Teacher Action Research Workshop 4: Data Analysis, Interpretation & Publication

1. Teacher Action ResearchWorkshop 4:Data Analysis, Interpretation & Publication EARCOS Teachers Conference 28-31 March 2012 Donna Kalmbach Phillips, Ph.D. Pacific University, OR USA

2. “Action research…..requires teachers to be acutely aware of a sense of process, and to refine their perceptions to account for that process…action research raises to a conscious level much of what is already being done by good teachers on an intuitive level. It enables teachers to identify and come to grips with their practice in a human way that is at once supportive and critical.” McNiff, 2008

3. Action Research… • Involves a systematic or organized approach to problem-solving • Requires active engagement & interaction • Insist upon reflection, critical analysis & revolving assessment • Analyzes systems of power • Deconstructs taken-for-granted assumptions • Results in action as a practical outcome • Results in transformation • Relies upon democratic ethical principles • Focuses on a single place of inquiry

4. Criteria of Trustworthy Action Research

5. Teacher Action Research: Process Workshops Trustworthy Action Research Design Framing the Study Data Analysis, Interpretation Discover an Area of Focus Criteria for Trustworthiness Data Analysis Fundamentals Develop a critical Question Research Design Ongoing Analysis: Cycle & Strategies Research Design Triangulation Final Data Interpretation Literature Review Researcher Dispositions Going Public ………………………………………………………Critical Questions……………………………………………………………

6. “I’ve got the data, now what?”

7. “Interpretation is revelation based upon information. But they are entirely different things. However, all interpretation includes information.The chief aim of interpretation is not instruction, but provocation.” Tilden (1957)

8. Data Analysis & Interpretation rests upon triangulated, multi-layered “thick” data

9. Principles of Data Analysis & InterpretationAnalysis …..to take apart, to break down or dissect. The act of separating data for the purpose of study; a narrowing of the gaze.

10. Principles of Data Analysis & InterpretationAnalysis What seems to be happening in this data? What is not happening in this data? What is repeated in this data (words, behaviors, attitudes, occurrences)? What is surprising, perplexing, disturbing in this data? What information seems to be missing from the data?

11. Principles of Data Analysis & InterpretationSynthesize …..the act of putting back together again, of integrating pieces; seeing the data set as a whole; changing the lens of inquiry to wide angle.

12. Principles of Data Analysis & InterpretationSynthesize What patterns emerge across the data? (What are the repeating themes?) What are the contradictions, dilemmas in the data? What doesn’t seem to fit? What are the emotional & intellectual reactions to this data? How does or doesn’t this data answer the CQ? How are systems functioning in this data? What material factors are at play?

13. Principles of Data Analysis & InterpretationDeconstruction …..to check assumptions, consider personal & social context; to put the lens of inquiry down, climb back up the hill to see what we’ve been missing.

14. Principles of Data Analysis & Interpretation: Deconstruction 1. Study categories of data: what other ways might these be configured and reconfigured? 2. What are the limitations? 3. What personal assumptions, values, beliefs are present in the synthesis? 4. What would other voices say about the synthesis? 5. How are systems functioning in this data? 6. What material factors are at play? 7. What is useful & dangerous?

15. Principles of Data Analysis & Interpretation: Contextualization …..the cultural, social, physical, political context of the data

16. Principles of Data Analysis & Interpretation: Contextualization How are larger issues, values, political views, systems & structures influencing data interpretation? (Or how should they influence interpretation?) How is power at work in the study? Are conclusions mirroring, representative, in conflict with mainstream discourse? What does this mean?

17. Criteria of Trustworthy Action Research

18. Categories of Data Analysis & Interpretation

19. On the Road Running:Daily or Frequent Ongoing Data Analysis • Note taking/Note making

21. Practice:Note Taking/Note Making Video Clip: Teacher-Student Writing Conference • Directions: • Divide paper into two columns • Take notes: Focus on what the teacher says & the student’s response

22. Grade 5 Writing Conference

23. Practicing Trustworthy Action Research • Directions: • Return to note taking/note making. • Analyze talk according to Choice Words by Peter Johnston. • How does layering analysis with literature make a difference? • How is it useful and dangerous?

