keepdancin1204

[keepdancin1204]

Out of Time

This week has been overwhelming. I have this feeling of a tidal wave approaching as I need to complete this paper but still feel like I have to much to learn to complete the task. I wouldn't say it's writer's block. More that I don't trust the accuracy of what I am writing and I am passionate about the topic. I need time. Time to make sure what I am researching is valid. Time not to write ideas which inaccurately represent what I am trying to say. Recognizing that this is not my dissertation does not provide comfort. I am preparing to write a dissertation and I simply do not have time to feel that I am inept to be where I am. I don't want to simplify my ideas for the sake of an easier study. I am trying to research and write and 10p.m. and 5 a.m. following grueling work days and I am exhausted. I am concerned about trying to write with this kind of schedule. I have gained a much greater understanding of the concepts of qualitative research and have had the support to put thoose concepts onto paper. But outside of the classroom, the end of a school year is swallowing me up and I feel defeated. My approach to my research is offering more questions than answers and trying to write a qualitative paper at the same time I am writing a quantitative one has my head swimming. I appreciate M and T's formula approach but I am not blinded in that simplicity.

Hatch says to "Just write". That is what I am doing here. "Accept anxiety". I find comfort in relating to Hatch when he confides that he experiences "a battle with demons telling him he's not working hard enough". I'm right there with you Amos. But I don't know how to work any harder and I only find solice in the fact that this is not my final chance to write and the semester will end, whether I want it to or not. Thank you for all of your support Dianne. I have so much more to learn, but the clock continues to tick.

[keepdancin1204]

Data Analysis: Never enough but there could be too much

I really thought data analysis was going to pretty straight forward. You know, ask your questions, get your feedback and then relate it all back to your research questions and voila' - research complete! But then I slapped myself and said "wake up woman, this is research! Nothing is ever that simple!". Merriam and Tisdell attempt to provide numerous examples about identifying categories, however the more examples they provide the more complex the process seems and they were still just talking about categories. Then they add personal descriptors to the categories stating that they should be "responsive to the research", "exhaustive", "sensitizing" and "mutually exclusive" and I totally lost the point of what they were trying to communicate. I guess I am more of a tell me what I need to do person, and the idea of identifying a "sensitive" category threw me a bit. Finally M and T decide to discuss data analysis according to reserch design. Here the authors present analysis concepts anywhere from simply being open to the process to concrete stages of investigation. Completion of reading Chapter 8 of M and T left me apprehensive and confused other than I need categories within my data. I may be a little hard on the authors but by this point in the application of my education, I am ready to do just that - apply what I am reading, not contemplate esoteric sensitive and exclusive categories. So I moved on to Hatch and discovered he presents numerous ways to approach designating categories, not according to research design but rather framework for organizing the researcher's analysis approach.  Hatch asks you to determine your approach to the data analysis whether typological, inductive, interpretive, political or polyvocal which align with various paradigms. The questions to data analysis are different with each of these frameworks. While this concept is a little foggy, I appreciate the idea of attempting for some level of concreteness, though he states a step by step model is not his intent. I'm not sure this approach doesn't cause more confusion for the reader. While conceptually valid, each of these distinct frameworks appears to be a more universal component of data analysis. Hatch states in the interpretive framework that the researcher is an active player in the research process and for that reason, I would assume that this may be the framework I could use to approach my own data analysis in an action research design. Even writing this though, I feel uncertain that the questions outlining "assessing Interpretive Analysis" (pg210), are complete to help me woth interpretation of data. It seems these questions address the analysis procedures moreso than the data content itself. Interpretive Analysis did not talk about similarities or categories in the data but was more open to researcher interpretation. Perhaps I missed Hatch's intent and these various frameworks are meant to be blended, with categories andthemes addressed in a typological framework and other frames of analysis layered on top of that. That would make sense to me but I did not take that from his reading. I guess the beauty of qualitative research is that my interpretation of data needs to be supported and align with my research questions. Other than that, I'm going to stop scratching my head and getting lost in the weeds of these chapters. #aintnobodygottimeforthat

[keepdancin1204]

Coding.  #showmethedata

“How do doctoral students experience the period of their lives when they are in graduate school?” was the intitial interview question. From there each cohort member developed their own questions to access data from other cohort members to help answer that question. 

