher Fetterman, 1989
preparing provisional collection plans allows us to be CONCISE about the length of time participants will need to commit to the study.
193. describe a study you would like to do.
Provide a justification for this data.
p.193 = last
Tuesday, October 28, 2014
3d printers in schools
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/251439/3D_printers_in_schools.pdf
Monday, October 27, 2014
chapter 7-8 in teacher research due Nov. 2 2014
Chapter 7: An introduction to teacher research as document based investigation
p.118
document based research undertaken to develop a normative stance.
3. research that uses texts to advance substantive findings
research that undertakes readings to identify or contruct Meanings.
Pg. 110. examples
Meanings of literacy in education Policy documents.
Research design.
Data collection: surveying relevant sources and assemling a corpus.
page 120
Data anaysis
Results, findings, interpretation
121
Reading the literacy crisis: What the data means.
122.
locate the references noted above for Krashen and Spear-Swerling
and address the following.
document based research undertaken to develop a normative stance on an educational issue.
How best to understand "literacy" Autonomous and idea logical models.
p 123
125: Research that uses texts to advance substantive findings about the world
126
researching the literacy myth
design
data collection
data analysis
results and findings: illiterate workers. what percent of unskilled and semi skilled laborers are literate
128
means for critically assessing the quality and validity of data in document based research.
129
Identifying, analyzing and evaluating key statements made in texts
what is the right kind of evidence/support for a particular claim?
How much of such evidence is enough to warrant accepting it?
Empirical? Most people learn more effectively if they are motivated.
p.130 most people know little about it so need more\
1. importance, 2. support, 3. support: data or another cite. 4. contentiousness? 5. authoritative.
p.131. 6. authority standing? 7. contrary evidence? 8. accept the claim? Decide.
132. what are we buying into?
133. Normative or value claims. Right or wrong, good or bad.
134. NORMATIVE claim. How things SHOULD be.
135. Identify and evaluate conceptual definitions distinctions categories and taxonomies that are emplyed in research based documents. . We use CONCEPTS to make sense of our world.
136. Read Michael Goldhaber's online article. 'The Attention economy and the net.'
www.firstmonday.dk/issue2_4/goldhaber/ (NOT FOUND )
http://firstmonday.org/article/view/519/440
http://www.alamut.com/
Compare with ASSOCIATION of RESEARCH LIBRARIES http://www.arl.org/about#.VFP2h4dpGkc
137. categories: similar and different sorts of things. Taxonomy = classifying system.
138. What are some important categories in the research project ?
argument : 2 ways:
1) level of organization and presentation of the text.
2) design and implementation of the research argument.
Test: Premises are true- Reasoning = sequencing of premises.
139. 4 or 5 main steps = premises. Leading to a conclusion.
140. Break premises into "sub-arguments"
Deductive reasoning and logical validity.
141. Euler circles
Inductive reasoning and logical validity.
142. more information in conclusion than in the premises.
p.143 well designed and well implemented research can comprise a successful argument.
p.144 chapter 8: Teacher Research as Quantitative Investigation
144. Common research designs
145. 1) true experiments, 2) Quasi experiments, 3) Correlation,
146.
4) Causal Comparative design, 5) Survey designs/data collection strategy !!!! one of these 2 !!!
definitions
Variables:
147. Sampling methods. Random, Stratified random, Purposive and Convenience.
149. CONVENIENCE SAMPLING is the one.
Experimental research: True and quasi-experiments
150. internal validity ( inside population ) same test different conditions, External validity ( to broader populations )
151. true experiments. Causal relationships, exceptions.
152. Because the groups are MORE OR LESS EQUIVALENT. . .key words
153. quasi experiment example, pre-ordered groups, classes
games 20-40 min daily 12 weeks, matching variables, general academic level, vulnerability.
pre-, post- intervention surveys. Analysis of Variance, ANOVA , analysis of covariance ANCOVA.
154. Types of Experimental design
Matched pre-test/post-test control/ comparison group design
155. standardized tests or develop their own measures of performance.
because not totally matched , not equivalent on all characteristics (AS WOULD BE LIKELY WITH RANDOM ASSIGNMENT) ????
LIMITS TO WHAT CAN BE CONCLUDED FRMO THE STUDY.
156. other complications.
- developmental changes irrelevant to the intervention
- proactive effects of multiple testing.
- SEEPAGE of the intervention program into the comparison program , especially if they are in the same school .
- students or teachers aware they are in a study trying harder than average.
MATCHED POST-TEST ONLY COMPARISON GROUP DESIGN.
eliminate the pre-test in the design. removes several alternate explanations for the effect of the intervention related to multiple testing, such as proactive effects in increased alertness to the content of instruction.
157. Choosing the research design is ALWAYS a COMPROMISE. where researcher considers particular context and problem. then selects or tailors
wariations on experimental and quasi-eperimental designs.
- time series
- counterbalanced designs
- factorial designs.
INTERNAL VALIDITY of the STUDY ?
EXTERNAL VALIDITY of the STUDY ?
CORRELATIONAL and Casual-comparative research are NON_experimental or associational research. Relationships examined without influencing or manipulating them
158. Choice NOT to manipulate variables.
CORRELATIONAL research. , explore relationship between 2 or more variables.
159. Causal-comparative research,
160. i.e. GENDER ( categorical ) , not manipulating, but rather examining the relationships that already exist.
EXPLORING possible causes. See Book: how to design and evaluate research in education
p.161 reliability and validity
i.e. are scores on aggressiveness test related to behavior lie swearing and physical assault?
do scores on the reading ability test show progressive changes with age?
do scores on the anxiety test increase after a stressful experience?
researchers can choose commercially available measures or their own.
p.162 standardized testing, teacher-developed tests, surveys
163. "constructing a good quality measure is a carefully planned process"
Data analysis in quantitative research.
Survey research.
164. simple descriptive surveys!!!! most common, use this a bit.
cross-sectional surveys, longitudinal surveys
165. rating scale surveys, demographic, ATTITUDINAL !!!!!,
behavior related, factual.
WARNINGS: Is it Ambiguous? Is the language straightforward and jargon-free?, Is the language free of prejudice towards certain groups? Is the question concise?
p.166
Rating scale: i.e. when you get home form school do you do your math homework before anything else
|-always-|-usually-|-sometimes-|-hardly ever-|-never-| sometimes called Likert scale
Survey Modes: POSTAL, EMAIL-!!!!!! EMAIL , on the street, take home, telephone
p.167 TOOLS, survey instrument and a covering letter or brief explanatory statement.
Assure anonymity
SURVEY NOT GOOD FOR ME, we want NUANCES for why and how people plan for and use 3D printers.
p.168
(END)
p.118
document based research undertaken to develop a normative stance.
3. research that uses texts to advance substantive findings
research that undertakes readings to identify or contruct Meanings.
Pg. 110. examples
Meanings of literacy in education Policy documents.
Research design.
Data collection: surveying relevant sources and assemling a corpus.
page 120
Data anaysis
Results, findings, interpretation
121
Reading the literacy crisis: What the data means.
122.
locate the references noted above for Krashen and Spear-Swerling
and address the following.
document based research undertaken to develop a normative stance on an educational issue.
How best to understand "literacy" Autonomous and idea logical models.
p 123
125: Research that uses texts to advance substantive findings about the world
126
researching the literacy myth
design
data collection
data analysis
results and findings: illiterate workers. what percent of unskilled and semi skilled laborers are literate
128
means for critically assessing the quality and validity of data in document based research.
129
Identifying, analyzing and evaluating key statements made in texts
what is the right kind of evidence/support for a particular claim?
How much of such evidence is enough to warrant accepting it?
Empirical? Most people learn more effectively if they are motivated.
p.130 most people know little about it so need more\
1. importance, 2. support, 3. support: data or another cite. 4. contentiousness? 5. authoritative.
p.131. 6. authority standing? 7. contrary evidence? 8. accept the claim? Decide.
132. what are we buying into?
133. Normative or value claims. Right or wrong, good or bad.
134. NORMATIVE claim. How things SHOULD be.
135. Identify and evaluate conceptual definitions distinctions categories and taxonomies that are emplyed in research based documents. . We use CONCEPTS to make sense of our world.
136. Read Michael Goldhaber's online article. 'The Attention economy and the net.'
www.firstmonday.dk/issue2_4/goldhaber/ (NOT FOUND )
http://firstmonday.org/article/view/519/440
http://www.alamut.com/
Compare with ASSOCIATION of RESEARCH LIBRARIES http://www.arl.org/about#.VFP2h4dpGkc
137. categories: similar and different sorts of things. Taxonomy = classifying system.
138. What are some important categories in the research project ?
argument : 2 ways:
1) level of organization and presentation of the text.
2) design and implementation of the research argument.
Test: Premises are true- Reasoning = sequencing of premises.
139. 4 or 5 main steps = premises. Leading to a conclusion.
140. Break premises into "sub-arguments"
Deductive reasoning and logical validity.
141. Euler circles
Inductive reasoning and logical validity.
142. more information in conclusion than in the premises.
p.143 well designed and well implemented research can comprise a successful argument.
p.144 chapter 8: Teacher Research as Quantitative Investigation
144. Common research designs
145. 1) true experiments, 2) Quasi experiments, 3) Correlation,
146.
4) Causal Comparative design, 5) Survey designs/data collection strategy !!!! one of these 2 !!!
definitions
Variables:
147. Sampling methods. Random, Stratified random, Purposive and Convenience.
149. CONVENIENCE SAMPLING is the one.
Experimental research: True and quasi-experiments
150. internal validity ( inside population ) same test different conditions, External validity ( to broader populations )
151. true experiments. Causal relationships, exceptions.
152. Because the groups are MORE OR LESS EQUIVALENT. . .key words
153. quasi experiment example, pre-ordered groups, classes
games 20-40 min daily 12 weeks, matching variables, general academic level, vulnerability.
pre-, post- intervention surveys. Analysis of Variance, ANOVA , analysis of covariance ANCOVA.
154. Types of Experimental design
Matched pre-test/post-test control/ comparison group design
155. standardized tests or develop their own measures of performance.
because not totally matched , not equivalent on all characteristics (AS WOULD BE LIKELY WITH RANDOM ASSIGNMENT) ????
LIMITS TO WHAT CAN BE CONCLUDED FRMO THE STUDY.
156. other complications.
- developmental changes irrelevant to the intervention
- proactive effects of multiple testing.
- SEEPAGE of the intervention program into the comparison program , especially if they are in the same school .
- students or teachers aware they are in a study trying harder than average.
