Please click on the link below to download a copy of my final project. I used Canva to create the poster.
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This course was an introduction to Educational Fieldwork and my first course in the Professional Master of Education Program. It has been seven years since I was last in University, I graduated with my Special Education Diploma in 2016 from UBC. Technology has improved since that time making it easier to access databases and articles for research. Navigating through the OnQ system and getting back into reading research articles and writing discussion posts has been a challenge! Thank goodness I started in the summer when I didn't have to worry about working at the same time. The downside of starting in the summer is the weather is gorgeous and I want to just be outside playing. Scheduling time to work on the course has been important and I will plan for that during the fall and winter terms as well.
Wow this was totally new for me. I am not a creative person so I really appreciate having templates to start from rather than building an infographic from a blank page. The challenge I see with infographics and info-posters is to have enough information for the audience but not so much that it's overwhelming. Looking forward to your feedback as this will make up a portion of my final poster project.
https://infograph.venngage.com/ps/lQOmneBCe4Y/effective-classroom-environments-for-student-learning-infographic
Data Analysis Reflection Tanya N. Kerr Queen’s University PME 984: Introduction to Educational Fieldwork Abstract This data analysis reflection demonstrates my emerging capacity to analyze quantitative and qualitative data. I have reflected on my learning about quantitative and qualitative data in relation to your professional context and the problem of practice/inquiry questions I identified in Module 2, What changes to the environment in a Secondary science classroom improve student focus? Which data sources (quantitative or qualitative) are most valued in my professional context?As a Secondary teacher, both quantitative and qualitative data sources can be valuable in various ways. Different data sources provide different insights and can help teachers make informed decisions about their teaching strategies, curriculum, and student support. Some examples of valued quantitative data sources for Secondary teachers include assessment data such as standardized test scores, quizzes and exams, attendance records to identify patterns of absenteeism, behaviour records to track incidents and student surveys. Qualitative data source examples could include classroom observations such as students’ interactions and participation, one-on-one conversations during student-teacher conferences, reflective student journals and parent-teacher feedback. Both quantitative and qualitative data are essential for a comprehensive understanding of student performance, needs, and growth. They complement each other and can help teachers tailor their instructional practices to better meet the diverse needs of their students. By combining insights from different data sources, teachers can create effective teaching strategies and foster a supportive learning environment for their students. Module 2 data sourcesMy inquiry question from Module 2 was What changes to the environment in a Secondary science classroom improve student focus? The interview questions for teachers would fit well as qualitative data sources as there’s likely to be only a few interviews with open-ended questions. It’s possible that question number two in the interview could be analyzed quantitatively and a graph constructed based on the factors that teachers believe to contribute to distractions in the science classroom. Below I have included a sample pie chart which shows distractions in the classroom. Another question that fits with quantitative data analysis is the first part of question three, have you ever experimented with flexible seating arrangements or alternative classroom setups? Responses to this question would generally be yes or no. Any elaboration to the question or the second part of the question would best fit with qualitative data analysis. Study Tallies Time Off Task in Elementary Classrooms (edweek.org) The survey questions for students would mostly be analyzed quantitatively with the exceptions of questions four through seven where students may provide long answer responses. Scope of data collectionI identified in my instrument development in Module 2 that I would be collecting data from mainly students and classroom teachers. The interview questions are designed for classroom teachers and may be adapted to include ELL teachers, resource teachers, special education assistants and youth care workers. The survey is designed for students and can be adapted for adults as well. Supporting Equity, Diversity, Inclusion, and Decolonization (EDID) principles in data collection is essential to ensure that the data collected is representative, respectful, and free from biases. Some strategies to support EDID principles in data collection I would consider are as follows:1. Diverse and Representative Sample: Aim to collect data from diverse and representative populations. Ensure that my sample includes individuals from different ethnicities, races, genders, sexual orientations, socioeconomic backgrounds, and abilities. This will help avoid biases and provide a more comprehensive understanding of the population being studied.2. Informed Consent: Prioritize informed consent from participants, ensuring they fully understand the purpose of the data collection and how their information will be used. Provide information in multiple languages if necessary, and take into consideration cultural sensitivities.3. Culturally Appropriate Data Collection: Tailor data collection methods to be culturally appropriate and sensitive. Avoid using language or questions that might be offensive or disrespectful to certain groups. I would work with community representatives or experts to ensure that data collection tools are respectful