As an overall statement of what I have learned, it is simply that I don’t know enough about research (but I am better now). Initially, I began with the idea, that I must conduct surveys, observe, gather data, analyze it and be done with it. This is wrong. As with many other things there are many types of research that can be used. I reread all of my reading reflections. The recent ones are the ones that I began to make personal connections and figure out how I can use various types for my capstone project.
If it were not for the efforts of our instructor and some peers in this class, I would not have been able to make sense of the types of research I need to use for my capstone project. I met face to face with one classmate that helped me narrow the focus, emphasis and do ability of my project. Both she and the instructor have helped me understand what I really want to do. The question must be written well, specific and clear. What was an initial idea that made sense to me did not make any sense at all to the way it was written. For example, I asked two questions for my pilot study project and submitted them to three different people with differing backgrounds.
1. As an evaluator of an art teacher, what TWO types of evidence might you look for during an evaluation for Domain 2d; “Using assessment in instruction”?*
2. As an evaluator of an art teacher, what TWO types of evidence might you look for during an evaluation for Domain 2f; “Integrating content reading and writing instruction”?
My concern was that the questions were not written well. Two of the three people answered with answers that were structure they way I thought, but the other stated that she could not answer them the way they were worded. It did not make clear what I was asking. She said the “types of evidence” where unclear. She felt that I should state “types of lessons”. She was correct. I meant what type of lesson (that would have gatherable evidence). This is the strongest part of what I question; do I get so close to the research that I lose focus for others to interpret?
The single idea that I will remember for good is Action Research. This is what I have been doing as a teacher for 20 years, but have never learned what to call it. I always assumed it was professional development (although it is). There have been many types of Action Research I have conducted that used mixed methods of research (qualitative and quantitative) to arrive at how to teach better. These have not been formally documented, but I have always learned how to teach better from the results gathered.
Writing a good question to research is the skill that I have improved. If the question were ambiguous and not specific nor worded correctly, the data would not be true. Consequently, I can’t do this without the use of classmates, peers, colleagues or instructors. Questions must be analyzed and ‘checked’ to see if they are written clearly. In week 7’s readings, Keifer-Boyd’s (2007) analysis of Judy Chicago’s project of teaching emphasizes the need for peer and instructor input for personal growth. I am comparing our discussion boards and her group circle in which each person is expected to participate, but can pass and revisit later in the session. We have this peer support within this program to bounce ideas from. If you think of us as visual artists working together to focus on one show with each creating a piece of artwork, this is exactly how we can reflect and learn.
This biggest struggle with this class was the time allotted for the IRP. It was most difficult for me to “get into it”, however, what really happened is that getting into it made me understand what I was really doing for research. How I was going to conduct the research and how it would be presented. Once I began to be immersed in this project, I was focused and all of the readings, maps, ideas bounced around began to formulate and resonate with me. I still need to edit and refine, but I am much more comfortable in my ‘shoes’ now, but they are not a perfect fit yet.
Keifer_Boyd, K. (2007). From content to form: Judy Chicago’s pedagogy with reflections by Judy Chicago. Studies in Art Education, 48(2), 133-153
I like the way you use the analogy of the circle of artists in Judy Chicago's course to our peers in this program. I hadn't thought of it that way, but you are right. Just like the artists who are trying to become better, we too are trying to become better at teaching and we lean on each other for guidance, to bounce our thoughts off of, and to help each other make sense of all these new ideas. The beautiful thing is that we've made friends to last long after we have completed this program.
ReplyDeleteI agree Patty. Our group has been critical friends. Not just the original group but some added after our first start two summers ago. I forgot to mention the one statement that Leslie said during the first Elluminate session that has stuck with me in this entire process. "You are not going to change the world with your Thesis Project, make it doable". That one statement helped me keep my thoughts focused and in perspective and practical. (I meant to say that in the original post)
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