MATCHED POST-TEST ONLY COMPARISON GROUP DESIGN.
eliminate the pre-test in the design. removes several alternate explanations for the effect of the intervention related to multiple testing, such as proactive effects in increased alertness to the content of instruction.
157. Choosing the research design is ALWAYS a COMPROMISE. where researcher considers particular context and problem. then selects or tailors
wariations on experimental and quasi-eperimental designs.
- time series
- counterbalanced designs
- factorial designs.
INTERNAL VALIDITY of the STUDY ?
EXTERNAL VALIDITY of the STUDY ?
CORRELATIONAL and Casual-comparative research are NON_experimental or associational research. Relationships examined without influencing or manipulating them
158. Choice NOT to manipulate variables.
CORRELATIONAL research. , explore relationship between 2 or more variables.
159. Causal-comparative research,
160. i.e. GENDER ( categorical ) , not manipulating, but rather examining the relationships that already exist.
EXPLORING possible causes. See Book: how to design and evaluate research in education
p.161 reliability and validity
i.e. are scores on aggressiveness test related to behavior lie swearing and physical assault?
do scores on the reading ability test show progressive changes with age?
do scores on the anxiety test increase after a stressful experience?
researchers can choose commercially available measures or their own.
p.162 standardized testing, teacher-developed tests, surveys
163. "constructing a good quality measure is a carefully planned process"
Data analysis in quantitative research.
Survey research.
164. simple descriptive surveys!!!! most common, use this a bit.
cross-sectional surveys, longitudinal surveys
165. rating scale surveys, demographic, ATTITUDINAL !!!!!,
behavior related, factual.
WARNINGS: Is it Ambiguous? Is the language straightforward and jargon-free?, Is the language free of prejudice towards certain groups? Is the question concise?
p.166
Rating scale: i.e. when you get home form school do you do your math homework before anything else
|-always-|-usually-|-sometimes-|-hardly ever-|-never-| sometimes called Likert scale
Survey Modes: POSTAL, EMAIL-!!!!!! EMAIL , on the street, take home, telephone
p.167 TOOLS, survey instrument and a covering letter or brief explanatory statement.
Assure anonymity
SURVEY NOT GOOD FOR ME, we want NUANCES for why and how people plan for and use 3D printers.
p.168
(END)
Sunday, October 26, 2014
observation From Christine Collister web sites with lesson plan possibilities.
Sent Sunday, October 26, 2014 8:19 PM
Subject Re:My paper so far so you can see the matrix for ex.
Carlo,
So glad to meet you as well, and also to be able to collaborate and share ideas during the writing of our thesis(s) :)
I came across the following websites that have a connection to 3D printing lesson plans. Hopefully, you are able to find some useful.
http://www.brainpop.com/educators/community/lesson-plan/3d-printing-lesson-plan-make-moby/
http://www.makersempire.com/MakersEmpire-Year7LessonPlan-DesignandTechnologies-Version1.2.pdf
https://docs.google.com/document/d/1Oe-fTUz5c3eRBjt_e1OWN7r0JAM0IJncXN9JGCMBt5U/edit?pli=1
https://docs.google.com/document/d/1YurAiexvm2mVz2ddycnJrMP1Vje8Ve08JKQ7Q0J6HBI/edit?pli=1
http://www.thingiverse.com/Curriculum/about
http://www.bcssa.org/wp-content/uploads/2014/08/SD41-3Dv2.pdf
You are welcome to come and observe the 3D printing in action with my students. I am incorporating it during the school day. If afternoon is best for you, we can schedule it in during maybe 8th period. My 8th grade students have been utilizing this technology more than the others, but they are my 1st period class. Probably too early in the morning :)
-chris
Tuesday, October 14, 2014
Bookmarking Online Resource Tool
From Marie Celestin
To Joseph King; Marie Celestin; Christine Collister; Barbara Froehlich; Amy Eagelton; Carlo Fiorletta; Matthew Conklin; Myriam Betancourt; Paul Urbanovich; James Grogan; James Breheney; Erin Cullinane; Gina Feeney; Luciana Petrocelli; Bridget Fahnholz; Christopher Shamburg; Daniel Ward; Leonid Rabinovich
Cc
Sent Monday, October 13, 2014 7:14 PM
Subject Resource Tool
Hello everyone,
I wanted to share a resource tool with everyone thats been wonderful for school, but more so in this section of the program.
Its an online bookmarking tool that can save pdf files, urls, videos, images etc that you find online. You can sort them in lists and even share them in a group. Its a wonderful tool that I share with my students. It uses the cloud to save the information, so as long as you have an account you will have the information "forever" lol. Its very easy to set up and you can begin using it immediately.
Review the video below and hope it helps.
http://youtu.be/VHWapAF1Txw
To Joseph King; Marie Celestin; Christine Collister; Barbara Froehlich; Amy Eagelton; Carlo Fiorletta; Matthew Conklin; Myriam Betancourt; Paul Urbanovich; James Grogan; James Breheney; Erin Cullinane; Gina Feeney; Luciana Petrocelli; Bridget Fahnholz; Christopher Shamburg; Daniel Ward; Leonid Rabinovich
Cc
Sent Monday, October 13, 2014 7:14 PM
Subject Resource Tool
Hello everyone,
I wanted to share a resource tool with everyone thats been wonderful for school, but more so in this section of the program.
Its an online bookmarking tool that can save pdf files, urls, videos, images etc that you find online. You can sort them in lists and even share them in a group. Its a wonderful tool that I share with my students. It uses the cloud to save the information, so as long as you have an account you will have the information "forever" lol. Its very easy to set up and you can begin using it immediately.
Review the video below and hope it helps.
http://youtu.be/VHWapAF1Txw
Monday, October 6, 2014
Oct. 20-26 Literature Review Read Ethics and Teacher Research, Chapter 6
Do no harm
Last 15 years , stronger protections.
p.102
codes of ethical practice.
Institutional Contingencies.
Literature on research ethics.
http://www.aare.edu.au/index.php
p.103
Codes of research
Ethical teaching practices.
Obtain informed consent.
Formal investigation of classroom or school.
Avoid deception.
Avoid coercion or manipulation ,
reciprocate.
p.104
Have a valid research design
Research is a foundation. Faulty research will lead to faulty products.
p.105
Obtain informed consent.
p.106-107 consent documents.
p.108 avoid deception.
Can assume permission is granted, permission slip can refuse permission.
p.109 Minimize intrusion
p.110 do no go into spaces one does not need.
ensure confidentiality and anonymity
p.111
minimize risk of harm.
demonstrate respect for research participants at all times.
p.112 avoid coercion
Reciprocate. Research is a "two way street"
Last 15 years , stronger protections.
p.102
codes of ethical practice.
Institutional Contingencies.
Literature on research ethics.
http://www.aare.edu.au/index.php
p.103
Codes of research
Ethical teaching practices.
Obtain informed consent.
Formal investigation of classroom or school.
Avoid deception.
Avoid coercion or manipulation ,
reciprocate.
p.104
Have a valid research design
Research is a foundation. Faulty research will lead to faulty products.
p.105
Obtain informed consent.
p.106-107 consent documents.
p.108 avoid deception.
Can assume permission is granted, permission slip can refuse permission.
p.109 Minimize intrusion
p.110 do no go into spaces one does not need.
ensure confidentiality and anonymity
p.111
minimize risk of harm.
demonstrate respect for research participants at all times.
p.112 avoid coercion
Reciprocate. Research is a "two way street"
Monday, September 29, 2014
QuestionsCh1
1) What type of case study is best for this research?
2) How can we use a multi-sensory approach to teach Mathematics?
3) What is touch math?
4) How can manipulatives help?
5) How can graphic organizers help?
6) What affects the brain when multiple senses are used at the same time?
7) How can teachers better communicate with each other and with parents re: Multi sensory approaches?
8) What assumptions may be overcome to better teach in multi sensory mode?
9) What is UDL
10) What is VAKT?
2) How can we use a multi-sensory approach to teach Mathematics?
3) What is touch math?
4) How can manipulatives help?
5) How can graphic organizers help?
6) What affects the brain when multiple senses are used at the same time?
7) How can teachers better communicate with each other and with parents re: Multi sensory approaches?
8) What assumptions may be overcome to better teach in multi sensory mode?
9) What is UDL
10) What is VAKT?
Sunday, September 28, 2014
Thursday, September 18, 2014
Read Chapter 5 of Teacher Research September 29-Oct 5 Beginning Your Literature Review
Informing the study. Some key aspects of reviewing literature.
Page 78
Introduction: discussion and reading as informing modes.
Discussion as a mode for informing the study
( Chat, email and social media, pics is kind of a mix )
p.79
collegial interchanges and study groups.
relevant lectures workshops etc that can be audited.
school based professional development.
Discussion at conferences.
a. dedicated teacher research "
Doing Teacher Research: Discussing, Disseminating adn Connecting"
CONNECTING is the key :)
b. general education seminars and conferences
The Teacher as Researcher.
Internet-based options for informing the study.
BIG:
Personal interest websites.
p.80
Set up for Robotics. etc
ROBOTICS
search engines can find etc.
p.80.
New Writers Project.
http://www.nwp.org/cs/public/print/doc/programs.csp
Mine:
SOURCE CODE: github
web pages: sites.google.com; weebly.com; wix.com
Blogs: Blogspot.com ( google product )
Email groups: Groups.yahoo.com ( can be open to public or by invite only )
p.81
Task:
web search "teacher researcher network"
good because it will find more current list.
Using Texts to inform the study.
What to read?
p.82
read reports of at least some other studies.
accept what is already thought to be known about the matter we are interested in and save some time?
replicate existing study?
Different research approach?
Optional to try and survey a range or variety of types of studies.
Read various accounts of key concepts.
Comprehend.
Tools and procedures to be used in data collection must be in accordance with what counts as data.
p.83
construct clear concepts.
"Reading relative work from different theoretical perspectives."
2 crucial contributions
1) open teacher up to options you were unaware of.
2) opportunity to deepen their understandings and appreciation of a theoretical position.
Reading accounts of research designs and methods, tools and procedures
of data collection, data analysis and interpretation.
p.84
Methods literature is highly pragmatic and addresses the 'how to' dimensions of a research project
how to use computer programs to assist with the analysis: Reading, writing about sampling techniques. "rules"
Qualitative research the methods literature
includes texts about established research designs: case study, ethnography, action research.
maximize interpretive reliability
DEFINITION:
Action research is either research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. There are two types of action research: participatory action research and practical action research. Denscombe (2010, p. 6) writes that an action research strategy's purpose is to solve a particular problem and to produce guidelines for best practice.
