Like feminism, I have a strong interest in critical theory. I don't want to focus on just one group of individuals, the way feminists, critical race theorists, etc do however.
Much like the principals in the Smulyan article who did not see themselves as feminists, I can see how not being a feminist would make it nearly impossible to view issues through that lens objectively. I do think that anyone, including a male, can be a feminist. I find it ironic that it was said that males couldn't be a feminist since this is a mindset of exclusion, when feminism by definition is about empowering. Based on Reinharz' definition of feminist research, it would seem possible that anyone who considers themselves a feminist or part of the women's movement can be classified as a feminist. I guess that means, I think I'm a feminist, therefore I am. Makes sense right?
Monday, November 24, 2008
Monday, November 17, 2008
Multiple Annies
1. Did you interview the 2 supervising teachers to gain their perspective on the student teaching experience?
2 Do you think the ages of the cooperating teachers played a factor in the comfort level of Annie as well as her perception of "power"?
3. Did you get the perspective of the students in each classroom to find out how each teaching style helped them with their understanding of the content? Did they have a feeling of a power struggle?
4. It's obvious how the author and Annie feel about the Sheila;
"Annie adopted multiple selves in Sheila’s classroom and was able to slip back and forth in response to Sheila’s dominating presence, which determined—even translated—Annie’s way of being a teacher."
but could part of the structure Sheila was providing be a way for her to share her craft knowledge with Annie in a controlled environment so that when Annie was in her own classroom she could draw from many perspectives of teaching? It seems that one cooperating teacher believed in providing little guidance and letting the student teacher find themself, while the other mentor felt that structure and guidance play a vital role in developing the art of teaching.
2 Do you think the ages of the cooperating teachers played a factor in the comfort level of Annie as well as her perception of "power"?
3. Did you get the perspective of the students in each classroom to find out how each teaching style helped them with their understanding of the content? Did they have a feeling of a power struggle?
4. It's obvious how the author and Annie feel about the Sheila;
"Annie adopted multiple selves in Sheila’s classroom and was able to slip back and forth in response to Sheila’s dominating presence, which determined—even translated—Annie’s way of being a teacher."
but could part of the structure Sheila was providing be a way for her to share her craft knowledge with Annie in a controlled environment so that when Annie was in her own classroom she could draw from many perspectives of teaching? It seems that one cooperating teacher believed in providing little guidance and letting the student teacher find themself, while the other mentor felt that structure and guidance play a vital role in developing the art of teaching.
Tuesday, November 11, 2008
Ready, Set, ACTION......research
In many ways through our reading I've felt like a blind man in a maze, feeling my way through unfamiliar territory, not knowing where I was going or if I was any closer to my goal than when I started. Although I found much of what I was experiencing very interesting, I kept waiting for that "eye opening" moment when it would click with me. Action research provided that moment for me. In my present position this is our approach to improvement. We attempt to systematically build a body of knowledge about students and learning to incorporate infomation about an effective program of teaching and learning. This approach allows me to be both researcher, as well as participant. We look at barriers and enablers to our success. Since excuses are not an option, we don't play the blame game (if the previous year's teacher had only better prepared them, if the parents had only read to them more, if the student would only do their homework and try harder, etc)
Some of the quality tools I use in my current position that fall in the action research paradigm are:
Consensogram (as I used in our presentation for class) Consensograms can be used as a preassessment/postassessment tool to gauge the participant's understanding, knowledge base, or feelings before and after a task over time.
Force field analysis -can be used by the group or individual analyze behaviors or beliefs that may be “enablers” or “barriers” of the attainment of goals/objectives. and want to begin analyzing root causes.
Action Plans-Action plans can be used to record tasks that need to be completed in order to reach targeted goals. An action plan designates persons responsible, timelines, resources needed, and monitoring/ evaluation tools.
The goal of my research at work, much like the likely goal of my dissertation, is to engage participants in an active role to determine ways to continuously improve and then to provide those participants with the "tools" necessary to achieve their goals. When I work with teachers I ask them to look at their students and answer these 5 learning centered goals:
1. What do they (students) need to learn?
2. How are you going to engage them in this learning?
3. How will you know if they've learned it?
4. What will you do if they don't understand it?
5. What will you do if they know it already before you begin teaching it?
This process empowers teachers to take ownership of their student's success and learning and to develop plans of action, identifying "boulders and fishes" along the way. They search for root causes that keep them from being successful and address those through a systematic process of empowerment.
