my cafe for research opened

Please come see what I'm doing and leave comments. It couldn't be better.

http://cafe.naver.com/bongsanes

validation and evaluation

In qualitative study, these two could be the basis of the research result. Because it's qualitative..., which means the research might be too subjective.

For validation, eight strategies are mentioned on the book.

 - prolonged engagementand persistent observation
 - triangulation (corroborating evidence from different sources)
 - peer review or debriefing (devil's advocate - 고의적인 반문: 논문 디펜스처럼..?)
 - negative case analysis
 - clarifying researcher bias from the outset of the study
 - member checking
 - rich and thick description
 - external audits

especially, triangulation and peer review or member checking are easily conducted and time and cost effective procedures..


Also intercorder agreement is needed to get reliability.

Finally, criteria for case study...
I chose below as several priority checklist...

 - does the report have a conceptual structure? 
 - is the case adequately defined?
 - is the reader provided some vicarious experience?

Chanmi's gantt chart

Phenomenological study and ethnography

Phenomenological study, ethnography looks similar in data collection and its analysis. Although the boundary for study is quite different.

For ethnoghraphy, the researcher mostly should be inner member of the research group to observe closely. According to the characteristics, the result is also stated by the researcher in many of the sample societies. So it might be biased or vague depending on the observer's view. And it could establish validity through prior and ongoing study on the similar society.

For phenomenological study, the general procedure is not much different from it of case study. Through interview, observation and drawing with the participants, the researcher is able to get certain image of the topic. And based on collected data, the researcher categorized them into a range of items.
Again, like case study, it established validity through collecting much data as possible, and verification should be conducted as well.

For both of qualitative researches, the idea that researcher must have fun doing researches was in my mind. Generally that's the merit of qualitative research, which is good for myself.

data collection design for case study

Data collection design


 Documents : Although what it means by documents for research, according to my understanding, researcher should get consent by Ss. However, I’d like to inform Ss what I’m going to do differently in classes and ask their background knowledge and expectation. For specific lesson protocol, I’m considering SIOP model modified to Korean context. Also, prior researches would shed lights on research methodology. This is grounded theoretically.

 Ss’ responds to survey before the research starts.

 Books for SIOP model

 References

 Archival records : Including pretest Ss will take a monthly test formally and informally, which show Ss’ achievement and effectiveness of the lesson. Also, I could record my lesson and reflect for myself to recognize the Ss’ reaction, effectiveness of materials.

 monthly evaluation score and progress

 Self reflection through video recording

 Interviews : Interviews could show their emotional and physical response. Other teachers’ interview will support or supplement the process.

 Ss’ feeling about the class, self improvement, achievement

 Teachers’ interview after observation my lesson

 Co-teacher’s interview

 Direct observation : No matter its subjectivity, the researcher could see Ss’ achievement and give corresponding feedback.

 in class observation, evaluation,

 Participant-observation : peer pressure effect and it’s more affective than teacher’s

 gallery tour for their group project and make a comment or feedback / website comment

 Physical artifacts : good evidence to its’ efficiency

 dramatize video clip?

 Materials : good evidence to its’ efficiency

 mini book, drawing, group work, project artifacts, assignment

For validity, Pattern matching could be useful, but didn’t get what it is and how to do.

Case study

Case study is interesting, regarding its construction. This appendix F was conducted on a gunman case, but mostly narrates the reponses.

To conduct the research, it was limited by several factors which were in-campus groups only, context-dependent inquiry,  inductive data analysis, time period, and single case.

There were used a range of data collection, such as interview, observation, documents, and visual materials, and added informants' feedback on the researcher's statements and comments at the end.

To interpretate the data, the researcher categorized them into five themes. This helps readers understand the case study result(? or meaning of the case) better.
One thing I'd like to take a note is using similar prior case to have evidence of retrigerring. If there were not certain evidence for the case, I learned that it's acceptable to replace other similar incident. Am I right?

After discussing possible issues and limitation of the research, it can be written epilogue.

talk to gatekeeper the other day

C: 예랑이 반을 수업연구반으로 정하려고 해.
    Yerang, may I sample your class for my research?


Y: 아.. 우리 반? 무슨 연구인데
   Oh, my class? What kind of research for?