Action research involves actively participating in a change situation, often via an existing organization, whilst simultaneously conducting research. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices.
Kurt Lewin, then a professor at MIT, first coined the term “action research” in 1944. In his 1946 paper “Action Research and Minority Problems” he described action research as “a comparative research on the conditions and effects of various forms of social action and research leading to social action” that uses “a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action”.
How much to read to inform a study?
"depends largely on the specifics of individual cases, including the extent of prior knowledge and experience of literature relevant to the research problem or question.
p.85
Main considerations
Researchers have:
1) ethical and professional responsibility to those who participate in the research. Produce a study that is worthy of their time, goodwill, inconvenience and trust.
2) 'ecological' responsibility to ensure that the results and benefits accruing from a study are sufficient to having done it.
3) Personal investment in growing in vocational terms as a result of doing research.
expect
equivalent of at least 2 or 3 books and 10 to 15 articles or chapters which were unfamiliar.
Locating relevant literature. remember to use citation indexes to identify key authors.
p.86
p.90
ERIC database ERIC - Education Resources Information Center
www.eric.ed.gov/
93: seek reading that is 1) active, critical, discriminating, evaluative, methodical.
Reading actively, write questions and comments. like "what does this mean" if not clear.
mark in comments like "This differs from what S says" semi constructed.
mention blogs
p.94
post it sticker: compare with what she says on page. 74
Negative, competing and positive criticism.
matrix
research question explicitly stated?
questions significantly different? How?
p.95
how are research problems compare?
do studies draw on different kind of theories?
Page 100
Ends
Page 78
Introduction: discussion and reading as informing modes.
Discussion as a mode for informing the study
( Chat, email and social media, pics is kind of a mix )
p.79
collegial interchanges and study groups.
relevant lectures workshops etc that can be audited.
school based professional development.
Discussion at conferences.
a. dedicated teacher research "
Doing Teacher Research: Discussing, Disseminating adn Connecting"
CONNECTING is the key :)
b. general education seminars and conferences
The Teacher as Researcher.
Internet-based options for informing the study.
BIG:
Personal interest websites.
p.80
Set up for Robotics. etc
ROBOTICS
search engines can find etc.
p.80.
New Writers Project.
http://www.nwp.org/cs/public/print/doc/programs.csp
Mine:
SOURCE CODE: github
web pages: sites.google.com; weebly.com; wix.com
Blogs: Blogspot.com ( google product )
Email groups: Groups.yahoo.com ( can be open to public or by invite only )
p.81
Task:
web search "teacher researcher network"
good because it will find more current list.
Using Texts to inform the study.
What to read?
p.82
read reports of at least some other studies.
accept what is already thought to be known about the matter we are interested in and save some time?
replicate existing study?
Different research approach?
Optional to try and survey a range or variety of types of studies.
Read various accounts of key concepts.
Comprehend.
Tools and procedures to be used in data collection must be in accordance with what counts as data.
p.83
construct clear concepts.
"Reading relative work from different theoretical perspectives."
2 crucial contributions
1) open teacher up to options you were unaware of.
2) opportunity to deepen their understandings and appreciation of a theoretical position.
Reading accounts of research designs and methods, tools and procedures
of data collection, data analysis and interpretation.
p.84
Methods literature is highly pragmatic and addresses the 'how to' dimensions of a research project
how to use computer programs to assist with the analysis: Reading, writing about sampling techniques. "rules"
Qualitative research the methods literature
includes texts about established research designs: case study, ethnography, action research.
maximize interpretive reliability
DEFINITION:
Action research is either research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. There are two types of action research: participatory action research and practical action research. Denscombe (2010, p. 6) writes that an action research strategy's purpose is to solve a particular problem and to produce guidelines for best practice.
Action research involves actively participating in a change situation, often via an existing organization, whilst simultaneously conducting research. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices.
Kurt Lewin, then a professor at MIT, first coined the term “action research” in 1944. In his 1946 paper “Action Research and Minority Problems” he described action research as “a comparative research on the conditions and effects of various forms of social action and research leading to social action” that uses “a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action”.
How much to read to inform a study?
"depends largely on the specifics of individual cases, including the extent of prior knowledge and experience of literature relevant to the research problem or question.
p.85
Main considerations
Researchers have:
1) ethical and professional responsibility to those who participate in the research. Produce a study that is worthy of their time, goodwill, inconvenience and trust.
2) 'ecological' responsibility to ensure that the results and benefits accruing from a study are sufficient to having done it.
3) Personal investment in growing in vocational terms as a result of doing research.
expect
equivalent of at least 2 or 3 books and 10 to 15 articles or chapters which were unfamiliar.
Locating relevant literature. remember to use citation indexes to identify key authors.
p.86
p.90
ERIC database ERIC - Education Resources Information Center
www.eric.ed.gov/
93: seek reading that is 1) active, critical, discriminating, evaluative, methodical.
Reading actively, write questions and comments. like "what does this mean" if not clear.
mark in comments like "This differs from what S says" semi constructed.
mention blogs
p.94
post it sticker: compare with what she says on page. 74
Negative, competing and positive criticism.
matrix
research question explicitly stated?
questions significantly different? How?
p.95
how are research problems compare?
do studies draw on different kind of theories?
Page 100
Ends
Sunday, September 14, 2014
Shamburg: Conditions that Inhibit the Integration of Technology for Urban Early Childhood Teachers
Conditions that Inhibit the Integration of Technology for Urban Early Childhood Teachers
Information Technology in Childhood Education Annual
2004
227-244
2004
%X This article summarizes a formative evaluation of a two-year project to provide professional development in technology for urban early childhood teachers. The researcher collected and analyzed data from interviews from 18 teachers. Using the constant comparative method the researcher identified common barriers that inhibited the effective integration of technology.
%K Teachers Professional Development
teachers
have
a
complex
array
of
demands
and
an
intrinsic
sense
of
isolation
in
there
class-
rooms.
The
curricular
demands,
particularly
for
first-,
second-,
and
third-
grade
teachers,
were
especially
intense
as
initiatives
relating
to
state
assess-
ment
and
federal
legislation
were
being
implemented
in
the
schools.
This
left
little
time
for
the
experimentation
with
technology
that
many
of
them
as-
sociated
with
integrating
technology
in
their
teaching.
Secondly,
the
teachers
felt
that
they
had
an
inordinate
amount
of
techni-
cal
obstacles,
particularly
in
comparison
to
their
peers.
The
computers
that
these
teachers
had
were
the
slowest
and
oldest
in
the
school.
The
schools
and
districts
had
various
installation
policies,
enforced
by
administrative
procedures
or
technical
restrictions,
that
restricted
one
of
their
most
success-
ful
practices,
installing
software
that
they
bought
themselves.
It
also
made
choosing
particular
software
programs
for
grades
or
schools
a
risky
endeav-
or
because,
even
after
installation
restrictions
were
addressed,
various
pack-
ages
had
minimum
system
requirements
Case studies AUDIO , visual , kinesthetic MENG, JOSE, JAQUAN KEENAN DAVION basketball
Please reply to cfiorletta.teach@gmail.com: Activity? favorite part of activity? least favorite part? easiest? most challenging? what did you learn? What would you change? Would you recommend this activity to others?
AUDIO: Nicole White college entrance exam. Legal adult. 18+
a good lecture begs to be revisited, and I always pick up something new the second (or third!) time around. The best way I earn is visually I don't like to listen unless I'm in a classroom action speaks louder than words to me - hope this helps you take care .
Marquis P.: Music. rhythm 3/4 time vs. Triplets in music.
Eddie ( classified )
VISUAL
Aysha B. Permutaations ( 5 factorial = 5 x 4 x 3 x 2 x 1 = 120 she wrote on board.
AUDIO+VISUAL
Alice E. Internet Angles, Circle around the origin Internet, photos, email, phone.
Kinesthetic
Jose.
Left foot on origin, right foot moved. Human compass. Class cheered him Large boy,
also artistic.
Keenan
Math games including Garbage basketball. Helped clean what other class left behind.
Ann L Sep 4 (13 days ago) Teacher Science
We don't have a 3D printer yet but we should have one as you can find some that inexpensive to buy and operate.
Touch math
https://www.touchmath.com/
AUDIO: Nicole White college entrance exam. Legal adult. 18+
a good lecture begs to be revisited, and I always pick up something new the second (or third!) time around. The best way I earn is visually I don't like to listen unless I'm in a classroom action speaks louder than words to me - hope this helps you take care .
Marquis P.: Music. rhythm 3/4 time vs. Triplets in music.
Eddie ( classified )
VISUAL
Aysha B. Permutaations ( 5 factorial = 5 x 4 x 3 x 2 x 1 = 120 she wrote on board.
AUDIO+VISUAL
Alice E. Internet Angles, Circle around the origin Internet, photos, email, phone.
Kinesthetic
Jose.
Left foot on origin, right foot moved. Human compass. Class cheered him Large boy,
also artistic.
Keenan
Math games including Garbage basketball. Helped clean what other class left behind.
Ann L Sep 4 (13 days ago) Teacher Science
We don't have a 3D printer yet but we should have one as you can find some that inexpensive to buy and operate.
Touch math
https://www.touchmath.com/
Saturday, September 13, 2014
Lesson Plan Template
http://www.sites4teachers.com/links/redirect.php?url=http://www.hope.edu/academic/education/cherup/award/310lessonplanguideline.pdf
ED 310
-
Direct and Indirect Lesson Plan Guideline
These guidelines are for
all
lesson plans. Please use
the headings provided.
With the exception
of maps and Everyday Mathematics materials
(which many teachers are required to use
),
please
use no commercially prepared material
s without checking with me first.
Please address these
before outlining your actual lesson plan
1.
Long-term objective
Michigan benchmark
Place of your lesson objective wi
thin the instructional unit
2.
Lesson objective
Primary domain
Level of Bloom’s taxonomy
Primary multiple intelligence
Multiple intelligence extensions
Brief description of how you will address visu
al and auditory experiences in the lesson
3.
Rationale
4.
Justification
for choice of teaching model based on
students’ developmental readiness,
relevance to content, etc.
5.
Brain-body compatibility elements
6.
Life skills and lifelong guidelines stressed
7.
Prerequisite knowledge
and skills
(
social and academic
)
8.
Annotation of lesson
Teaching model stages
Questions
Modeling modes
Classroom management / transitions
Sponge activities
9.
Outline of lesson
Transition into lesson
Setting behavioral expectations
Lesson stages
Closure
Transition out of lesson
10.