Reviewing the one transcript in which I was involved in the interview process was a completely different experience than reviewing the transcripts of 8 other interviews. While each interview had a common originating question, experiences reflected different data.  I began to sort through the data of the interview I had initially transcribed. I used a variety of highlighters to identify themes that ran through the initial interview: support systems, expectations, changes in expectations, reasonings for getting this degree, family responsilities, career responsibilities, relationships, stress levels, time management and satisfaction. Because of my familiarity with the interview I conducted, I knew some of the themes which existed. Rereading the interview for confirmation and for data was different than reading it as a conversation which occurred between two people. It was an interesting perspective in which the personal relationship was removed and only a search for themes was the purpose of the reread. Having this perspective on the interview I conducted, I decided to read each interview once just for the purpose of conversational perspective and how each of my cohort members responded to the initial research question and questions they developed for the purpose of gathering data. I gained new insight from pending life changes to personal struggles and celebrations various members are going through. This was a seperate category of information which was shared but did not elicit themes related to the research question. 

Next, using the interview I conducted, I reread other’s interviews and searched for common themes, coordinating the highlighted sections to correspond between interviews. Some of these themes overlapped but had slight variations earning them their own highlighted section, i.e. family could come under support or perceived stress that participation in the program placed on family members. Realizing because I did not have access behind the emotional framework in which the questions were answered, I could only guess at the ranking of significance each answer played in the life of the interviewee. The answers were only words on a page with no context from which vital information can be gained.

In the end, my rainbow of pages reflected some common life responses doctoral students were experiencing during the period of their lives when they were in the graduate program. While those themes are able to be identified, manipulating the data as far as ranking greatest impact or changes in approaches to career would be impossible to do because data came from various sources without the needed references to fully utilize it any more than a collection of information.  This exercise has helped emphesize for me the importance of really analyzing the structure of data collection, outlining specific boundaries and the difficulties in using data collected by others without full reference information made during the interview.

[keepdancin1204]

Time for Transparency

The interview we completed in class this week with other members from our cohort was the third interview we have been asked to conduct since beginning the doctoral program. It is probably the one I felt the least confident about regarding the completed product.  Sometimes the less you know ... The first interview required was a requirement in Dr. Ohlson's class and I chose Dr. Monica Verra-Tirado, Bureau Chief of Exceptional Student Education with the Florida DOE. I sit on the SAC for ESE services with Dr. Verra- Tirado and felt comfortable interviewing her regarding her perspective on leadership. I recorded the interview, not because I was aware I should do that but because I was intimidated by her position and didn't want to ask her ro repeat information! I felt confident that I had captured her thoughts on her own leadership style and her perspective of the important components of true educational leaders. I had the interview word for word to document and validate those thoughts. Transcription was tedious and in the end unnecessary for that project.

The second interview was with Susan Edelman, VP of Stratgic Communications with Connectable Jax. I had predetermined questions, I recorded the interview and felt that once again I had captured the knowledge I was seeking from the interview process. I transcribed the interview word for word and was able to convey the assignment with confidence. -

Interestingly, I approached the third inteview completely differently. I mean, it was Davina. She was one of us (sorry Davina, I know you're an Associate Dean and all, but you are still one of us!). I did have my list of questions but my preperation and approach was far less formal. The questions for the interview were ones we had all talked about among different classes through out the program. Reflectively, I am embarrassed now to say I approached this interview like I was simply checking off an assigment. I did not feel there was a reason to record the interview. We had all heard each other's answers to a variety  of these questions. Some of the answers led to some details I wrote down and I made notations of Davina's responses. It was comfortable and approached like a conversation. I have to admit I did not treat Davina with the respect that I did the previous two interviews. The quality of my product was not as comprehensive because in hind sight, I didn't listen for details and data because I thought I already knew her story. So when I went to transcribe from my memory, details were missing. Davina was gracious to provide additional clarifying information through her own written responses, but what an awakening for me. If I approached interviews for research in such a manner because I was familiar with the interviewee, I would miss pertinent details and my data could be skewed. The reading regarding observations and interviewing was far easier than previous chapters regarding research paradigms. The implementation however is not as simplistic. Data from interviews and observations is as valuable as data from clinical research and should be treated with the respect for the value and analysis they provide to support  research design and findings. In full transparency, this interview was not respectful of the person who had taken their time to provide information. It was eye opening for me and I am thankful that it happened. My lack of attention could cost me valuable knowledge and impact the data on which my research is based. I have a far greater respect for the interview process than I did when I completed my previous assignments from the correct approach.

Davina - thanks for helping me learn more from this interview  than the prior two perfected processes! 