Much like Morpheus in The Matrix I too have chosen to take the red pill. My enlightenment through our journey and discovery have given me a new perspective of my professional world where I will not be able to view things the same anymore. Phrases thrown around like "research based" and "best practices" are being more closely scrutinized.
Some of the quality tools I use in my current position that fall in the action research paradigm are:
Consensogram (as I used in our presentation for class) Consensograms can be used as a preassessment/postassessment tool to gauge the participant's understanding, knowledge base, or feelings before and after a task over time.
Force field analysis -can be used by the group or individual analyze behaviors or beliefs that may be “enablers” or “barriers” of the attainment of goals/objectives. and want to begin analyzing root causes.
Action Plans-Action plans can be used to record tasks that need to be completed in order to reach targeted goals. An action plan designates persons responsible, timelines, resources needed, and monitoring/ evaluation tools.
The goal of my research at work, much like the likely goal of my dissertation, is to engage participants in an active role to determine ways to continuously improve and then to provide those participants with the "tools" necessary to achieve their goals. When I work with teachers I ask them to look at their students and answer these 5 learning centered goals:
1. What do they (students) need to learn?
2. How are you going to engage them in this learning?
3. How will you know if they've learned it?
4. What will you do if they don't understand it?
5. What will you do if they know it already before you begin teaching it?
This process empowers teachers to take ownership of their student's success and learning and to develop plans of action, identifying "boulders and fishes" along the way. They search for root causes that keep them from being successful and address those through a systematic process of empowerment.
Much like Morpheus in The Matrix I too have chosen to take the red pill. My enlightenment through our journey and discovery have given me a new perspective of my professional world where I will not be able to view things the same anymore. Phrases thrown around like "research based" and "best practices" are being more closely scrutinized.
Saturday, November 1, 2008
Interpretivist
In education, although much of the comparative data we are subjected to is on the surface collected using a positivist approach. However, any quality educator knows that the numbers tell only a small piece of the story. To truly gain an understanding of the needs of students, schools, staffs, and communities, researchers need to "dig deeper" using an interpretivist approach. The lived experiences of the researcher as well as the students provide a lens from which the data is viewed. The data can't be effectively understood in a vacuum.
To understand data, I understand the fact that the data is not a static reality, but yet a snapshot of a point in time that is greatly influenced by outside factors including social issues, funding issues, etc. An effective data analysis must include digging into those factors, looking at the "whys", and using methods such as case studies, phenomilogical studies, and ethnographies.
To understand data, I understand the fact that the data is not a static reality, but yet a snapshot of a point in time that is greatly influenced by outside factors including social issues, funding issues, etc. An effective data analysis must include digging into those factors, looking at the "whys", and using methods such as case studies, phenomilogical studies, and ethnographies.
Tuesday, October 14, 2008
Kitchen Stories
After seeing the movie it reminds me of the impact of a relationship, whether intended or not. A teacher in a classroom can have unintended influences on students, beyond the taught curriculum, in the same manner that Folke had a direct influence on Isak. Knowing that the observer impacts that participant, one must not disregard the impact on research results. The more we read on various methodologies, it shows me that rarely are there research findings that can be directly applied to all settings and garner the same results. When studying what research "says", one must analyze the setting the research was conducted in, the sample size, other impacting factors, etc.
The real life example of this movie brought to life how "unscientific" research results can be given the effect of the environment, the researcher, etc. Even after observing Isak for several weeks, I would contend that Folke knew no more than he did when he started about what kitchen layout best suits a single male. The participant skewed his normal routine, purposefully hid patterns of behavior, etc.
There is no one best approach as the movie shows and we must acknowledge that in our findings.
The real life example of this movie brought to life how "unscientific" research results can be given the effect of the environment, the researcher, etc. Even after observing Isak for several weeks, I would contend that Folke knew no more than he did when he started about what kitchen layout best suits a single male. The participant skewed his normal routine, purposefully hid patterns of behavior, etc.
There is no one best approach as the movie shows and we must acknowledge that in our findings.
Monday, September 29, 2008
Dissertation
At this point a dissertation seems a lifetime away. As I read research within my field, I see how much importance is placed on quantitative research and know that it will play a vital role in my dissertation. I'm enjoying learning more each week about functionality of terms such as correlation studies and descriptive research.