Instructional modifications for special needs students
Use the charts given in class to
help you consider ways to modify your lesso
n to address the needs of diverse learners.
Check items in each category which might work.
Consider special preparations for st
udents who are physically challenged.
Consider assistive technology to modify instruction.
Choose a student from your Field Placement class who does need
instructional modifications and decide
what you will actually do when you
teach this lesson.
11.
Technology
A. For each lesson in 310, research both software and appropriate websites
which will enhance
either
this specific lesson
or
your unit. While you do not have to use the
technology during the actual lesson--although
you might choose to build the lesson around
it--you must research what will enhance stude
nt learning. You might be able to use
software, a
CD-ROM,
or a task at a specific website as an
additional or ‘‘early finishers”
activity -or when the students are in the computer lab.
What software or website will help to
reinforce
the concepts taught’?
What software or website will
extend
lessons for children ready for more of a
challenge’?
What software or website may help child
ren with specific lear
ning difficulties’?
What software or website
may help teachers prepar
e for the lesson/unit’?
If you do use websites. I need the addresses and print-outs of the pages to be
used.
All websites for use by children
must be developmentally appropriate!
B. Consider what other forms of techno
logy may he used to reinforce, extend,
or elaborate the content and skills
in your lessons and units in a
meaningful
way?
(Smart Board, digital camera, assistive tec
hnologies for special needs students, etc.
12.
Materials
13.
Assessment criteria
14.
Centers
15.
Attachments
16.
Lesson prompts
17.
Self-analysis essay
ED 310
-
Direct and Indirect Lesson Plan Guideline
These guidelines are for
all
lesson plans. Please use
the headings provided.
With the exception
of maps and Everyday Mathematics materials
(which many teachers are required to use
),
please
use no commercially prepared material
s without checking with me first.
Please address these
before outlining your actual lesson plan
1.
Long-term objective
Michigan benchmark
Place of your lesson objective wi
thin the instructional unit
2.
Lesson objective
Primary domain
Level of Bloom’s taxonomy
Primary multiple intelligence
Multiple intelligence extensions
Brief description of how you will address visu
al and auditory experiences in the lesson
3.
Rationale
4.
Justification
for choice of teaching model based on
students’ developmental readiness,
relevance to content, etc.
5.
Brain-body compatibility elements
6.
Life skills and lifelong guidelines stressed
7.
Prerequisite knowledge
and skills
(
social and academic
)
8.
Annotation of lesson
Teaching model stages
Questions
Modeling modes
Classroom management / transitions
Sponge activities
9.
Outline of lesson
Transition into lesson
Setting behavioral expectations
Lesson stages
Closure
Transition out of lesson
10.
Instructional modifications for special needs students
Use the charts given in class to
help you consider ways to modify your lesso
n to address the needs of diverse learners.
Check items in each category which might work.
Consider special preparations for st
udents who are physically challenged.
Consider assistive technology to modify instruction.
Choose a student from your Field Placement class who does need
instructional modifications and decide
what you will actually do when you
teach this lesson.
11.
Technology
A. For each lesson in 310, research both software and appropriate websites
which will enhance
either
this specific lesson
or
your unit. While you do not have to use the
technology during the actual lesson--although
you might choose to build the lesson around
it--you must research what will enhance stude
nt learning. You might be able to use
software, a
CD-ROM,
or a task at a specific website as an
additional or ‘‘early finishers”
activity -or when the students are in the computer lab.
What software or website will help to
reinforce
the concepts taught’?
What software or website will
extend
lessons for children ready for more of a
challenge’?
What software or website may help child
ren with specific lear
ning difficulties’?
What software or website
may help teachers prepar
e for the lesson/unit’?
If you do use websites. I need the addresses and print-outs of the pages to be
used.
All websites for use by children
must be developmentally appropriate!
B. Consider what other forms of techno
logy may he used to reinforce, extend,
or elaborate the content and skills
in your lessons and units in a
meaningful
way?
(Smart Board, digital camera, assistive tec
hnologies for special needs students, etc.
12.
Materials
13.
Assessment criteria
14.
Centers
15.
Attachments
16.
Lesson prompts
17.
Self-analysis essay
Friday, September 12, 2014
Unit Plan
http://www.corestandards.org/Math/Content/7/RP/
Unit = One day per lesson
VAKT for each exercise
http://www.multisensorymath.blogspot.com/
Unit = One day per lesson
VAKT for each exercise
http://www.multisensorymath.blogspot.com/
VAKT visual-auditory-kinesthetic-tactile
Shamburg: Performance based play. Can 3 students each use their arms to portray a line and together great a triangle? Can 4 together paint a rectangle?
http://community.udlcenter.org/forum/topics/guideline-6-practice-how-do?commentId=5458219%3AComment%3A6713&xg_source=activity
http://learningabledkids.com/learning-styles/vakt-visual-auditory-kinesthetic-tactile
Tactile:
http://mathfour.com/arithmetic/how-to-use-the-senses-in-teaching-math
Working model v8 engine ( movement, visual, audio, tactile )
https://www.youtube.com/watch?v=a0nBzdhAV4w
Place value mat
http://www.multisensorymath.com/22401.html
Social Media ( twitter , blogs )
How to Teach Math with Legos
Milton Ramirez @tonnet
Top story: How To Teach Math With LEGOs | Edudemic edudemic.com/teach-math-leg…, see more tweetedtimes.com/tonnet?s=tnp
http://www.edudemic.com/teach-math-legos/
Set up a web site for each lesson,
Preparing in advance can be good for the teacher to prepare the lesson and for students who like to prepare ahead and help those who are at home.
Leaving the site up with Do Now, text and/or web pages and Howmwork can help students and parents review.
http://www.livestrong.com/article/546485-how-to-get-better-with-your-left-hand-in-lacrosse/
http://community.udlcenter.org/forum/topics/guideline-6-practice-how-do?commentId=5458219%3AComment%3A6713&xg_source=activity
http://learningabledkids.com/learning-styles/vakt-visual-auditory-kinesthetic-tactile
Tactile:
http://mathfour.com/arithmetic/how-to-use-the-senses-in-teaching-math
Working model v8 engine ( movement, visual, audio, tactile )
https://www.youtube.com/watch?v=a0nBzdhAV4w
Place value mat
http://www.multisensorymath.com/22401.html
Social Media ( twitter , blogs )
How to Teach Math with Legos
Milton Ramirez @tonnet
Top story: How To Teach Math With LEGOs | Edudemic edudemic.com/teach-math-leg…, see more tweetedtimes.com/tonnet?s=tnp
http://www.edudemic.com/teach-math-legos/
Set up a web site for each lesson,
Preparing in advance can be good for the teacher to prepare the lesson and for students who like to prepare ahead and help those who are at home.
Leaving the site up with Do Now, text and/or web pages and Howmwork can help students and parents review.
http://www.livestrong.com/article/546485-how-to-get-better-with-your-left-hand-in-lacrosse/
UDL
http://www.udlcenter.org/
CAST Accounts
8:15 PM (33 minutes ago)
to me
Thank you for registering with CAST Accounts.
You may now access the following sites:
Universal Design for Learning: Theory & Practice -- http://udltheorypractice.cast.org
UDL Book Builder -- http://bookbuilder.cast.org
UDL Curriculum Self-Check -- http://udlselfcheck.cast.org
UDL Exchange -- http://udlexchange.cast.org
UDL Journal -- http://udljournal.cast.org
UDL Studio -- http://udlstudio.cast.org
http://www.udlcenter.org/aboutudl/udldefined
From the Higher Education Opportunity Act of 2008 ...
Photo of capitol building in Washington, DC
The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that:
(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and
(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.
1 week Unit plan
http://udlexchange.cast.org/resource/1050900
Day 1. Phone nummbers
Depending on grade and ability levels,
a) search for each digit in a group of phone numbers
b) find phone number(s) for assigned businesses.
c) Find state for each area code given.
d) Discuss country codes: International calling.
Day 2. Height ( lenght ) conversions
a) Discuss metric and English systems of measurement
b) Use a 3D pen to draw given length
c) Use Google Sketch Up to design a rod of given length to be printed.
Day 3. UDL for Geometric Length
CAST Accounts
8:15 PM (33 minutes ago)
to me
Thank you for registering with CAST Accounts.
You may now access the following sites:
Universal Design for Learning: Theory & Practice -- http://udltheorypractice.cast.org
UDL Book Builder -- http://bookbuilder.cast.org
UDL Curriculum Self-Check -- http://udlselfcheck.cast.org
UDL Exchange -- http://udlexchange.cast.org
UDL Journal -- http://udljournal.cast.org
UDL Studio -- http://udlstudio.cast.org
http://www.udlcenter.org/aboutudl/udldefined
From the Higher Education Opportunity Act of 2008 ...
Photo of capitol building in Washington, DC
The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that:
(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and
(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.
1 week Unit plan
http://udlexchange.cast.org/resource/1050900
Day 1. Phone nummbers
Depending on grade and ability levels,
a) search for each digit in a group of phone numbers
b) find phone number(s) for assigned businesses.
c) Find state for each area code given.
d) Discuss country codes: International calling.
Day 2. Height ( lenght ) conversions
a) Discuss metric and English systems of measurement
b) Use a 3D pen to draw given length
c) Use Google Sketch Up to design a rod of given length to be printed.
Day 3. UDL for Geometric Length
Thesis idea: Multisensory approaches to teaching math.
Sent Friday, September 12, 2014 10:04 AM
Subject Research Topic
Carlo,
Dr. Rabinovhich and I have been looking over your research ideas, and we have some ideas. First, let's make sure that we have these 'facts' right.
You are not currently teaching
Your focus is on Math in Middle and High School
Your main area of interest in the applications of 3D printing in schools and creative strategies to engage all students.
Based on this, here is my main suggestion.
Multisensory approaches to teaching math. You can develop a series of units (based on research) and then either work on them with students or run a workshop for teachers (and collect feedback). Your research would be in both the development and implementation of these multisensory units. This would involve some creativy from you as well as researching multisensory approaches (VAKT, UDL) and barriers to students understanding math.
How does that sound for a start?
Get back to me and we can refine (or start a new topic). I think this is a unified way to address all of your interests and really develop a 'calling card' for your career.
Dr. Shamburg
Subject Research Topic
Carlo,
Dr. Rabinovhich and I have been looking over your research ideas, and we have some ideas. First, let's make sure that we have these 'facts' right.
You are not currently teaching
Your focus is on Math in Middle and High School
Your main area of interest in the applications of 3D printing in schools and creative strategies to engage all students.