[keepdancin1204]

Observation in my Happy Place

Observation Blog #7

I chose to observe in one of my classrooms, mostly for the sake of convenience as I knew with the commitments I had it would be difficult to carve out time to visit a more public establishment on two separate occasions. I knew that I would not be a disruption to the students because I am frequently in the classrooms. I decided to focus my observation on the students rather than teacher interactions. You will see from my field notes that that was not the easiest thing. I naturally gravitated toward notating teacher to student interactions rather than student to student interactions. In the end, I focused primarily on the Teacher Assistant (TA) and one of the students. Given my supervisory position, I decided to share the activity concept with the teacher so she was not concerned that this was a performance evaluation for her. In my opinion, my presence did not alter her interactions with students or a change in schedule.

Some of the questions guiding my observations were:

How are students of significantly varied ability levels engaged in guided learning?

What social interactions were occurring between students?

What was the relationship between the teacher assistant and students for on task behavior?

Participant coding:

Age: (8) 10 years old

      (5) 9 years old

      (1) 20-25 years

      (1) 30-35 years

Gender: 5 Female          8 Male

Diagnoses: Down Syndrome  4

                Autism   5

               Chromosomal Differences 2

               Cochlear Implant and InD 1

                Developmental Difference 1

Physical Space:

This setting is a 4th/5th grade classroom actually within a portable building. The space diagram is attached here. The classroom has a smartboard which was utilized for rotational groups. The classroom has 13 students and during this first observation, 3 of those students were excused 10 minutes into the observation to work on presentations with another teacher. See attached schematics of physical space and photos.

Relationship: 12 of the students have been in class together since August 2018. One student was visiting for the day. He was not included in photos but was included in observation notes.

Observation 1:

Upon entering the class, students were engaged in an activity known as Calm Classroom. This is a mindfulness activity used to assist in transition between activities. The physical environment was noted to have reduced lighting, a diffuser with essential oils and students seated at their desks. Some students were following the mindfulness directive and engaged with eyes closed. Others were looking around, observing other students. For the most part, students were quiet with the exception of one young girl with Down Syndrome. I chose her as my point of observation and interaction with others. She will be referenced as G.  She was seated in her chair with her upper body hanging down over her lap to the floor. The action of this student did not elicit a change in the behavior of the other students and was largely ignored.

When the mindfulness activity was completed, the students were directed to pair with other students. G.  growled and stated “Worst day ever”. The TA whispered in her ear and she easily redirected and got into group with the assigned student.

Students were paired by instructional abilities. Ability groupings ranged from 1:1 correspondence counting 1-10 to students completing single digit multiplication problems. In the pairing, G. was the more dominant student and initially restructured the activity to where she had all of the components. She vocalized her unhappiness about not being chosen for the smartboard activity first. She attempted to gain attention from others with laughter and did not involve her partner. The TA came over and reassigned the pieces, waiting for G. to engage with her partner and then immediately drew a happy face on her desk stating “Great job G – helping out a friend”. G. became interactive with the other student and led the activity between the two of them. G. was very socially motivated through praise and engagement with others. When the groups were redirected to the next activity, G. was compliant but transitioned very slowly even though she was moving to the preferred smartboard activity.

During the remaining time for this activity the teacher was engaged in direct instruction, the TA moved about the groupings directing and giving reinforcement through verbal praise and drawing happy faces on the desk.

Given the ages of the students and supports needed, I was impressed by their level of independence in these rotational groups.

Observation 2:

At the beginning of the second observation, students were returning from Music. Students were engaged socially while teachers were passing out water bottles. Cued that they were going to begin with a Calm Classroom activity, one student initiated turning the sign outside the door to discourage interruption during the mindfulness practice. They were again led in a Calm Classroom mindfulness activity to refocus and begin Language Arts. A. observed but did not actively participate in the activity. Upon completion of the activity, the teacher pulled small groups of students to complete reading assessments on independent goals and the TA led a verb charade game.

Students were sillier this afternoon and wanted more attention from one another. Charades was a good way to channel the energy. Students were chosen by having their name drawn from popsicle sticks. G. was especially shy and stood still so the students guessed “growing” 😊. She began to sing and they guessed correctly. The TA would whisper a verb to students who were shy or struggled with thinking of one. G. was visibly happier this afternoon. The TA used a whisper voice to regain attention. Finally, students looked at library books while the adults completed progress sheets for the day.

Possible research questions:  

1.     Did professional development assist this teacher is developing the classroom control that was exhibited on both unplanned observations?