and inclusive.4. Intersectionality: Recognize and consider intersectionality in data collection. Intersectionality acknowledges that an individual's identity is shaped by the intersection of multiple social categories, such as race, gender, and class. Analyzing data through an intersectional lens allows for a more nuanced understanding of how different social identities intersect and impact experiences and outcomes.5. Decolonize Research Frameworks: Challenge and question traditional research frameworks and methodologies that may have colonial or oppressive origins. Consider indigenous research methodologies and other alternative approaches that prioritize the knowledge and perspectives of marginalized communities.6. Data Anonymization and Privacy: Protect the privacy and confidentiality of participants' data, especially when dealing with vulnerable or marginalized populations. Ensure data anonymization and aggregation to prevent the identification of individuals or groups.7. Collaborative and Participatory Research: Engage with communities and stakeholders throughout the research process. Involve them in decision-making, design, and interpretation of results. This participatory approach ensures that data collection reflects the needs and interests of the communities being studied.8. Address Biases and Assumptions: Be aware of my own biases and assumptions during data collection. Regularly reflect on how these biases might influence the data collection process and take steps to mitigate their impact. This is especially important when using qualitative data analysis.9. Transparent Reporting: Be transparent in reporting the limitations and potential biases in the data collected. This transparency helps readers and researchers interpret the results accurately and understand the context in which data was collected.10. Ongoing Evaluation: Continuously evaluate and improve data collection practices through feedback and learning from the communities involved. Adapt methodologies to better align with EDID principles based on these learnings.By adhering to these strategies, we can ensure that our data collection processes are more inclusive, respectful, and aligned with EDID principles. This approach leads to more robust and ethical research outcomes that benefit society as a whole. Data collection would occur once a semester for students and once a year for adults. If any adaptations were made to the classroom environment during a semester, there could be a brief survey constructed to compare the changes and their effectiveness for students.Feasibly I could collect data from my own students each semester which would be approximately 96 students and select ten adults for interviews. If I had support from other teachers with this research we could increase our scope for data collection. Including others in the research collection and analysis could introduce additional sources of variance (Aidley, 2018) so having a control and practice together would be important. Analyzing collected dataClearly articulating the inquiry question is the beginning of the process. What changes to the classroom environment positively impact student focus in Secondary science classrooms?Beyond the interview and survey questions, other data to collect that is relevant to address the research question may include quantitative data (e.g., test scores and attendance records) and qualitative data (e.g., observations, student and teacher interviews, and focus group discussions).Clean and preprocess the data to ensure its quality and readiness for analysis. This step involves removing any outliers or errors, handling missing data, and transforming the data if necessary (Zhu et al., 2013).Use appropriate statistical methods to analyze quantitative data. For instance, I can conduct descriptive statistics to understand the distribution of variables and calculate measures of central tendency and variability. I can also perform inferential statistics (e.g., t-tests, ANOVA) to identify significant differences between groups or conditions. (Aidley, 2018)Thoroughly analyze the qualitative data using qualitative research methods like thematic analysis or content analysis. This process involves identifying recurring themes, patterns, and insights from the interviews, observations, and focus group discussions related to student focus in the science classroom.Integrate the findings from both quantitative and qualitative analyses to get a comprehensive understanding of how changes in the environment impact student focus.Look for trends and patterns in the data that suggest specific changes in the classroom environment leading to improved student focus. Are there any particular classroom arrangements, lighting conditions, seating configurations, or instructional strategies that appear to positively impact student focus? Examine if there are any correlations between different environmental factors and student focus.Involve teachers, students, and other stakeholders in the analysis process. Seek their input and perspectives on the data findings to gain a more holistic view.Based on the analysis, draw conclusions about the changes that seem to have a positive impact on student focus in the Secondary science classroom. Generate actionable recommendations for educators to implement based on the data-driven insights.The process of improving the classroom environment should be ongoing. Monitor the changes implemented and collect additional data to evaluate the long-term impact and make further adjustments as needed. Challenges collecting and analyzing dataCollecting and analyzing data to understand how changes to the environment in a Secondary science classroom improve student focus can indeed present some challenges. There might be biases in the data collection process, such as non-response bias in surveys or observer bias during classroom observations. To navigate this challenge, ensure that data collection methods are carefully designed, and participants are encouraged to provide honest and diverse responses. Use random sampling techniques when possible to reduce bias