Based on this, here is my main suggestion.
Multisensory approaches to teaching math. You can develop a series of units (based on research) and then either work on them with students or run a workshop for teachers (and collect feedback). Your research would be in both the development and implementation of these multisensory units. This would involve some creativy from you as well as researching multisensory approaches (VAKT, UDL) and barriers to students understanding math.
How does that sound for a start?
Get back to me and we can refine (or start a new topic). I think this is a unified way to address all of your interests and really develop a 'calling card' for your career.
Dr. Shamburg
Thursday, September 11, 2014
MUST INCLUDE ON THESIS
COLLABORATION: Include group learning. Helps communication.
Citations
P.30 Teacher Research
*** "QUALITATIVE RESEARCH NEED NOT EMPLOY HYPOTESES OR samples or numbers. It might involve watching what people do, talking to them about it, asking other people about it and trying to understand and explain what is going on without any recourse to numbers or statistics or variables whatsoever."
Enthusiasm. More art than science.
Citations
P.30 Teacher Research
*** "QUALITATIVE RESEARCH NEED NOT EMPLOY HYPOTESES OR samples or numbers. It might involve watching what people do, talking to them about it, asking other people about it and trying to understand and explain what is going on without any recourse to numbers or statistics or variables whatsoever."
Enthusiasm. More art than science.
Tuesday, September 9, 2014
Martha Slack ( time zone difference. she is in TX)
Martha Slack
http://www.edudemic.com/author/martha-slack/
http://www.edudemic.com/3d-pens-classroom/
http://www.edudemic.com/3d-printing-in-the-classroom/
Art 1.
They come up with their own ideas.
Sometimes design not compatible
Spacing. Placement. An object comes out too far will not print correctly.
Let them figure it out on their own.
Very successful. Students not in their class. Excited about possible jobs.
Ignited a fire underneath them with possibilities. Very real
Products, car parts. Really good experience so far.
High School teacher
Google Sketch Up software
Personal 3D printer
Really cool as a toy for herself she can share experiences
Off Amazon
Sieman solid edge software similar to Google sketch up
User friendly
Sculptural.
Edudemic articles 3d pens. Testing and developing products. Really cool. Super portable option for 3d printing. When they go to market in the next year or so. Will be great tool for math scince architecture and more affordable for schools and a really cool accessory. Student made a 3d scanner.
Acquired 3D pens. 3D pen, Art competition.
Emailed a power point .
http://www.edudemic.com/author/martha-slack/
http://www.edudemic.com/3d-pens-classroom/
http://www.edudemic.com/3d-printing-in-the-classroom/
Art 1.
They come up with their own ideas.
Sometimes design not compatible
Spacing. Placement. An object comes out too far will not print correctly.
Let them figure it out on their own.
Very successful. Students not in their class. Excited about possible jobs.
Ignited a fire underneath them with possibilities. Very real
Products, car parts. Really good experience so far.
High School teacher
Google Sketch Up software
Personal 3D printer
Really cool as a toy for herself she can share experiences
Off Amazon
Sieman solid edge software similar to Google sketch up
User friendly
Sculptural.
Edudemic articles 3d pens. Testing and developing products. Really cool. Super portable option for 3d printing. When they go to market in the next year or so. Will be great tool for math scince architecture and more affordable for schools and a really cool accessory. Student made a 3d scanner.
Acquired 3D pens. 3D pen, Art competition.
Emailed a power point .
Read Chapters 1-2 of Teacher Research From design to implementaiton ( Lankshear and Knobel)
Chapter 1, An introduction to teacher Research
teacher research is strongly contested
p4 ) teacher researchers are:
the goals of teacher research.
1) enhance teachers role of identity: dognity, self-worth, shared fund of professional knowledge p.5
2) controbute to improved teaching or instruction
standards negates diversity
p.6) increase teacher skills
A different point of view.
p.7
"First, we do not believe that teacher research must be confined to direct or immediate research of classrooms."
...
"Teachers may learn much of value for informing and guiding their current practice by investigating historical, anthropological, sociological or psychological studies and theoretical workconducted un other places and/or at other times. These could be studies of policy, communities, social class, the work world, non-standard language varieties and so on."
p.8 "To confine teacher research to immediate investigation of classroom settings may cut teachers off from opportunities to gain important insights and knowledge they might miss by simply doing one more classroom study.
Second, we disagree that teacher research should be defined in terms of teachers researching their own classrooms."
"Furthermore, we do not think teacher research must be conducted independently of formal academic involvement."
p.9 ) "idea of teacher research building on teachers' own questions, wonderings, hypotheses and concerns."
Teacher research and professional enhancement.
p.10 "question some of our own assumptions" "work in other circumstances or to apply to other cases."
p.11 deciding how we will analyze our data. "rigorous forms of case study inquiry have the potantial to provide illuminating and fruitful insights into classroom-based teaching"
12. "Learning that offers teachers and other educators a sound basis for making professional decisions and judgements."
mentions Senhouse (1975, Chapter 10) where "teachers themselves study their work rather than simply) having it studied by others. "
"extended professionalism"
* the commitment to systematically question their own teaching as a basis for development;"
* the commitment and skills to study their own teaching;
* a concern to question and test theory in practice by using those skills.
LIKEN TO HAVING A COACH IN BASEBALL HITTING OR ACTING.
THINK METHODICALLY so teaching and learning can improve. Name or conceptualize tendencies.
Make systematic sense of qhat goes on in a given site.
understanding, conceptualize,
INSIGHT is based on experience. METHOD is based on memory of other experiences. The students are the actors, the teacher is the director.
p. 13 Ann Berthoff : create new knowledge by transforming unprocessed experience into meaningful or 'senseful' experience ( mention SENSE MEMORY )
p. 14 Berthoff (1987:31) stresses theory in teacher research. It is like basics of a baseball swing.
Theory is attached to exercises.
p.15 ) 2 charter concepts of teacher research ( Fishman and McCarthy (2000:14-15,22) address classroom challenges on your own terms.
BERTHOFF DOES NOT ADVOCATE THE SAME KIND OF DATA COLLECTION AS STENHOUSE. berthoff "Breathe new life." through composition ( Mention a composer ) like a music score affects a movie script.
Keep academic researchers out of classrooms BERTHOFF ( 1987:30) FISHMAN AND MCCARTHY 2000:15) ( I DISAGREE ) observation by an outsider can be a fun event. I recall a couple of classes where NJCU Prof. Litchman came to observe a range of classes from those who did well on standardized tests to the "hard to teach" but not classified category.
16: 'data collection' vs. teacher stories ( Fishman and MacCarthy : 2000:3)
17. Teacher inquiry needs a system. The percent of theory vs. analysis will be different for different teachers the same way no two great hitters have exactly the same swing in baseball or two composers create the same piece of music based on the same style.
18. Writing experiences can foster dialogue. Now we have tools like skype and webinars that allow many teachers to be in the same electronic rooms even if they are in different geographic locations.
19. "school ways" research as writing involves the grade level but alos the personality of the school. This comes from the administrators. Some teachers do well to be more careful than free with how they word criticism they wish to be constructive.
20. QUOTE:
"where teacher researchers We think that associating 'data' with 'experience' can be interpreted in ways that work against teacher researchers do engage in 'collecting data' it is often done in ways that simulate processes of acquiring experience. These are frequently beyond our control, unforeseen, ad hoc and random. We think that associating 'data' with 'experience' can be interpreted in ways that work against teachers investing data with the kind of 'systematicity' necessary for maximizing the quality and trustworthiness of data that is essential for valid research.
Question : What is the level of the process? 3D printing is new like a grade school different form HS)
The "bottom line" requirement for research is that out inquiry be systematic For inquiry to be systematic means it is neither random or arbitrary.
What counts as systematic procedure for a field of inquiry is at the heart of what counts as appropriate practice.
p.21) 6 generic features of ersearch as systematic investigating that apply as much t teacher research as to any other research categories.
1. research issue carefully and clearly framed and that is manageable.
2) an appropriate research design that matches our research question.
3) something that informs the research question and how to tackle it.
4) A suitable approach to gathering data.
5) Some kind of analysis and interpretation components.
page 23.
6) Some statement or artefact that exemplifies and elucidates the five features above, conveys the conclusions drawn from the study, and identifies their their implications for our work.
p. 24
Chapter 2) teacher research as systematic inquiry.
Research questions and research purposes.
a good quality well framed research question is
* clear, concise and focused; informed; motivating or personally meaningful; manageable and doable; significant; does not already have readily accessible answers.
p.25 Purposes; problems; questions; aim; objectives.
p.26 Having and INFORMED research concern. ( Experience on 3D printers )
p.27
research should become an aspect of the way we 'do' our professional lives.; a way of 'going about our practice'; not just some one -off thing we do because we think we should, or to get a qualification.
Frming and appropriate research design
research MOBILIZES evidence.
* There is some kind of order to things.
Framing an appropriate research DESIGN.
appropriate under certain conditions. An igloo would not work in Florida. ( Comment about testing , mathematics, word problems )
develop a research design 5 main ideas.
1. build on clearly and concisely framed problems and questions and a clear sense of our research purposes.
2. guided by theoretical and conceptual frameworks that help clarify the questions, problems, and purposes we are concerned with,
p. 28
3. strategy for collecting and organizing data that is relevent.
4. strategy for analyzing data
5. strategy for interpreting the analysis of our data.
UNLESS ONE HAS A RESEARCH DESIGN, IN THIS SENSE ONE IS NOT DOING RESEARCH AT ALL.
P.29 Research Designs vs. Research Paradigms.
Quantitative : Measured.
Qualitative: Hypotheses
Triangulation: a piece of information is "Backed up"
P.30
*** "QUALITATIVE RESEARCH NEED NOT EMPLOY HYPOTESES OR samples or numbers. It might involve watching what people do, talking to them about it, asking other people about it and trying to understand and explain what is going on without any recourse to numbers or statistics or variables whatsoever."
p.39
END
teacher research is strongly contested
p4 ) teacher researchers are:
the goals of teacher research.
1) enhance teachers role of identity: dognity, self-worth, shared fund of professional knowledge p.5
2) controbute to improved teaching or instruction
standards negates diversity
p.6) increase teacher skills
A different point of view.
p.7
"First, we do not believe that teacher research must be confined to direct or immediate research of classrooms."
...
"Teachers may learn much of value for informing and guiding their current practice by investigating historical, anthropological, sociological or psychological studies and theoretical workconducted un other places and/or at other times. These could be studies of policy, communities, social class, the work world, non-standard language varieties and so on."
p.8 "To confine teacher research to immediate investigation of classroom settings may cut teachers off from opportunities to gain important insights and knowledge they might miss by simply doing one more classroom study.