2.     Would classroom management have been the same without the Calm Classroom transitional activities?

3.     Would these same techniques have been effective in a neurotypical academic setting?

[keepdancin1204]

Blog #6 BBs on a Glass Table

A rose by any other name ...may or may not still be a rose. After reading and rereading the assigned chapters for the past weeks, I was under the blind assumption that I think I have an understanding and am ready to move on and design a study. And then confusion. Qualitative research will keep you humble. I think the confusion lies in being a step by step kind of person. I need to organize and lay out thoughts, processes and have some understanding of the end before I am able to begin. Understanding qualitative research is a bit like gathering bbs on a glass table. Small metal balls beginning to come together and take shape, until you drop them and they are everywhere again. I appreciated Meriam and Tisdell breaking down the process of identifying a theoretical framework. However there were a number of "drop the bb's" moments where I feel like I have to try to pull my thoughts back together to give them shape again. Hoping to get clarfication between theoretical framework and conceptual framework, M & T write that the terms are used interchangeably. This would imply that they have the same meaning. It would seem though researchers may use the terms interchangeably, there are distinct differences in their ideational inclusion in research. M & T also define them differently stating that the theoretical framework is " broader and includes terms, concepts, models, thoughts annd ideas, as well as references to specific theories" but conceptual framework resides in the methodology section of quantitative research. It would seem too simple to say theoretical framework is qualitative and conceptual is quantitative. That would be an easier way to categorize terms which have differences but are used interchangeably. This concept will warrant further class discussion as my bbs are everywhere and yet I know it is foundational in moving on.

M&T's discussion of a literature was helpful with a common sense approach. In looking through literature, find consistency in writing. Identify the researcher(s) who most resonate with your question. When you can begin to cite references, studies and theories, there is a good indication you have done a thourough review of existing literature. Designing the sample requires asking additional questions about exactly what you want to learn. Who and what you are studying will have overall influence to the questions you are asking. Understanding that my research will include purposeful sampling, further criterion have to be identified to align the particpants with my research question. 

 I have decided my incipient knowledge of qualitative research is much like the process - primarily inductive and not black and white. Thankfully I am becoming more comfortable in grey.

[keepdancin1204]

Lights, Camera, Action-Based Research - Blog #5

In a comparative review of action based research, critical research and arts based research, I came to understand the significant difference between action based and critical research. Though in reflection, I do believe that critical research is a call to action to incite change in power which suppresses race, gender, dis/ability or other social groups. These chapters have helped me to realize that action research is my design method of choice. I had been wrestling with the Critical Disability Theory and thus critical research, however that will be for another time as it is not the most appropriate design for the questions that I am currently asking. I do believe that there are different powers which surpress individuals with disabilities. That could be an entire other blog series. Vocational and educational opportunities are overshadowed by social stigma that oppresses individuals with intellectual differences and other dis/abilities. If that were my research focus, I would most certainly use a critical research approach. The intent of my research is to impact change in instructional techniques and to empower teachers in their own self-efficacy as they gain additional strategies to engage students in self-contained special education classrooms. This focus best leads me to a research design that is responsive and evolving as coaching is implemented. Interestingly, arts based research may not be the design but an art therapy approach is currently integrated into classroom instruction. I could possibly consider using this as a method of data collection for some of the therapeutic class room interventions that will be used. I had not considered it before, but it may warrant more consideration.

I feel confident that using an action research design is the correct methodology but will take it a step further to identify the study as a bounded case study. It will focus only on the special education teachers in self contained classes at one school. Because of the researcher's position within the school, significant care and consideration will be placed on design, data collection and analyses to eliminate bias for significance. I am excited to get started and am having to slow myself down from implementing coaching when my design is not ready. It feels selfish in a way. Recognizing that ready, set, action is my personality I am having to proceed with caution. But I am cautiously excited at the possibilities.

[keepdancin1204]

Assignment 6B Research Questions

I intend on designing an action research case study to approach my topic of interest. I have chosen these methodologies because the action research will allow me to have an evolving study in which I can respond to the data as the research is occurring. My integral role as coach to instruct in therapeutic interventions allows me to use teachers as co-investigators. In addition this will be a case study as the research will focus on the special education teachers only at the North Florida School of Special Education. My questions are as follows:

What influence does teacher coaching in the recognition of therapeutic instructional responses have on improved special education classroom management at the North Florida School of Special Education?

How does coaching in therapeutic instructional response increase special education teachers’ self-efficacy at North Florida School of Special Education?