C: 과학, 영어 통합교육
   Sort of integrated teaching with science and english

Y: 어떻게 하면 되?
   So what am I supposed to do?
C: 현재까지 계획한 바로는... 과학 수업 중 10분 정도를 영어로 설명할 기회를 줘.
    Up to now, I'm planning to conduct english lesson for 10 mins at the end of the your science classes twice a week.
Y: 그럼 뭘 기대하는 거야?
   Then what do you expect to?

C: 과학., 영어 성적이 다 오를 수 있는지..
   To see if it's valuable for both subjects..

Y: 진도 나가기가 벅차서, 되도록이면, 진도 관련 내용으로 부탁해..
   Actually 6th graders are under big pressure of test, so hopefully it would be relevant to the lesson topic.

C: 엉. 그럴게. 그리고 자기가 직접 하는 거 아니어도 되고
   Oh, sure. And you don't have to do by yourself, either.
   때로는 나눠주고 읽게 하거나, 자료를 들려주면 되고
   Sometimes you could just distribute some readings, or playing audio materials..
  때로는 내가 직접 가서 설명을 할 것이고
  Or even I could go and explains some concep, too.
Y: 응.. 오케이~
   Ok, I see.

Data collection procedures

Obviously, I’m working on Case Study approach in which participants should be involove in a program: SIOP or CLIL. Regarding the data collection circle, I should start from "Locating stie / individual" in my data collection procedure.

☞ First, my data collection site would be my workplace, although it can raise issues of power imbalance between me as a research and my students as participants. At least, I’m not their homeroom teacher, who is mostly taking care of them and has more authority. And the case would be class 5, who consented to be involved in my project the most by over 60%.
☞ I don’t believe that I have any problem to gaining access and making rapport, which I already have. But still I should get formal access with consent form provided on p.123.

- The right of participants to voluntarily withdraw from the study at any time
(not seems to be included – Is it ok?)
- the central purpose of the study and the procedures to be used in data collection
- comments about protecting the confidentiality of the respondents
- a statement about known risks associated with participation in the study
- the expected benefits to accrue to the participants in the study.
- the signature of the participant as well as the researcher

I already met gatekeeper, the homeroom teacher, and explained the purpose and brief plan.

☞ For sampling, my plan is below.
event : SIOP or CLIL with science
setting : 30 students in mixed level
actors : class 5 students
artifacts : improved positive attitude and confidence in both subjects
              Improved test score in both subjects.
Site level : in both language room and classroom
Process level: teaching science in English by 10 min in both English and science classes
participants level : mixed level in English and science ( Should check the diagnosis test result)

How to use the sampling strategies? Am I using any?

☞ As forms of data, I should address interview, observation, audiovisual materials
     (does it mean by teaching materials?), journaling (actually making comments online)like daily log, solving quizzes, photo elicitation on certain topic.

The bold types are my questions…

Narrative Study in Chapter 5

The way of researching of the sample narrative study was quite familiar to me, but the method was too simple. The author just observed and interviewed the informant without any sort of prescription. What I expected on narrative study, although it's about a person's experience, is that there might be certain action by researcher based on the participant's situation, so the individual's reaction could be observed. However, in this study, researcher presented on the continuum of the individual's life and just observed, then interpreted.

Therefore, the focus of narrative study is a single individual, and evoking the presence of the author in the study, interpreting what the author observed.

Shouldn't there be any intervention by the researcher to see the reaction?

pop up ideas from Lit review

1. need validate evaluation methods
2. using "monopoly"
3. developing routine activity for 4 skills (e.g. show&tell / retelling the story at the end of each chapter for speaking, blogging, e-maililing or journal s for writing, shared reading or extensive reading for reading, song, solving question or dictation for listening)
4. for selecting textbook or materials: survay Ss' preference for the title / topics

Chapter 3. gave me a bit of freedom

Chapter 3 is informing about gerneral formation of qualitative research.
The main questions are key characteristics, reasons for qualitative researchs, requirements, how to design and what to be addressed in proposal.

1. the chracteristics for my project: researcher as key instrument, multiple sources of data, inductive data analysis, participants' meanings, emergent design, and holistic account.

2. when to use qualitative research: just like I'm considering, when a problem or issue needs to be explored.

3. the process: start an issue or problem - examine the literature - pose questions, gather data, analyze them, and write up their reports. ; but no standard or accepted structure
- topic : about emotion laden, close to people, and practical
- questions change
- vary data collection
- examine the data inductively
- involve participants in the study
- review how participants profit.