I want to do a correlation of the long term effects of tropical weather on ASU graduate students' productivity. Do you think I can find a grant to fund that??? :)
I want to do a correlation of the long term effects of tropical weather on ASU graduate students' productivity. Do you think I can find a grant to fund that??? :)
Monday, September 22, 2008
Descriptive Reseach
In class I shared a few examples of descriptive research that I've used in my workplace including NC Working Conditions Surveys (which are a big push from the governor), school climate surveys that are completed by students, staff and parents, exit surveys, etc. Although many people will find many possible flaws with any survey since they are only a snapshot in time that may not be wholly accurate, I feel that they are a closer glimp into reality than no snapshot at all. For all of their limitations, they do provide some direction and understanding that should guide discussion about what factors and indicators should be more closely analyzed and improved. Some may point out these limitations, but descriptive research, like most other research, provides the researcher with a more accurate focus. The discussions on improvements that follow at least have a perspective.
In Transformative Assessments, James Popham wrote that a flawed assessment is much better than no assessment at all. The assessment, much like descriptive research, gives a better picture than nothing at all and improvement is rarely made on sheer assumptions with no data to back it up.
In Transformative Assessments, James Popham wrote that a flawed assessment is much better than no assessment at all. The assessment, much like descriptive research, gives a better picture than nothing at all and improvement is rarely made on sheer assumptions with no data to back it up.
Monday, September 8, 2008
To be or not to be
To be or not to be? That is a simple enough question unless you don’t yet know what to be. As I have read countless descriptive articles on epistemological stances to research, I have found myself wavering between viewpoints as I saw validity in many of the various paradigmatic approaches to research. At first I thought myself a Marxist Objectivist, but I found that viewpoint to be a little too stringent and restrictive to my viewpoint. I felt sure that the positivist approach to research was most definitely too restrictive, although I do see the value in quantitative research as a whole. As I read beyond some of the selections we were given I began to see myself aligned closer to the constructivism/critical theory standpoint to research, social sciences and education. I see myself as a critical constructivist.
A constructivist viewpoint of reality is that it is not discovered, but constructed by humans as they engage with their world. We don’t create meaning, but instead we construct meaning. In many ways it brings together both the objectivist as well as the subjectivist paradigms. Through the constructivist lens the human experience and prior experiences have a direct impact on the object or experience being observed. Since our prior experiences impact how we view an object, there may be varying interpretations of the same object. What we see as a home in our culture varies greatly from an nomadic tribe’s viewpoint, which also greatly differs from that of an aristocratic family. Each culture has given meaning to the term based on our interaction with the object, but they are not the same meaning.
One major reason that I originally aligned myself with the objectivism/critical theory, also referred to as radical structuralism, approach was its focus on using data to challenge the status quo. In education I have been a proponent of moving from subjective data to more quantifiable data to improve instruction. When No Child Left Behind became ratified it completely changed how and what we do to instruct our students. No longer was growth left to chance, but instead it is now measured and used to improve instructional strategies based upon research based best practices. Using this approach I have been a part of two dramatic reformations in the past 5 years where low performing schools and districts have used data to quantify what is successful with equipping students to be successful in the 21st Century and what is not. Dramatic improvement came about in both situations when this data was analyzed and improvement processes were developed based upon the gaps that truly existed.
Let me now step back down from the soapbox. The experiences that I previously described have had profound influence on what I see as challenging the status quo. I do however see that a strictly objectivist approach looks only at the data in isolation and doesn’t take in to account the outside factors that influence. Data must be looked at as part of the bigger picture including historical perspective of what has brought a school to this point. Using data in a vacuum to describe a successful school for example can be very deceiving. I’ll give you a prime example.
A school that has an 85% proficiency rate on the state End of Grade test in and of itself means nothing. If that school was previously operating at a 65% passing rate then it would seem that it had made tremendous gains and had made successful changes. If however that school obtained proficiency rates of 95% or higher the previous 3 years and now had a 85% passing rate, then there exists issues that would need to be analyzed. Each of these changes in and of themselves viewed in isolation tells little of the story. Maybe district lines were redrawn, or a local industry could have opened or closed that changed the demographics. The school leadership could have changed.
A critical theory approach looks to challenge the status quo and open people’s minds to the possibilities that exist by empowering them with knowledge to a better world. It can be idealistic in its extreme version. This viewpoint looks for potential and possibilities instead of the traditions of status quo. Critical theory looks to raise people’s awareness past illusions and traditions that may hinder growth. It also looks raise their level of consciousness so that they can be equipped with the tools to make positive changes. It builds on collective knowledge and focuses on radical transformation.