[keepdancin1204]

https://docs.google.com/document/d/1jSdBbrYrMKQmwJR1WHp5iUvH8Nor_9ottpUJMqLq31I/edit

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Deciding Design. So many choices, so little time.

I’m not exactly sure why, but I’ve always thought I would do a qualitative study. Probably my deep- seated fear of statistical analysis. I also think it is probably because my comfort lies in stories and constructing change from people’s experiences. It just seems to make sense that leaders wouldn’t re-invent the wheel but look at what has worked well and build on it. If what you are doing isn’t working well, use the experience of others and change the approach. I realize this is a really dumbed down approach, but…. My fear had been that by using a qualitative method, my research would not be taken seriously. I have this deep drive to have a significant impact on how special education teachers instruct and interact with students who have intellectual differences. I haven’t reached a comfort level with doing research that isn’t transferable to other settings. If research doesn’t produce useful information to construct positive change, what is the purpose of the research?

Reading through the vast descriptions of research design from Hatch, I realize there are many ways to “skin a cat”. The first step to design will be determining what is it exactly that I want to impact. What is the real question I have. Currently I want to impact teachers, students, schools and the community. Not going to happen in one research. I may be graduating with Cohort 38 if I don’t narrow down my lens. I am asking questions which all impact one another, but somewhere is the key question that I can start with. There are many other questions to be asked, researched and answered. But not all today.

I am becoming more comfortable with the idea that my paradigm is from a Constructivist point of view. Commitment is hard sometimes! But when I realize how many times I tell my teachers to get out of the box with their thinking, I realize I construct classrooms and teaching from a paradigm where there are as many realities as there are student needs. I’m a little stuck on methodology and feeling solid in a constructivist methodology being supportive. But I also know that is me wrestling with the unknown, feeling that stories won’t be valued if they don’t “prove” that coaching supports can bring about positive change for teachers. Of all the designs, action research is the one that I resonate with when thinking about my research topic. Maybe it’s the name – “Action”. Maybe it’s because it is defined by Hatch as “designing a change that addresses a problem”. Or maybe its an Ethnographic study that looks at what comprises the culture of special needs schools. Or maybe it is a Phenomenological study that uses the stories of teachers to show where coaching impacted their self-efficacy. Or maybe it’s a Phenomenological, ethnographic action research project. Just kidding, Dr. Y-H. It’s just good to know there are options.

[keepdancin1204]

Bubba Gump’s Understanding of Qualitative Research

Blog 3

Chapter 2 of Merriam and Tisdell’s  Qualitative Research left me thinking I may actually still have an ounce of intellect. Other than the speed bump of not really being able to differentiate between the finer points of Narrative Inquiry and Case Study, I was  thinking “OK, this is a little more of the black and white road map I need to write my dissertation. Keep it simple, follow one of these research designs and I might get through this process.”. Then I stumbled across the 18 outlined design studies in Hatch’s Chapter 2. I likened it to Bubba in “Forrest Gump” talking about all of the various ways shrimp could be prepared, “ You got your ethnography and you got your micro-ethnography. Then you got your macro-ethnography and your ethnomethedology…”. You get the idea. I plugged them into Quizlet to try to scrape some of the mud off and understand this foreign language better. What I have resigned myself to is this: Qualitative Research allows me to ask broader questions. It helps me to begin the research around a topic of interest where there may be so many variables which impact the research, I may have to unearth where the causality lies which would impact change. Not that change can’t occur through solid case studies or constructing an educational criticism qualitative research study. I simply take respite in knowing that I don’t have to find the perfect research question to answer all of the concerns I have in one ginormous research proposal. I love the idea of freedom to explore within areas of education that can be impactful and possibly unearth deeper questions that would stem from an epistemology and probably a constructivist paradigm (still reflecting on this). What I do take comfort in is becoming familiar with qualitative designs, but I not looking at it as a vocabulary test with specific black and white definitions. I have come to realize that qualitative research does not reside in a neatly packaged defined world. I personally need to invest in researching the details of the 2 or three approaches where I feel most comfortable and that they align with my research interest. I am not there yet, but am intrigued by Action Research Projects, based on Hatch’s description that it is “works in concert with those on the front lines and improves that practice based on what is discovered”.  This approach may allow me to research more deeply the methods I believe can bring behavioral change and increased engagement in special education class rooms. I would be able to implement these changes through a constructed research design. Does this mean I might be able to have my shrimp and eat it too?

