Reflection last Weeks Progress Report
In last week’s class meeting, members in my assigned group had the opportunity to share the essence of what their thesis project will be. From hearing everyone express their passion within their own research/project inquiry, I felt a huge surge of inspiration! Everything felt so natural and open when we shared our ideas. With that being said, a sort of activity we did was that everyone was assigned a peer to take notes while they explained their project. Below you will find my notes from my designated peer:
Main Contribs: the adventures of the writing process
Research Thus Far – lit review completed, research proposal completed,
Methodologies Applied/Will Apply: Plan to use digital online website and google sites to bring together a presentation
– implement final steps in project
– use methodologies to compete research ( grounded theory)
– add more research to project ( research process )
It was very refreshing to share my project thus far with my peers and have them give their opinion and feedback. With this form of round table conferencing, I was able to communicate with others on what aspects of my research I need to do next. Which leads to the next element of this post.
Comment on My Lit Review thus far
Through the help of Dr. Nelson during the Spring 2020 semester, I was able to get an early start to my research proposal that I will be submitting to the IRB in the very near future. If you click on the image below, you will have access to my Lit review thus far (more so an annotated bib). I need to add one more piece of literature and I believe that it will be complete.
Below is a snippet from my research proposal that explains the methodology I will be using and how I will conduct this research with my future writing scholars!
The kinds of measurements I tend to use are the following: testing benchmarks issued by Orange school district, surveys, and writing prompts. Each measurement is essential in its own way, due to it targeting a different aspect or seeing the effectiveness of the T.A.W.P digital writing program.
Benchmarks in education are defined as the following: “Benchmarking in education occurs when measurable standards are set for learning. For example, benchmarks might be set for the concepts that must be mastered in each grade. They might also be used to see where a particular student, class, or even school ranks in comparison to others.” (Dance-Schissel, n.d.). Within a northeastern U.S school, Benchmarks are given throughout the school year. From September 2020 – December 2020 (First and second marking periods). I would also look to use surveys throughout the course of the study to get an emotional and mental aspect on how the students feel about the program. Surveys will be given at the end of each “adventure” in the program to take into consideration students’ understanding and feeling towards the program. Survey would be best suited for my study due to my being able to control questions to specifically address the program without outside variables affecting any raw data. The survey will be formatted in the most simplistic form that 3rd grade students and below will be able to understand.
The last measurement I would use is writing prompts. Prompts will be designed and given based on each “adventure” being covered (e.g., brainstorming, prewriting, drafting, complete essay, etc.).
My research study plan is to conduct acas study. Addressing my research question, “How does implementing the digital writing program TAWP into a 3rd Grade classroom affect the writing of the students?”, I plan to test this digital writing program designed by me. I want to use this study to test the effectiveness of the T.A.W.P program within a classroom setting to aid in the development of writing eLearning content. The type of research I am conducting is a case study research using Grounded Theory. With collected data obtained through my service, I was able to apply this information to further my inquiry on how to help my students improve in their writing. The data-collection methods I intend to use are the following: surveys, feedback from writing prompts, and experiment. I am still open to other options.
The data that was generated that stirred me towards Grounded and my research question is through participant observation. As a Reading Coach, I would not only work side by side with students, but I would also observe their actions throughout the course of the class. When students would go start writing assignments, they would either have trouble starting it or not doing it as a whole. As for when I work with that students using the T.A.W.P program, I will be still doing participant observation alongside surveys, writing prompts, and benchmarks.
The methodology I choose to use for my research to collect data for my eLearning content, T.A.W.P, is Grounded Theory. Grounded Theory is a particular way of collecting and analyzing data with the intention of developing a theory from the data that explains the phenomenon. As explained previously, the phenomenon that appeared in both of my 2nd grade classrooms I worked in was the struggles within approaching writing. In using Grounded Theory, I am following the approach of Mills and Birks (2014). but in disclaimer, as Grounded Theory does not necessarily have a blueprint, or ‘format’ to go by to take me step by step. So with that said, I can only give the information I have thus far and continue to go back and forth between the process of data collection and analysis. I am looking to see whether or not my writing program had any effect (whether positive or negative) on the students’ writing.
The data will be analyzed through a Grounded Theory approach (Strauss & Corbin, 1998). Lastly, the methodology that formulated my research question is Grounded Theory. My research question was not a predetermined question. Through my work as a Reading Coach working with 2nd grade students.
From my research, the designate grouping together instances of events, process, and occurrences that share central features. As the research processes on, I will be able to categorize data as it proceeds.
The coding process is not a discrete stage as it is in some research methodologies but rather a continuous aspect of the analytic nature of classic grounded theory. Beginning with line-by-line open coding of data and comparing incidents to each other in the data, I aim to compare phenomenons that may occur during my time working with the students.
There are different variables that can affect my conclusions. Everything except for the program must be the same for my control group and my experimental group (group with your program). If anything else is not the same (e.g., after school or not after school), then I have two different variables at play (after school and your program).
The data will be analyzed through a Grounded Theory approach (Strauss & Corbin, 1990). Lastly, the methodology that formulated my research question is Grounded Theory. My research question was not a predetermined question. Through my work as a Reading Coach working with 2nd grade students. A phenomenon
The following is a calendar of my prospective research schedule. This schedule covers important dates for the Thesis class itself, my agenda when conducting the research, and other important attributes to my research that I will be covering at the end of my blog.
Other essential attributes I will be doing throughout the course of the semester are the following:
- Applying to conferences to present my research
- Publishing my work
- Expanding my knowledge by continuing my work with digital media/applications to develop TAWP