Second, we disagree that teacher research should be defined in terms of teachers researching their own classrooms."
"Furthermore, we do not think teacher research must be conducted independently of formal academic involvement."
p.9 ) "idea of teacher research building on teachers' own questions, wonderings, hypotheses and concerns."
Teacher research and professional enhancement.
p.10 "question some of our own assumptions" "work in other circumstances or to apply to other cases."
p.11 deciding how we will analyze our data. "rigorous forms of case study inquiry have the potantial to provide illuminating and fruitful insights into classroom-based teaching"
12. "Learning that offers teachers and other educators a sound basis for making professional decisions and judgements."
mentions Senhouse (1975, Chapter 10) where "teachers themselves study their work rather than simply) having it studied by others. "
"extended professionalism"
* the commitment to systematically question their own teaching as a basis for development;"
* the commitment and skills to study their own teaching;
* a concern to question and test theory in practice by using those skills.
LIKEN TO HAVING A COACH IN BASEBALL HITTING OR ACTING.
THINK METHODICALLY so teaching and learning can improve. Name or conceptualize tendencies.
Make systematic sense of qhat goes on in a given site.
understanding, conceptualize,
INSIGHT is based on experience. METHOD is based on memory of other experiences. The students are the actors, the teacher is the director.
p. 13 Ann Berthoff : create new knowledge by transforming unprocessed experience into meaningful or 'senseful' experience ( mention SENSE MEMORY )
p. 14 Berthoff (1987:31) stresses theory in teacher research. It is like basics of a baseball swing.
Theory is attached to exercises.
p.15 ) 2 charter concepts of teacher research ( Fishman and McCarthy (2000:14-15,22) address classroom challenges on your own terms.
BERTHOFF DOES NOT ADVOCATE THE SAME KIND OF DATA COLLECTION AS STENHOUSE. berthoff "Breathe new life." through composition ( Mention a composer ) like a music score affects a movie script.
Keep academic researchers out of classrooms BERTHOFF ( 1987:30) FISHMAN AND MCCARTHY 2000:15) ( I DISAGREE ) observation by an outsider can be a fun event. I recall a couple of classes where NJCU Prof. Litchman came to observe a range of classes from those who did well on standardized tests to the "hard to teach" but not classified category.
16: 'data collection' vs. teacher stories ( Fishman and MacCarthy : 2000:3)
17. Teacher inquiry needs a system. The percent of theory vs. analysis will be different for different teachers the same way no two great hitters have exactly the same swing in baseball or two composers create the same piece of music based on the same style.
18. Writing experiences can foster dialogue. Now we have tools like skype and webinars that allow many teachers to be in the same electronic rooms even if they are in different geographic locations.
19. "school ways" research as writing involves the grade level but alos the personality of the school. This comes from the administrators. Some teachers do well to be more careful than free with how they word criticism they wish to be constructive.
20. QUOTE:
"where teacher researchers We think that associating 'data' with 'experience' can be interpreted in ways that work against teacher researchers do engage in 'collecting data' it is often done in ways that simulate processes of acquiring experience. These are frequently beyond our control, unforeseen, ad hoc and random. We think that associating 'data' with 'experience' can be interpreted in ways that work against teachers investing data with the kind of 'systematicity' necessary for maximizing the quality and trustworthiness of data that is essential for valid research.
Question : What is the level of the process? 3D printing is new like a grade school different form HS)
The "bottom line" requirement for research is that out inquiry be systematic For inquiry to be systematic means it is neither random or arbitrary.
What counts as systematic procedure for a field of inquiry is at the heart of what counts as appropriate practice.
p.21) 6 generic features of ersearch as systematic investigating that apply as much t teacher research as to any other research categories.
1. research issue carefully and clearly framed and that is manageable.
2) an appropriate research design that matches our research question.
3) something that informs the research question and how to tackle it.
4) A suitable approach to gathering data.
5) Some kind of analysis and interpretation components.
page 23.
6) Some statement or artefact that exemplifies and elucidates the five features above, conveys the conclusions drawn from the study, and identifies their their implications for our work.
p. 24
Chapter 2) teacher research as systematic inquiry.
Research questions and research purposes.
a good quality well framed research question is
* clear, concise and focused; informed; motivating or personally meaningful; manageable and doable; significant; does not already have readily accessible answers.
p.25 Purposes; problems; questions; aim; objectives.
p.26 Having and INFORMED research concern. ( Experience on 3D printers )
p.27
research should become an aspect of the way we 'do' our professional lives.; a way of 'going about our practice'; not just some one -off thing we do because we think we should, or to get a qualification.
Frming and appropriate research design
research MOBILIZES evidence.
* There is some kind of order to things.
Framing an appropriate research DESIGN.
appropriate under certain conditions. An igloo would not work in Florida. ( Comment about testing , mathematics, word problems )
develop a research design 5 main ideas.
1. build on clearly and concisely framed problems and questions and a clear sense of our research purposes.
2. guided by theoretical and conceptual frameworks that help clarify the questions, problems, and purposes we are concerned with,
p. 28
3. strategy for collecting and organizing data that is relevent.
4. strategy for analyzing data
5. strategy for interpreting the analysis of our data.
UNLESS ONE HAS A RESEARCH DESIGN, IN THIS SENSE ONE IS NOT DOING RESEARCH AT ALL.
P.29 Research Designs vs. Research Paradigms.
Quantitative : Measured.
Qualitative: Hypotheses
Triangulation: a piece of information is "Backed up"
P.30
*** "QUALITATIVE RESEARCH NEED NOT EMPLOY HYPOTESES OR samples or numbers. It might involve watching what people do, talking to them about it, asking other people about it and trying to understand and explain what is going on without any recourse to numbers or statistics or variables whatsoever."
p.39
END
NEW LITERACIES: PRACTICAL APPLICATIONS IN AN ELEMENTARY CLASSROOM
Abstract 3) ii. Thanks. 4) Table of contents. Acknowledgements,
Chapter 1, the problem and its setting. ( Background, purpose, Research questions, Need for the study. Definitions, summary.
Chapter 2, review of related Literature. Chapter III method. Research method. Document for the study. Resources, Participants, Data collection. iii
5) Data Analysis, Summary Chapter IV Findings: Data Categorization, Data discussion. Summary. Chapter V: Discussion. From LIteracy to new Literacies. Fanfiction and ****Writing Instruction**** ( What makes a student 3D print a certain thing ?
Podcasting: AUDIO: Presentations the necessary.CHAPTER VI: SUMMARY, CONCLUSIONS, RECOMMENDATIONS,37 AND REFLECTION
Summary, Conclusions, Recommendations, Teachers, Parents, Administrators, Software Designers, School Board Members. Bibliography iv
6) Appendices. A) IRB Approval Letter. B) Administrative Permission Letter. C) Parental Consent Form D) Student Survey v. 7) CHAPTER I THE PROBLEM AND ITS SETTING; Background Reminds me of "EMOTIONAL QUOTIENT"
11) Blog
12) Re-mix ; Summary
14) Chapter II review of Related Literature. From Literacy to New Litercies.
16) it is now up to educators to integrate such valuable learning and teaching tools into
mainstream educational practices
"Create complex characters from geometrical shapes. A cat head might be a sphere and pyramids for the ears.
18) Develop FLUENCY, like any language, it is not just vocabulary words, it is creating poetry and stories.
19) social alliances and reflections
20) Blogging, Summary: Collaborative and participatory
21) Chapter III Method research methods
22 ) researcher must be ambiguous ( OPEN MINDED, IMPARTIAL _ , and a cood communicator
OPEN MINDED.
23 ) Case study , how to best incorporate.
Describe Appendices.
24) ALTERNATE perspectives Colors of plastic
26) And in s Self-insertion stories, a writer has the
opportunity to write themselves into the story (Shamburg, 2008a)
27) audio, rhythms great for fractions. Pitch raising could connote an increasing slope,
Likewise in music increasing pitch can indicate a more optimistic outlook.
Appendix D is a series of critical questions
adapted from Stephen Brookfield’s “The Classroom Critical Incident Questionnaire” 21
of a recorded podcast, students now have the opport
unity to thoughtfully add music and
sound effects to their performances. In this fourt
h activity, students completed
Shamburg’s (2008b) activity “Reader’s Theater: The
Next Generation” in which students
recorded an adapted version of Aesop’s Fable
The Bear and the Two Travelers
. Students
fluently read their lines into the microphone, and
then added musical clips and a sound
effect to their recording. This remixed recording
could now be broadcast to the Internet
as a podcast and also played for classroom use.
While students participated in all of these literac
y activities as part of their regular
Language Arts curriculum, the researcher primarily
gathered data through interviews,
surveys, a personal journal, and the observation of
student work.
Data Analysis
As mentioned earlier, this qualitative research ca
se study used the constant
comparative method of analysis. Just as the name i
mplies, the researcher “constantly
compared” (Merriam, 1998, p. 159) data in order to
determine similarities, differences,
and themes. As the researcher conducted the classr
oom activities, data was gathered and
analyzed through the use of interviews, surveys (Ap
pendix D), personal journals, and
through the collection of student artifacts. Appen
dix D is a series of critical questions
adapted from Stephen Brookfield’s “The Classroom Cr
itical Incident Questionnaire”
(Brookfield, 1995, p. 115).
Summary
By utilizing the constant comparative method of analysis within a qualitative
research case study performed in a third grade self
-contained classroom, the primary goal of this case study was to determine how best to
incorporate new literacies
(Brookfield, 1995, p. 115).
data was gathered through the use of interviews, surveys, a personal journal, and the
observation of student work. The following chapter
includes the data findings of this qualitative case study.
Page 29. (23)
CHAPTER IV
FINDINGS Data Categorization
p.30 Questionnaire. USE THIS and give a citation.
Please reply to cfiorletta.teach@gmail.com: Activity? favorite part of activity? least favorite part? easiest? most challenging? what did you learn? What would you change? Would you recommend this activity to others?
P. 40 podcasting and Fluency. Learning language from TV or before that radio.
43. CHAPTER VI
SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND REFLECTION Summary
Chapter 1, the problem and its setting. ( Background, purpose, Research questions, Need for the study. Definitions, summary.
Chapter 2, review of related Literature. Chapter III method. Research method. Document for the study. Resources, Participants, Data collection. iii
5) Data Analysis, Summary Chapter IV Findings: Data Categorization, Data discussion. Summary. Chapter V: Discussion. From LIteracy to new Literacies. Fanfiction and ****Writing Instruction**** ( What makes a student 3D print a certain thing ?