in the sample. In some cases, obtaining a large and representative sample might be challenging, especially in a school setting. A small sample size could limit the generalizability of the findings. If the sample size is small, I would consider using qualitative research methods to gain more in-depth insights from a smaller group of participants. Additionally, I could consider collaborating with multiple schools or classrooms to increase the sample size.When collecting data involving students, it is crucial to prioritize their privacy and obtain proper consent from parents or legal guardians. Ensure that data is anonymized and aggregated to protect the identity of individual students. Comply with ethical guidelines and school board requirements. I need to seek permission to perform this research from the district principal who oversees research in the district.The classroom environment is a complex system with numerous interacting factors that can influence student focus. Identifying the specific factors responsible for changes in student focus might be challenging. Another aspect is the limited time available for such research. Instructional time is always a challenge to ensure the curriculum and key skills are taught and students have enough time to practice. The importance of this research could help maximize the time students have within the classroom making the research a valuable use of time.Analyzing qualitative data, such as interview responses or observations, can be subjective. To address this, I would consider using multiple researchers or coders to analyze the data independently and then compare and discuss their findings to reach a consensus on the interpretations. Data collection and analysis require time, effort, and resources. We may have limited capacity for conducting extensive research. To navigate this challenge, collaborate with researchers, educational institutions, or organizations that can provide support and resources for data collection and analysis.Measuring the long-term impact of changes in the environment on student focus may require longitudinal studies, which can be time-consuming and resource-intensive. Plan for follow-up data collection over an extended period to assess the sustainability of the observed changes. Implementing changes in the classroom environment may face resistance from teachers, students, or school administrators. To address this challenge, involve stakeholders in the decision-making process and communicate the potential benefits of the changes based on data-driven evidence.By proactively considering these challenges and implementing strategies to navigate them, we can enhance the quality and reliability of the data collected and the subsequent analysis. This, in turn, will lead to more informed decisions and effective improvements in the Secondary science classroom to enhance student focus.References Aidley, D. (2018). Introducing quantitative methods: A practical guide. Red Globe. Chapter 6: Basic concepts of data description and analysis (pp. 155-190). Kurtz, Holly. (2014, 05 05) Study Tallies Time Off Task in Elementary Classrooms. Education Week. Study Tallies Time Off Task in Elementary Classrooms (edweek.org) Morris, A. (2015). A practical introduction to in-depth interviewing (pp.121-137). Sage. Chapter 8: Transcribing, analysing and writing up the interviews. Zhu, Y., Hernandez, LadiaM., Mueller, P., Dong, Y., & Forman, MicheleR. (2013). Data Acquisition and Preprocessing in Studies on Humans: What is Not Taught in Statistics Classes? The American Statistician, 67(4), 235–241. https://doi.org/10.1080/00031305.2013.842498 Following the supplemental guide working through the quantitative data in excel my average calculation resulted in 4 instead of 4.43. I remembered that you must format the cells to include decimal points when using numbers. If you keep the format general, then you would get decimals in your answer. I tried to recreate the pie chart in excel but had difficulty selecting the appropriate data. I’ve included a screenshot to show my error. I used Excel frequently during my undergraduate degree in Chemistry however that was many years ago, Excel has changed over the years and the data I was using at the time was based on experimental measurements, as opposed to survey data from people. Coming from a numbers background I see the value of quantitative data analysis and the types of responses that it is appropriate for. Demographic data and simple responses fit best with quantitative data analysis.
Reading through the qualitative analysis supplemental guide and data transcript I can see how time consuming this process could be. I’m curious on the technology that was used to transcribe the interview. If it was a person listening to a recording and typing out what was said, would you include the “ums and uhs”? My experience reviewing surveys with written responses is to highlight key points and take notes on themes. I understand when to use qualitative data analysis but would like to know approximate timelines on these kinds of interviews. I also wonder about the bias we have as the researcher interpreting the data and don’t know if Morris (2015) addressed that issue with enough depth to fully comprehend. Sources: Aidley, D. (2018). Introducing quantitative methods: A practical guide. Red Globe. Chapter 6: Basic concepts of data description and analysis (pp. 155-190). Morris, A. (2015). A practical introduction to in-depth interviewing (pp.121-137). Sage. Chapter 8: Transcribing, analysing and writing up the interviews. In school districts where there are no middle schools it can be difficult for some children to transition from Elementary to Secondary school. Those who are identified with special needs should have supports and their support teams in theory work together for a successful transition from grade 7 to grade 8. At-risk students such as those who may come from a single parent household, lower socioeconomic situations, mild anxiety, etc. may go unnoticed until the student is far behind in grade 8. The goal of the Gator Shades youth-at-risk