24. Strategies for Organizing Data & Analyzing Data by Charts

25. Organizing & Analyzing by Events Researcher’s On-going Analysis Journal: Record thinking (self-reflexivity), questions, connections, perspectives

26. Organizing by Literature Researcher’s On-going Analysis Journal: Record thinking (self-reflexivity), questions, connections, perspectives

27. Organizing by Quantitative Charts

29. Charts + Narrative Researcher’s On-going Analysis Journal: Record thinking (self-reflexivity), questions, connections, perspectives

30. Organizing by Data Type Researcher’s On-going Analysis Journal: Record thinking (self-reflexivity), questions, connections, perspectives

31. Practice Data Set: Grade 5 Building Community

32. The Researcher’s Journal The discussions that followed the classroom meeting were probably the worst overall. Three of the five groups bickered throughout the discussion time. As a result of this, two groups (Mouse “A” and Mouse “B”) had minimal discussion. The Applewhites had no discussion because they could not resolve their intrapersonal conflicts. The Hatchet group was unable to have a discussion because there was only one member present. Dark Hills Divide was the only group having a productive discussion. I asked the counselor to observe The Applewhites group and noted that the environment was so tense that it was impossible to hold a discussion. One member was so bossy that she alienated the other members. Another member was unprepared and distracted the group. The other two members stirred the pot and argued with the other two. The counselor questioned whether the literature circle jobs are too complex and whether the groups are too large. He suggested pairing students up with one task to do – a task that they can be successful at. I am having the same thoughts after witnessing the extreme interpersonal conflicts and off task behaviors. Many of these students cannot get past their bickering to hold a discussion. I was discouraged to find that despite teaching behavior skills, these discussions are usually not a productive use of time for four of the five groups. Once again, I find myself asking, is it the task itself or the lack of behavior skills or something I am not even accounting for that causes the problems? Are the books not engaging? Should I have allowed choice? How do I account for context of these kids’ lives?

33. Weekend Break (Reflective Pause):The Analytic Memo • Ongoing Analysis with greater emphasis on synthesis, deconstruction, contextualization • Formal Data Analysis • Completed 2 – 4 times throughout project

34. Why an Analytic Memo? The analytic memo is a space to… • Modify the AR design • Recheck & possibly modify CQ • To change course if needed • To practice trustworthy action research through self-reflexivity, multiple perspectives, and making strong connections

35. Process for the Analytic Memo Read through all organized data, including note taking/note making & research journals Read with literature at your side Read for repeating patterns, ideas, themes Cluster, mind map accordingly Develop synthesis statements or synthesis questions

36. Teacher Talk does not appear to exist in a vacuum: the environment, occasion, assignment, my mood, and the student all can influence my talk (and a student’s response).

38. Next Step:Critical Colleague Response & Dialogue.Document.

39. Critical to the Analytic Memo • Practice Trustworthiness: • Use raw data • Employ the expertise of the literature • Seek multiple perspectives (critical colleague, students, parents, others) • Practice self-reflexivity: pursue significant questions, stay open, resist conclusions • Make strong connections • Return to Critical Question

40. The Analytic Memo:An Excerpt • Directions: • Read through the memo. • Be this teacher-researcher’s critical colleague. • What questions do you have for her? What do you want to know more about? • Discuss the memo: How does (or doesn’t) it represent trustworthy action research?

41. Cycles of Ongoing Data Analysis

42. Data Collection/AR Memo 1 • Data may appear disconnected; unable to write synthesis questions or statements • Need to refine CQ • Discover gaps in data • Need to refine data collection strategies • Requires adapting teaching/interventions

43. Data Collection/AR Memo 2 • Data is likely more focused • Synthesis statements are likely questions • May still refine CQ • Connects data more closely to literature • Further refines data collection strategies focusing on emerging themes, patterns • Actively seeking multiple perspectives • Further refines teaching/interventions

44. Data Collection/AR Memo 3 • Data richer, multi-layered leads to more connections across data sets & to literature • Enriched & expanded themes & questions • Refined data collection to target specific areas • Continue to refine teaching/interventions • Actively practicing trustworthiness

45. Yoga Retreat:Final Data Interpretation Actively practicing: Synthesis Deconstruction Contextualization

46. Revisit, review & re-read ongoing analysis & memos Create mind maps, charts, timelines and/or generate categories Expand Interpretations Apply layers of interpretations Return to Critical Questions Draft Synthesis Statements

47. Practice active deconstruction Revisit, review & re-read ongoing analysis & memos Practice active contextualization Apply layers of interpretations What is ignored, lost or disregarded? Create mind maps, charts, timelines and/or generate categories

48. How do I know this ? Add Data Expand Interpretations How do I know this? Delete categories Apply layers of interpretations Deconstruct & Contextualize Data

49. Apply layers of interpretations Different perspectives Participant Voices Expert Consultation Contextualization Draft Synthesis Statements

50. What do I still wonder? Apply layers of interpretations How are questions limitations? Return to Critical Question How are questions areas to explore?