Podcasting: AUDIO: Presentations the necessary.CHAPTER VI: SUMMARY, CONCLUSIONS, RECOMMENDATIONS,37 AND REFLECTION
Summary, Conclusions, Recommendations, Teachers, Parents, Administrators, Software Designers, School Board Members. Bibliography iv
6) Appendices. A) IRB Approval Letter. B) Administrative Permission Letter. C) Parental Consent Form D) Student Survey v. 7) CHAPTER I THE PROBLEM AND ITS SETTING; Background Reminds me of "EMOTIONAL QUOTIENT"
11) Blog
12) Re-mix ; Summary
14) Chapter II review of Related Literature. From Literacy to New Litercies.
16) it is now up to educators to integrate such valuable learning and teaching tools into
mainstream educational practices
"Create complex characters from geometrical shapes. A cat head might be a sphere and pyramids for the ears.
18) Develop FLUENCY, like any language, it is not just vocabulary words, it is creating poetry and stories.
19) social alliances and reflections
20) Blogging, Summary: Collaborative and participatory
21) Chapter III Method research methods
22 ) researcher must be ambiguous ( OPEN MINDED, IMPARTIAL _ , and a cood communicator
OPEN MINDED.
23 ) Case study , how to best incorporate.
Describe Appendices.
24) ALTERNATE perspectives Colors of plastic
26) And in s Self-insertion stories, a writer has the
opportunity to write themselves into the story (Shamburg, 2008a)
27) audio, rhythms great for fractions. Pitch raising could connote an increasing slope,
Likewise in music increasing pitch can indicate a more optimistic outlook.
Appendix D is a series of critical questions
adapted from Stephen Brookfield’s “The Classroom Critical Incident Questionnaire” 21
of a recorded podcast, students now have the opport
unity to thoughtfully add music and
sound effects to their performances. In this fourt
h activity, students completed
Shamburg’s (2008b) activity “Reader’s Theater: The
Next Generation” in which students
recorded an adapted version of Aesop’s Fable
The Bear and the Two Travelers
. Students
fluently read their lines into the microphone, and
then added musical clips and a sound
effect to their recording. This remixed recording
could now be broadcast to the Internet
as a podcast and also played for classroom use.
While students participated in all of these literac
y activities as part of their regular
Language Arts curriculum, the researcher primarily
gathered data through interviews,
surveys, a personal journal, and the observation of
student work.
Data Analysis
As mentioned earlier, this qualitative research ca
se study used the constant
comparative method of analysis. Just as the name i
mplies, the researcher “constantly
compared” (Merriam, 1998, p. 159) data in order to
determine similarities, differences,
and themes. As the researcher conducted the classr
oom activities, data was gathered and
analyzed through the use of interviews, surveys (Ap
pendix D), personal journals, and
through the collection of student artifacts. Appen
dix D is a series of critical questions
adapted from Stephen Brookfield’s “The Classroom Cr
itical Incident Questionnaire”
(Brookfield, 1995, p. 115).
Summary
By utilizing the constant comparative method of analysis within a qualitative
research case study performed in a third grade self
-contained classroom, the primary goal of this case study was to determine how best to
incorporate new literacies
(Brookfield, 1995, p. 115).
data was gathered through the use of interviews, surveys, a personal journal, and the
observation of student work. The following chapter
includes the data findings of this qualitative case study.
Page 29. (23)
CHAPTER IV
FINDINGS Data Categorization
p.30 Questionnaire. USE THIS and give a citation.
Please reply to cfiorletta.teach@gmail.com: Activity? favorite part of activity? least favorite part? easiest? most challenging? what did you learn? What would you change? Would you recommend this activity to others?
P. 40 podcasting and Fluency. Learning language from TV or before that radio.
43. CHAPTER VI
SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND REFLECTION Summary
Sunday, September 7, 2014
Fabricated: The New World of 3D Printing By Hod Lipson, Melba Kurman
Fabricated: The New World of 3D Printing QUOTE
By Hod Lipson, Melba Kurman
By Hod Lipson, Melba Kurman
STEM group at Picatenny Arsenal to develop K-12 curriculum
Author: Barbara Froehlich
Posted Date: September 7, 2014 5:50 PM
Just a bit of information the STEM group at Picatenny Arsenal is looking to develop curriulum for the K-12 setting that could integrate the use of the 3D printer in the lesson plans.
STEM Academy (formally known as the Math
and Science Camp). Please contact Parent Central 973-724-5555
That's interesting at the Picatenny Arsenal. One of our doctoral students works with them--Leonard Sheehy.
nedley@optonline.net
On Thu, Sep 11, 2014 at 10:34 PM, Carlo Fiorletta wrote:
Hi Leonard,
I am starting work on the thesis, thinking of 3D Printers Best Practices.
Do you know of any work being done with 3D printers at Picatinny?
Let me know thanks
Carlo 201-344-3411
---------- Forwarded message ----------
From: Christopher Shamburg
Date: Thu, Sep 11, 2014 at 1:30 PM
Subject: MA Student meet Ed.D. Student...
To: "nedley@optonline.net",
9/12/2014 ned sheehy to me
Hi Carlo,
We had a 3D printer at our site, however it did not run very well. I didn't get involved in it too much because we had tech support in trying to get it running most of the time. There are many 3D printers being used there, I'll see if I can find a resource for you. Ned.
Posted Date: September 7, 2014 5:50 PM
Just a bit of information the STEM group at Picatenny Arsenal is looking to develop curriulum for the K-12 setting that could integrate the use of the 3D printer in the lesson plans.
STEM Academy (formally known as the Math
and Science Camp). Please contact Parent Central 973-724-5555
That's interesting at the Picatenny Arsenal. One of our doctoral students works with them--Leonard Sheehy.
nedley@optonline.net
On Thu, Sep 11, 2014 at 10:34 PM, Carlo Fiorletta
Hi Leonard,
I am starting work on the thesis, thinking of 3D Printers Best Practices.
Do you know of any work being done with 3D printers at Picatinny?
Let me know thanks
Carlo 201-344-3411
---------- Forwarded message ----------
From: Christopher Shamburg
Date: Thu, Sep 11, 2014 at 1:30 PM
Subject: MA Student meet Ed.D. Student...
To: "nedley@optonline.net"
9/12/2014 ned sheehy to me
Hi Carlo,
We had a 3D printer at our site, however it did not run very well. I didn't get involved in it too much because we had tech support in trying to get it running most of the time. There are many 3D printers being used there, I'll see if I can find a resource for you. Ned.
Saturday, September 6, 2014
Sample Research Questions and Need for the study Game Thesis
Assessments: Rubrics, not quizzes.
Research Questions
Throughout the course of the study, the researcher
investigated
the following
questions:
1.
How can video games engage students in a
F
inanc
ial L
iteracy
course?
2.
What
elements make a video game effective as a means of engagement?
3.
Are video games effective as a
learning
tool?
4.
What elements make a video game effective as a learning tool?
5.
Can students transfer knowledge from a simulation video game to apply concepts
in th
e real world?
6.
Can video games foster 21
st
century skills?
7.
How can video games develop students’ financial literacy?
Need for the Study
Most
young adult
s
now
in
the process of becoming financially independent
would
probably agree that they wish
they had lear
ned more about topics such as loans and
credit
when
they were in high school
.
They would probably also agree that the New Jersey
state requirement is essential for students
.
However, convinci
ng a 16
-
year
-
old
student
(who is likely eight to
ten
years away from
financial endeavors such as
buying a house
)
that this information is relevant to them may prove to be quite difficult
.
Being that the
topics may be “over their heads” or may not apply to the students at this point in their
lives, how d
o we engage them
in the curriculum
enough for them to benefit from it?
The use of video games in education is a very popular research field
.
Game
theory and video game theory are rife with ideas about how elements of popular video
games can be applied to
educational video games in order to engage students
.
A great
Research Questions
Throughout the course of the study, the researcher
investigated
the following
questions:
1.
How can video games engage students in a
F
inanc
ial L
iteracy
course?
2.
What
elements make a video game effective as a means of engagement?
3.
Are video games effective as a
learning
tool?
4.
What elements make a video game effective as a learning tool?
5.
Can students transfer knowledge from a simulation video game to apply concepts
in th
e real world?
6.
Can video games foster 21
st
century skills?
7.
How can video games develop students’ financial literacy?
Need for the Study
Most
young adult
s
now
in
the process of becoming financially independent
would
probably agree that they wish
they had lear
ned more about topics such as loans and
credit
when
they were in high school
.
They would probably also agree that the New Jersey
state requirement is essential for students
.
However, convinci
ng a 16
-
year
-
old
student
(who is likely eight to
ten
years away from
financial endeavors such as
buying a house
)
that this information is relevant to them may prove to be quite difficult
.
Being that the
topics may be “over their heads” or may not apply to the students at this point in their
lives, how d
o we engage them
in the curriculum
enough for them to benefit from it?
The use of video games in education is a very popular research field
.
Game
theory and video game theory are rife with ideas about how elements of popular video
games can be applied to
educational video games in order to engage students
.
A great
Citations
https://www.touchmath.com/
Specific Hemispheric-Routing--TAK/v to Teach Spelling to Dyslexics: VAK and
In Drive.
http://geekhaus.com/3space/
http://www.multisensorymath.com/
http://www.qdatraining.eu/content/defining-constant-comparative-method
speaking as one of those former students whom math totally eluded, I love your thesis idea! ( J.H. Journalist )
http://3dprintingindustry.com/wp-content/uploads/2014/07/3D-Printing-Guide.pdf
3D pens : 99 dollars
https://www.youtube.com/watch?v=6r5q9T_7u8A
a billion dollar investment
http://www.scientificamerican.com/article/why-3d-printing-matters/
3D printing survey
http://surveys.peerproduction.net/2013/09/3d-printing-survey-2013/2/
VAKT stands for Visual, Auditory, Kinesthetic, and Tactile. It a multi-sensory way of teaching. New literacies are new ways of communicating and organizing and are related to digital technologies. The Wikipedia entry is accurate (as of today) http://en.wikipedia.org/wiki/New_literacies
UDL is Universal Design for Learning, a way to make curriculum accessible to more students. The UDL Center has a good overview of it. http://www.udlcenter.org/
Collective Intelligence
http://3dprintingindustry.com/2013/05/01/using-3d-printing-to-increase-the-collective-intelligence-of-everything/
Emotional Quotient
http://timesofindia.indiatimes.com/city/bangalore/Emotional-Quotient-can-round-off-a-childs-education/articleshow/15068663.cms
"Teachers are no longer information givers but catalysts of change". Emotional Well being of the child.