summer program is to provide incoming grade 8 students with time at the Secondary school prior to September to familiarize them to the school, practice some literacy and numeracy skills and develop positive relationships with peers and adults. A classroom teacher, resource teacher and technology teacher will work together with special education assistant(s) and youth care workers to provide the program. The grade 7 teacher, special education teacher and/or counsellors will be the ones to recommend at-risk youth to the program. Parents will complete an application package with the input of the student and program teachers will select appropriate students. The term "at-risk youth" refers to young individuals who face various factors or circumstances that put them in a vulnerable position, potentially leading to negative outcomes in their lives. While specific criteria may vary depending on the context, there are some common factors and indicators that are often used to determine if a youth qualifies as "at-risk." It's important to note that these criteria are not rigid and can differ based on the organization, program, or purpose for which the determination is being made. Here are some general criteria:
The program stakeholders are students, parents, teachers, youth care workers, special education assistants, school administration, superintendent of schools and school board trustees. The program is funded by the government with financial contributions from a local youth care worker organization. There are many types of program evaluation that could benefit the program from formative, to ensure the activities we are currently doing are engaging and practical for the students, meeting their needs. One example of a summative evaluation that could be useful to determine if the program should continue in future years is to host a lunch time meeting at the end of September with the Gator Shades student to reconnect and survey to see if and how the program helped with their transition to the Secondary school. A hybrid evaluation could provide feedback for changes for future programs and how to grow the program for different student groups, example students with autism, or other schools within the district. It’s possible that the introduction of middle schools still results in difficulty for those transiting from Middle school to Secondary school and the program could be useful in those situations. This program could also be adapted to a shorter version right before the start of school for all new students, more comprehensive than an hour-long orientation on the first day of school. The program I am referencing is called Gator Shades because Walnut Grove Secondary is home of the Gators and many other programs reference the Gator. Examples include Gator Aid, Gator FORCE, etc. Sources: Huey T. Chen. (2014). Practical Program Evaluation : Theory-Driven Evaluation and the Integrated Evaluation Perspective. SAGE Publications, Inc. Kaboski, J. R.; Diehl, J. J.; Beriont, J.; Crowell, C. R.; Villano, M.; Wier, K.; Tang, K. Brief Report: A Pilot Summer Robotics Camp to Reduce Social Anxiety and Improve Social/Vocational Skills in Adolescents with ASD. Journal of autism and developmental disorders 2015, 45 (12), 3862–3869. https://doi.org/10.1007/s10803-014-2153-3 Koegel, L. K.; Glugatch, L. B.; Koegel, R. L.; Castellon, F. A. Targeting IEP Social Goals for Children with Autism in an Inclusive Summer Camp. Journal of Autism and Developmental Disorders 2019, 49 (6), 2426–2436. https://doi.org/10.1007/s10803-019-03992-4 Why emotional self-regulation is important and how to do it. (May 3, 2023). Medical News Today. Retrieved July 29, 2023, from https://www.medicalnewstoday.com/articles/emotional-self-regulation#:~:text=Emotional%20self%2Dregulation%20refers%20to,Feeling%20strong%20emotions%20is%20healthy.
In school districts where there are no middle schools it can be difficult for some children to transition from Elementary to Secondary school. Those who are identified with special needs should have supports and their support teams in theory work together for a successful transition from grade 7 to grade 8. At-risk students such as those who may come from a single parent household, lower socioeconomic situations, mild anxiety, etc. may go unnoticed until the student is far behind in grade 8. The goal of the Gator Shades youth-at-risk summer program is to provide incoming grade 8 students with time at the Secondary school prior to September to familiarize them to the school, practice some literacy and numeracy skills and develop positive relationships with peers and adults. A classroom teacher, resource teacher and technology teacher will work together with special education assistant(s) and youth care workers to provide the program. The grade 7 teacher, special education teacher and/or counsellors will be the ones to recommend at-risk youth to the program. Parents will complete an application package with the input of the student and program teachers will select appropriate students. This program stakeholders are the administration/district and the program is funded by the government with financial contributions from a local youth care worker organization. There are many types of program evaluation that could benefit the program from formative, to ensure the activities we are currently doing are engaging and practical for the students, meeting their needs. A summative evaluation would be useful to determine if the program should continue in future years. A hybrid evaluation could provide feedback for changes for future programs and how to grow the program for different student groups, example students with autism, or other schools within the district. It’s possible that the introduction of middle schools still results in difficulty for those transiting from Middle school to Secondary school and the program could be useful in those situations. The program I am referencing is called Gator Shades because Walnut Grove Secondary is home of the Gators and many other programs reference the Gator. Examples include Gator Aid, Gator FORCE, etc.