[keepdancin1204]

Bubba Gump’s Understanding of Qualitative Research

Blog 3

Chapter 2 of Merriam and Tisdell’s  Qualitative Research left me thinking I may actually still have an ounce of intellect. Other than the speed bump of not really being able to differentiate between the finer points of Narrative Inquiry and Case Study, I was  thinking “OK, this is a little more of the black and white road map I need to write my dissertation. Keep it simple, follow one of these research designs and I might get through this process.”. Then I stumbled across the 18 outlined design studies in Hatch’s Chapter 2. I likened it to Bubba in “Forrest Gump” talking about all of the various ways shrimp could be prepared, “ You got your ethnography and you got your micro-ethnography. Then you got your macro-ethnography and your ethnomethedology…”. You get the idea. I plugged them into Quizlet to try to scrape some of the mud off and understand this foreign language better. What I have resigned myself to is this: Qualitative Research allows me to ask broader questions. It helps me to begin the research around a topic of interest where there may be so many variables which impact the research, I may have to unearth where the causality lies which would impact change. Not that change can’t occur through solid case studies or constructing an educational criticism qualitative research study. I simply take respite in knowing that I don’t have to find the perfect research question to answer all of the concerns I have in one ginormous research proposal. I love the idea of freedom to explore within areas of education that can be impactful and possibly unearth deeper questions that would stem from an epistemology and probably a constructivist paradigm (still reflecting on this). What I do take comfort in is becoming familiar with qualitative designs, but I not looking at it as a vocabulary test with specific black and white definitions. I have come to realize that qualitative research does not reside in a neatly packaged defined world. I personally need to invest in researching the details of the 2 or three approaches where I feel most comfortable and that they align with my research interest. I am not there yet, but am intrigued by Action Research Projects, based on Hatch’s description that it is “works in concert with those on the front lines and improves that practice based on what is discovered”.  This approach may allow me to research more deeply the methods I believe can bring behavioral change and increased engagement in special education class rooms. I would be able to implement these changes through a constructed research design. Does this mean I might be able to have my shrimp and eat it too?

[keepdancin1204]

Epistomological Awareness, Instatiation of Methods, Theoretical Paradigms and other Research Reflections that will leave you …. Mind Blown.

Blog # 2

I sat with my Chai Tea Latte and began to approach the readings for this week still left a little shaken from trying to wrap my head around and apply the chapters from Week 2. Philosophical Assumptions and Interpretive Frameworks looked relatively unintimidating and so I began with this article authored by Potts and Creswell. The framework in which it was written helped me to reflect more deeply on my own epistemological beliefs and how they applied to my interest of study. Rather than citations specific to te article. this blog is a result of a deeper understanding of research paradigms as a result of the article. It is my attempt at understanding where I my beliefs are supported to move forward to research. From Day 1, I have vacillated between topics and was determined to intertwine them  in one all-encompassing research study(just ask Dr. Dinsmore!). I probably hold the record for trying to relate the most topics into a single research perspective and make sense of how they could be assimilated into one study. I initially began looking at special education teacher  retention. My lens was an emphasis on the impact of an ineffective evaluation process and lack of administrative support. I determined that looking at the epistemological perspective of General Education administrators was impacting the evaluation of Special Education Teachers. Performing literature reviews contributed to my belief that this is an area that has been researched ad nauseum but there was no apparent movement toward resolution with equal arguments on both sides of the research. I decided not to contribute to the banter with little resolve in sight. While attending a Summit Conference led by Robert Marzano and speaking with him about the mentoring of special education teachers, I was convinced I would research using Professional Learning Communities with Special Education teachers and impact the retention of these teachers because of PLCs. Then I came down from the mountain, despite Marzano’s offer to review my proposal of this as a possible area of study. I still didn’t feel I had found “it” – the area of study where I felt drawn to research deeply and could add value to an existing library of dissertations. I noted that my passion in the classroom was not how well lesson plans were written or if Sub plans were in place. I began to think if I could impact a student’s instructional engagement through decreased behaviors, they would learn better and teachers would find greater professional satisfaction and less stress from dealing with behavioral interruptions. In the midst of completing teacher evaluations and coaching, I find myself full circle, looking for a better evaluation tool which measures more than the hard and soft skills of instruction. I want to know what teachers understand about the therapeutic aspect of managing classroom behaviors, keeping students engaged and measures teacher knowledge and support of student’s sensory seeking bodies to be able to focus and listen? Why don’t these seasoned teachers understand about Executive Function and how to better support these deficits? What is the purpose of completing an activity if Johnny can’t sit still in his skin to process information you are presenting. So, I thought I should impact classrooms by showing how behavioral approaches, other than ABA, can impact behavior and result in greater student learning through decreased impulsivity and increased engagement. Over the past couple of weeks of reading I have begun to have a greater understanding of my own Epistemological point of view and where my truth lies in my definition of a “great” Special Education teacher. I have spent more years as a therapist than I have in education. I can’t look at a student to teach without figuring out therapeutically what would make the instructional environment more conducive to that student’s learning. So I began to reflect on what is MY truth about classroom instruction. If a teacher doesn’t understand about Sensory Dysfunction, Executive Function or Processing Disorders, then what is the point of their direct instruction when the receptacle in which they are pouring knowledge cannot retain it. How can I coach my teachers to recognize the reciprocity of instructing a body that is uncomfortable in their own skin and battling conflicting stimuli? And so my AHA moment of my passion for research is to demonstrate the impact of wholistic therapeutic classroom management utilizing mindfulness practice to increase student readiness for instruction and their ability to assimilate instructional information. I was feeling pretty good! Then I read the Koro – Ljungberg et al. article and ran back to my corner. I struggled with comprehension of concepts and terminology but believe I was able to glean the essence of the article – when you present a research question, it is imperative that there is alignment between the research question and the chosen theoretical perspective. In addition, there must be a connection between theoretical perspective and how you collect data. If the researcher shows continuity between epistomological beliefs, support those beliefs with a theological perspective, align data collection with the beliefs and defend this design theoretically, research can have a greater validity as these factors all support the research process. And this is a very simplified version of my comprehension and what I believe I am supposed to be reflecting on through this reading. Now I am trying to take my topic, apply this reflection and determine how to align what I believe to be the truth of special education with a research question and method that support that epistomological belief.