Core curriculum
http://cubify.com/blog/free-educational-3d-printing-curriculum-released-by-the-city-x-project/
Student engagement, modify designs. As opposed to "Game Over"
http://edtechtimes.com/2014/07/17/one-teacher-preparing-bring-3d-printer-classroom/
Graph for Patent applications
http://3dprintingindustry.com/2014/02/28/trend-evolution-3d-printing-trends-part-2/
3D printing Olympiad rules
http://www.atlabme.com/3d_printing_olympiad_rules/
Graphs: Patents by country for 3D printing
http://3dprintingindustry.com/2014/02/28/trend-evolution-3d-printing-trends-part-2/
LEGO
http://www.3ders.org/articles/20140907-3d-print-your-own-building-bricks-compatible-with-lego-with-open-source-mybuild-system.html
Common Core
http://airwolf3d.com/category/3d-printer-for-students/
http://www.teachthought.com/technology/10-ways-3d-printing-can-be-used-in-education/
Recycled plastic housing.
http://3dprintingindustry.com/2014/09/02/uk-student-creates-3d-printed-concept-recycled-plastic-voronoi-housing-complex/
UK Student Creates 3D Printed Concept for Recycled-Plastic Voronoi Housing Complex
Davide Sher By Davide Sher On Tue, September 2, 2014 · 3D Printing, 3DP Applications, Architecture, Design, Industry news
It seems to me that the younger generations are the ones that will know how to best put 3D printing to use, simply because they are not as conditioned by the limits of the traditional means of production.
Renjie Huang, an architecture student at the Royal College of Art in London, may give us a glimpse into what these future generations will be able to achieve with Stay Plastic, a fascinating conceptual study for generative, voronoi-shaped recycled-plastic 3D printed housing.
Materials for 3D printing. Page 33.
http://www.patentinsightpro.com/techreports/0214/Tech%20Insight%20Report%20-%203D%20Printing.pdf
21st century skills
http://www.scasd.org/Page/19127
3D printed Exohand
http://www.3ders.org/articles/20120425-3d-printed-exohand-a-solution-for-future-human-machine-cooperation.html
Flipped classroom quantitative
http://www.emergingedtech.com/2014/08/flipped-classroom-pilot-impressive-qualitative-quantitative-results/
3D printing Rubric
http://www.rcampus.com/rubricshowc.cfm?code=VA8C4W&sp=yes&
http://www.3dsystems.com/learning-center/case-studies/staten-island-technical-high-school-%28siths%29
Staten Island Technical High School (SITHS) Turns Classroom Into Simulated Workplace with 3D Printing
http://www.artofemaan.com/documents/3D%20Printing%20for%20Artists%20Research%20and%20creative%20practice.pdf
To appear in
Rapport
(Norwegian Printmaking Council Publication, 2010)
3D Printing for Artists:
Research and creative practice
Peter Walters and Katie Davies, University of the West of England, Bristol, UK.
3D sound form
http://www.micoranalytics.com/WP/3D%20Printing%20v1secure.pdf
3D Printing Primer - Micor Analytics
www.micoranalytics.com/WP/3D%20Printing%20v1secure.pdf
Best practice when assessing a market disruptive product like 3D printing requires ... An understanding of core technology and the new workflow it establishes.
http://www.pic.fsu.edu/3d/
FSU's Stacking Layers Symposium assembles the brightest minds in 3D printing research from across the country, vendors in the 3D printing industry, and FSU students, faculty and staff to share information about best practices and new technologies.
2013 horizon report NMC paper
Bioprinting Organ fabrication.
Bioprinting toward organ fabrication: challenges and future trends.
(PMID:23372076)
http://europepmc.org/abstract/MED/23372076
http://www.timelab.org/sites/all/files/studie3Dprinting_0.pdf
3D map building
http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6653892&sortType%3Dasc_p_Sequence%26filter%3DAND%28p_IS_Number%3A6653883%29
http://3dprintshow.com/learning-3d-printing-with-minifactory/
We believe that 3D-printing will be the foundation of future manufacturing and we want to make Finnish people pioneers in 3D printing. We have also noticed a strong shift toward a new way of learning which motivates us to create a solution for this “problem” if you will. ( Use the word Challenge )
Tactile, Inclusion
http://www.engineering.com/3DPrinting/3DPrintingArticles/ArticleID/8038/3D-Printers-Provide-Educational-Aid-to-the-Visually-Impaired.aspx
3D Printers Provide Educational Aid to the Visually Impaired
Specific Hemispheric-Routing--TAK/v to Teach Spelling to Dyslexics: VAK and
In Drive.
http://geekhaus.com/3space/
http://www.multisensorymath.com/
http://www.qdatraining.eu/content/defining-constant-comparative-method
speaking as one of those former students whom math totally eluded, I love your thesis idea! ( J.H. Journalist )
http://3dprintingindustry.com/wp-content/uploads/2014/07/3D-Printing-Guide.pdf
3D pens : 99 dollars
https://www.youtube.com/watch?v=6r5q9T_7u8A
a billion dollar investment
http://www.scientificamerican.com/article/why-3d-printing-matters/
3D printing survey
http://surveys.peerproduction.net/2013/09/3d-printing-survey-2013/2/
VAKT stands for Visual, Auditory, Kinesthetic, and Tactile. It a multi-sensory way of teaching. New literacies are new ways of communicating and organizing and are related to digital technologies. The Wikipedia entry is accurate (as of today) http://en.wikipedia.org/wiki/New_literacies
UDL is Universal Design for Learning, a way to make curriculum accessible to more students. The UDL Center has a good overview of it. http://www.udlcenter.org/
Collective Intelligence
http://3dprintingindustry.com/2013/05/01/using-3d-printing-to-increase-the-collective-intelligence-of-everything/
Emotional Quotient
http://timesofindia.indiatimes.com/city/bangalore/Emotional-Quotient-can-round-off-a-childs-education/articleshow/15068663.cms
"Teachers are no longer information givers but catalysts of change". Emotional Well being of the child.
Core curriculum
http://cubify.com/blog/free-educational-3d-printing-curriculum-released-by-the-city-x-project/
Student engagement, modify designs. As opposed to "Game Over"
http://edtechtimes.com/2014/07/17/one-teacher-preparing-bring-3d-printer-classroom/
Graph for Patent applications
http://3dprintingindustry.com/2014/02/28/trend-evolution-3d-printing-trends-part-2/
3D printing Olympiad rules
http://www.atlabme.com/3d_printing_olympiad_rules/
Graphs: Patents by country for 3D printing
http://3dprintingindustry.com/2014/02/28/trend-evolution-3d-printing-trends-part-2/
LEGO
http://www.3ders.org/articles/20140907-3d-print-your-own-building-bricks-compatible-with-lego-with-open-source-mybuild-system.html
Common Core
http://airwolf3d.com/category/3d-printer-for-students/
http://www.teachthought.com/technology/10-ways-3d-printing-can-be-used-in-education/
Recycled plastic housing.
http://3dprintingindustry.com/2014/09/02/uk-student-creates-3d-printed-concept-recycled-plastic-voronoi-housing-complex/
UK Student Creates 3D Printed Concept for Recycled-Plastic Voronoi Housing Complex
Davide Sher By Davide Sher On Tue, September 2, 2014 · 3D Printing, 3DP Applications, Architecture, Design, Industry news
It seems to me that the younger generations are the ones that will know how to best put 3D printing to use, simply because they are not as conditioned by the limits of the traditional means of production.
Renjie Huang, an architecture student at the Royal College of Art in London, may give us a glimpse into what these future generations will be able to achieve with Stay Plastic, a fascinating conceptual study for generative, voronoi-shaped recycled-plastic 3D printed housing.
Materials for 3D printing. Page 33.
http://www.patentinsightpro.com/techreports/0214/Tech%20Insight%20Report%20-%203D%20Printing.pdf
21st century skills
http://www.scasd.org/Page/19127
3D printed Exohand
http://www.3ders.org/articles/20120425-3d-printed-exohand-a-solution-for-future-human-machine-cooperation.html
Flipped classroom quantitative
http://www.emergingedtech.com/2014/08/flipped-classroom-pilot-impressive-qualitative-quantitative-results/
3D printing Rubric
http://www.rcampus.com/rubricshowc.cfm?code=VA8C4W&sp=yes&
http://www.3dsystems.com/learning-center/case-studies/staten-island-technical-high-school-%28siths%29
Staten Island Technical High School (SITHS) Turns Classroom Into Simulated Workplace with 3D Printing
http://www.artofemaan.com/documents/3D%20Printing%20for%20Artists%20Research%20and%20creative%20practice.pdf
To appear in
Rapport
(Norwegian Printmaking Council Publication, 2010)
3D Printing for Artists:
Research and creative practice
Peter Walters and Katie Davies, University of the West of England, Bristol, UK.
3D sound form
http://www.micoranalytics.com/WP/3D%20Printing%20v1secure.pdf
3D Printing Primer - Micor Analytics
www.micoranalytics.com/WP/3D%20Printing%20v1secure.pdf
Best practice when assessing a market disruptive product like 3D printing requires ... An understanding of core technology and the new workflow it establishes.
http://www.pic.fsu.edu/3d/
FSU's Stacking Layers Symposium assembles the brightest minds in 3D printing research from across the country, vendors in the 3D printing industry, and FSU students, faculty and staff to share information about best practices and new technologies.
2013 horizon report NMC paper
Bioprinting Organ fabrication.
Bioprinting toward organ fabrication: challenges and future trends.
(PMID:23372076)
http://europepmc.org/abstract/MED/23372076
http://www.timelab.org/sites/all/files/studie3Dprinting_0.pdf
3D map building
http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6653892&sortType%3Dasc_p_Sequence%26filter%3DAND%28p_IS_Number%3A6653883%29
http://3dprintshow.com/learning-3d-printing-with-minifactory/
We believe that 3D-printing will be the foundation of future manufacturing and we want to make Finnish people pioneers in 3D printing. We have also noticed a strong shift toward a new way of learning which motivates us to create a solution for this “problem” if you will. ( Use the word Challenge )
Tactile, Inclusion
http://www.engineering.com/3DPrinting/3DPrintingArticles/ArticleID/8038/3D-Printers-Provide-Educational-Aid-to-the-Visually-Impaired.aspx
3D Printers Provide Educational Aid to the Visually Impaired
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