Assignment DescriptionIn the workplace and the field, researchers are often interested in enhancing the status quo. This is a 2-part assignment with four tasks. Part 1: Defining the Problem of Practice (10%)
My role the past five years has been outside the classroom supporting teachers in the union. This position has created a challenge for me thinking about problems in practice as I have not been practicing in the classroom. Listening to other teachers concerns and thinking of my past experience in the classroom has me wondering about student focus in the classroom. How has the pandemic affected student concentration? My last assignment was teaching Science 8 and Chemistry 11 where I had my own classroom. I had a diffuser in my classroom and would have different essential oils which the students appreciated. When it was possible to do so I had lower level lighting in the class and the walls were not overly decorated. In my role in the union I reviewed classroom resource purchases with remedy funds as a result of LOU 12 in the Provincial Collective Agreement. Teachers would purchase wobble stools, fairy lighting, and other classroom enhancements. Using the Ice Cream Cone Method (Turner et al., 2014) I developed my research question. What changes to the environment in a junior science classroom improve student focus? Alternatively, how do you create a welcoming environment in the classroom that is conducive to learning?
BCTF (2023, March 9). Provincial Collective Agreement 2022-2025. Retrieved July 18, 2023, from https://www.bctf.ca/docs/default-source/services-guidance/provincial-collective-agreement-2022_20254aa7ce568c65449f8ea5792651628efc.pdf?sfvrsn=bfc28a35_0 The readings from Creswell, J. W., & Guetterman, T. C. (2019), Pole, C., & Hillyard, S. (2015), and Groothuijsen, S. E. A., Bronkhorst, L. H., Prins, G. T., & Kuiper, W. (2020) are practical and excellent guides for research, reminding me of my science background with reference to the scientific method and considerations for quantitative versus qualitative approaches. I found similarities to the qualitative approach and field work. My focus today is on the article titled "A New Era of Indigenous Research: Community-Based Indigenous Research Ethics Protocols in Canada" by Hayward, Sjoblom, Sinclair, and Cidro (2021) which explores the emergence of community-based Indigenous research ethics protocols in Canada and their significance in developing a new era of Indigenous research.
Hayward et al (2021) highlight the historical context of research involving Indigenous communities, depicted by colonial practices that have often exploited and marginalized Indigenous peoples. They emphasize the need for a shift in research approaches, which actively involve Indigenous communities and prioritize Indigenous knowledge, values, and self-determination. “Balancing collective rights with individual rights emerged as an important theme across identified Indigenous community research ethics boards, protocols, and standards.” Hayward et al (2021) This approach is noted in other readings as well such as in Creswell, J. W., & Guetterman, T. C. (2019) it’s stated that ethics is a complex matter that involves much more than merely following a set of static guidelines. Connecting to my own practice I think it’s important to consider the audience of the research and the research subjects and what benefit will result from conducting such research. “Members of the ethics board also consider the community’s priorities to confirm the proposed research will be meaningful and relevant within the community.” Hayward et al (2021). I appreciate and respect that The Indigenous Health Research Advisory Committee (IHRAC) advocates for research investigating pain in Indigenous populations to utilize a “two-eyed seeing” approach which bridges Western science and Indigenous knowledge. This approach could be considered in other aspects of research especially when it comes to education. Our revised curriculum in BC has embedded Indigenous knowledge and perspectives as it is a part of the historical foundation of British Columbia. In summary, this leads me to ask the following question based on our assigned readings. How can the implementation of community-based Indigenous research ethics protocols in Canada serve as a catalyst for decolonizing research practices and fostering a new era of knowledge production that respects Indigenous rights, values, and autonomy? References: Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed., pp. 2-56). Groothuijsen, S. E. A., Bronkhorst, L. H., Prins, G. T., & Kuiper, W. (2020). Teacher-researchers’ quality concerns for practice-oriented educational research. Research Papers in Education, 35(6), 766-787. Hayward, A., Sjoblom, E., Sinclair, S., & Cidro, J. (2021). A new era of Indigenous research: Community-based Indigenous research ethics protocols in Canada. Journal of Empirical Research on Human Research Ethics. https://doi.org/10.1177/15562646211023705 Pearson. Chapter 1: The process of conducting research using quantitative and qualitative approaches. Pole, C., & Hillyard, S. (2015). Doing fieldwork (pp. 1-18). Sage. Chapter 1: What is fieldwork? Curriculum Overview | Building Student Success - B.C. Curriculum. (n.d.). https://curriculum.gov.bc.ca/curriculum/overview |
AuthorTanya Kerr is a current student of Queen's University Graduate studies. Archives
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