[keepdancin1204]

I will make you cry like a little girl!! 

My visual analogy of the Qualitative Research terminology seems analogous to the onion - each layer pungent on their own yet stronger as a part of the greater whole. Each layer equally contributing to the composition of the vegetable. And like the onion, I am sure these concepts will have me crying more than once this semester!

[keepdancin1204]

Reflective Reading Blog #1

JTA Worldview Exercise

Part of this week’s reflection included conducting the worldview exercise in the book Negotiating the Complexities of Qualitative Research in Higher Education: Fundamental Elements and Issues. Authors Jones, Torres and Arminio (2013) ask the reader to engage in an interactive exercise. The intent of this activity is to help readers identify with descriptive statements referencing four different leading paradigms: Positivist/Postpositivist, Interpretive/Constructivism/Constructionism, Subjectivism/Critical Theory and Postmodernism/Postructuralism. In the initial class meeting we had an opportunity to review these research paradigms and select from charts the paradigm we felt we most related to. At that time I felt certain from the chart descriptions, my views aligned with a Poststructuralist stance. I was surprised when my world perspective and beliefs most aligned with Constructivism, not the Poststructuralist I had previously selected. Of the 8 statements in the Constructivist paradigm, I related to 7 of them. I also found validity in two statements from the Critical perspective and from the Poststructuralist. These statements most closely encompassed those beliefs relating to transformation and the emancipation of individuals. I am a strong advocate for the independence/employment of individuals with intellectual differences and for this reason, related to those perspectives. The human factor of the Constructivist paradigm captured me. I do not believe we can separate humanness from one’s view of the world. It is my perspective that all decisions resulting from research impact some person or persons and their values, their relationships with one another and their surroundings. These values can change or be influenced by the impact they have on a group of people. Without these considerations, it seems any research lens is  narrow if it doesn’t impact change for the greater good.  But that’s just my opinion.