All of this said, as of today I choose to be a critical constructivist. This approach to research is aligned with what I see as my personal epistemological viewpoint. I reserve the right to change this stance as my own level of awareness is broadened by my readings, philosophical discussions with my classmates and the high level of instruction I shall receive in the coming weeks.
A constructivist viewpoint of reality is that it is not discovered, but constructed by humans as they engage with their world. We don’t create meaning, but instead we construct meaning. In many ways it brings together both the objectivist as well as the subjectivist paradigms. Through the constructivist lens the human experience and prior experiences have a direct impact on the object or experience being observed. Since our prior experiences impact how we view an object, there may be varying interpretations of the same object. What we see as a home in our culture varies greatly from an nomadic tribe’s viewpoint, which also greatly differs from that of an aristocratic family. Each culture has given meaning to the term based on our interaction with the object, but they are not the same meaning.
One major reason that I originally aligned myself with the objectivism/critical theory, also referred to as radical structuralism, approach was its focus on using data to challenge the status quo. In education I have been a proponent of moving from subjective data to more quantifiable data to improve instruction. When No Child Left Behind became ratified it completely changed how and what we do to instruct our students. No longer was growth left to chance, but instead it is now measured and used to improve instructional strategies based upon research based best practices. Using this approach I have been a part of two dramatic reformations in the past 5 years where low performing schools and districts have used data to quantify what is successful with equipping students to be successful in the 21st Century and what is not. Dramatic improvement came about in both situations when this data was analyzed and improvement processes were developed based upon the gaps that truly existed.
Let me now step back down from the soapbox. The experiences that I previously described have had profound influence on what I see as challenging the status quo. I do however see that a strictly objectivist approach looks only at the data in isolation and doesn’t take in to account the outside factors that influence. Data must be looked at as part of the bigger picture including historical perspective of what has brought a school to this point. Using data in a vacuum to describe a successful school for example can be very deceiving. I’ll give you a prime example.
A school that has an 85% proficiency rate on the state End of Grade test in and of itself means nothing. If that school was previously operating at a 65% passing rate then it would seem that it had made tremendous gains and had made successful changes. If however that school obtained proficiency rates of 95% or higher the previous 3 years and now had a 85% passing rate, then there exists issues that would need to be analyzed. Each of these changes in and of themselves viewed in isolation tells little of the story. Maybe district lines were redrawn, or a local industry could have opened or closed that changed the demographics. The school leadership could have changed.
A critical theory approach looks to challenge the status quo and open people’s minds to the possibilities that exist by empowering them with knowledge to a better world. It can be idealistic in its extreme version. This viewpoint looks for potential and possibilities instead of the traditions of status quo. Critical theory looks to raise people’s awareness past illusions and traditions that may hinder growth. It also looks raise their level of consciousness so that they can be equipped with the tools to make positive changes. It builds on collective knowledge and focuses on radical transformation.
All of this said, as of today I choose to be a critical constructivist. This approach to research is aligned with what I see as my personal epistemological viewpoint. I reserve the right to change this stance as my own level of awareness is broadened by my readings, philosophical discussions with my classmates and the high level of instruction I shall receive in the coming weeks.
Monday, September 1, 2008
No philosopy needed
After our first few courses, I was concerned that I did not have a degree in philosophy, other than that earned listening to scholarly friends at the poker table. This class is more in line with my train of thought.
I found the Crotty and Guba articles to be very beneficial in giving a broad overview of the research process. The Burrell and Morgan piece was a little harder for me to grasp, but I'm sure that the conversations in class will help me to understand.
Each day I realize that I never knew how much I didn't know. You know?
I found the Crotty and Guba articles to be very beneficial in giving a broad overview of the research process. The Burrell and Morgan piece was a little harder for me to grasp, but I'm sure that the conversations in class will help me to understand.
Each day I realize that I never knew how much I didn't know. You know?
Saturday, August 30, 2008
The Safari Begins
The first class session, following our session with Dr. Dale was a lot to digest. We'll definately have a great deal to do. Based on my calculations, we will read 8 books (with reflections on 7 of them), read 52 articles, watch a film, teach one class along with team members, blog, write weekly reflections, write a reflection paper and write 2 reflective essays of at least 15 pages each. This should really be interesting.
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