Key message: Begin not with the methods -- but instead with the broad assumptions central to qualitative inquiry, a worldview consistent with it, and in many cases, a theoretical lens that shapes the study.

: Start with a single focus.

4. Data collection and analysis:
- rigorous data collection (committable and accurate at the same time)
- analyze data using multiple level of abstraction (including unusual angle or unexpected perspective)
- engage the reader
- reflect the history, culture, and personal experiences fo the researcher (think about the case "전영주's grammar teaching in English - she was talking about what she did and interpreted.")

5. proposal: take references of 4 examples.


The shift I could make at this moment:

First, I must go back to the first doorstep of considering value for a litter more while to understand clearly the core concept of my project. It says, "begin with a single focus" and "incorporate the comparison or relating factors."

Second, no more wasting time on methodology, but rather spending more time on assumption, worldviews and try to elilicit the core concept I'm willing to study.

Third, not necessarily set a range of questions, methods, procedure. They could change or shift during the porcess. Just committ to extensive time to conduct tasks, collect and analyse data.

Rearranging my thooughts

Things to do
-Setting moodle or other online space
-reorganizing curriculum
-determining experimental class

Talks with advisor
-think about validity: describe what I've been doing including advise
-list key items of the research
-list problems
-take note every detail in the process
-focus on the procedures rather than data analysis
-even though there's no valuable results to generalize, it doesn't matter. this happens just in my case

There's big shift from what I've been thinking, planning and doing.

Let's start from scratch... from the readings and find out important problems and consideration from prior researches...

For now...

I surveyed my students about CLIL (becoming to SEIL: Science and English Integrated Learning).

Unexpectedly, many students, I mean, more than my assumption, didn't want clil education.
Four classes out of five agreed to SEIL by over 50 percent. However, I should consider the other percent, too.
If I should choose one class for the case, I could choose class 5, which agreed to SEIL by 63%, though. In addition, the main reason the "No" people wrote was potential difficulty.

The next step is now for me!! I should elicit science contents from the curriculum which could easily match with English curriculum. And I also should take a look and experience SEIL prior to my students.
Fortunately, my co-teacher, native speaker will help me learn and check the science contents.

Am I going well? Am I missing anything? Is there any problem? Is it allowed? haha... SIGH...

Chapter 4. Five approach

I'm just jotting down scrambled stuff in my head.

Five appoaches, narrative, phenomenology, grounded theory, ethnography and case study, are indeed qualitative as they are. While reading this chapter, I realized what Eric mentioned the first week, qualitative are more about the value rather than efficiency or efficacy.
I don't like being told "as a pubic school teacher", but yes, I should think if the research were efficient or at least working for students!!! So basically I can't help considering about efficacy.
Is it now more on quantitative side?

The more I understand the feature of qualitative approaches, the more I start confusing of my research direction. Pieces of plan in my head are mostly about setting, method, expectation, assumption and so forth. And now I'm looking back of my philosophical framework based on the plan.
What do I want to do this for?
What am I expecting from my research?
What could be valuable for students?
Would it even be valuable?

Talking about the five apporach again, I know I should take case study.
But thinking about why, the purpose of my research, I might have to change or reconsider my research framework including the title.... main question.

It gave me a lot of wonders... and ended up with a bunch of questions for myself... ㅜ.ㅜ

Philosophical framework for my project

Mostly my philosophical framework is on Methodological, which is focused on strategies, settings, results, and so forth. Depending on what to teach, the research result might be determinded very differently. So basically I'm in the process to elicit core contents appropriate to teach in English, which are mainly about important concepts or terms in Science. And also try to rearrange school curriculum according to them.
However, the more I'm digging in, the less I'm confident on my work. Am I going toward right direction? Am I missing some important procedure? Is my decision appropriate? These range of questions and wonder are coming up!!! SCARY~~

In my vague situation...

I thought I should have to understand how qualitative research method works. And I've got a few useful informations even in Korean, which helped me get a big picture of it quickly.
Actually, this course and time is not only for getting to know about research method but thesis design in real. Throughout a range of materials and articles are scrambled in my head, and I need to make things clear and neat... Reading the course book..

CLIL

What an interesting concept, although it's hard to get!
You are the first place I have to get to. Just wait!