 Meaning Making

 In some capacity I have been engaged with individuals with intellectual differences for as long as I can remember. From reading and rereading my favorite book about a young girl with cerebral palsy, to being a “buddy” to a student in my high school with cerebral palsy and who communicated through typing by holding a tool in his mouth. Professionally I chose a career in which I was able to make a difference. Seek a purpose greater than myself, if you will. I have always sought as a personal mission to continue to grow where I could have the greatest positive impact on the greatest number of people, which would elicit change for the better. I believe one of the meaning maker moments in my life was when I was working with medically fragile children with intellectual/developmental differences. I was relatively well recognized within my field, served on a state team to evaluate and train staff to feed severely impaired and medically fragile individuals. I traveled nationally to consult and presented in workshops. My focus was on developing feeding skills in those who were fed through a G tube or had other oral motor deficits which impacted nutritional intake by mouth, quality of life and their communication. Well into my career, within 3 month period, 3 of these children died. I could no longer not wrap my head around what I had believed to be my purpose. I experienced self-blame, doubt in my skill set and grief at the loss of individuals who were like family. Therapy such as this is a very personal field where caregivers come to rely on the therapist to “fix” their child. Feeding acquisition is a gift the therapist is able to give a mom who struggles with not being able to sustain a basic need for their child. While I do not remember the specifics in each child’s death, I still remember the emotions associated with them. I stepped away from my career and could not face that, what I believed to be my personal mission, was too overwhelming to return to. This mission (passion for those with intellectual differences) kept haunting me as I minimized my abilities and was safe in my career path simply running after school programming. My dissatisfaction with the impact I was having became overwhelming. I was simply collecting a paycheck, not making an impact. Through a series of events I arrived in my current setting where I had complete freedom to not only impact communication, but the educational environment, teaching strategies and parental training. I was able to discuss oral function and impact without delving back into the intensity of feeding. I am occasionally called to consult and will do so, recognizing my gift is to share my knowledge and experience with others. I have realized that being a voice for individuals with IDD and their families is ingrained in my fabric. I can’t NOT mentor or instruct others if it will make an improvement in the life of an individual who is unable to advocate completely for themselves. The world of special needs and my desire to be their voice has become my ontology, epistemology and raison d’etre.

 My Worldview

 I am not sure why I chose this particular life experience to write about. I could have spoken of my divorce or the death of my children’s father. Or the births of my four children. All of these had impacts where I know life paused and I was changed. Writing about the career change I experienced has helped me to see that I have judged my value as a barometer based on the impact I was having on others.

My world view is based primarily from a Constructivist perspective primarily because of my strong value of human interaction. I believe that relationships and the gifts we offer to one another facilitate positive growth and change for the community and world in which we live. I believe that truth can be developed within these relationships for the good of the whole. I do not know how to begin to separate myself from the research or the participants who are being researched. I support the concept that through the voices of BOTH the participants and the researcher, collaboratively questions are answered and there is knowledge. I did struggle with the validity statement as I felt it did not support what I believe to be the truth of the other statements. I recognize that identifying my worldview will have future impact on how I approach, not only the continuation of this program, but how I am able to utilize the results of my research to effect change. And if you aren’t going to research to effect change, what is the point?

[keepdancin1204]

Navigating the Landscape of Organization Leadership

Bolman and Deal go to the very heart of an organization with their discussion of ethics and spirit. Their discussion of ethics asks “What legacy will we leave?”.  I believe it’s a fair statement to say that every leader has concern about the legacy or impact they leave on an organization. If not, what is the purpose of leading at all, if not to leave a long term positive change that is for the betterment of a company, school organization, it’s employees and those that it serves. Medtronic states that its core purpose is serving patients rather than shareholders (pg. 387). This message implies decisions are made with the patient in mind first and foremost. From a structural framework, the current CEO of Medtronics did not author the core purpose statement. In structure, each new leader has an opportunity to rewrite the mission of the organization, whether intentional or not, leadership decisions will determine the values of the leader. The original mission of Medtronic’s founder was valued so strongly that, after almost 30 years, the CEO is determined to keep it as the guiding principle of the organization. In a sense, it was “re-authored” by each succeeding leader who agreed with the core value of the organization. Symbolically, the core value was not challenged by others in the organization and it was emphasized by Medtronics “Mission and Medallion” ceremony, where each employee was intentionally and symbolically made a part of Medtronic’s purpose. There is also a Human Resource perspective built in here as each employee is valued enough for the CEO himself to meet with them and bestow the medallion to them. That act itself personifies the spirit of the Medtronic’s organization.

Bolman and Deal associate the contributions of leadership in each of these frames as authorship (structural), love (human resource), political (love) and significance (symbolic). Authorship is where the leader establishes the structure of the organization so that each person can write their own lines within its’ story.  Love displayed by giving each employee a voice, regardless of position within the company. Love is equated to human value through displaying trust and conveying that their voice and ideas are worth hearing. Power in leadership can meet Maslow’s first order of safety and a confidence that the leader of the organization has the ability to distribute authority, yet take ownership to guide conviction.  The soul of an organization is at the heart of the institution’s culture. Each frame is a directional map to determine what that culture will be based on the ethics and soul set by the current leadership.

In Chapter 20, the reader is able to participate in the development of a plan book for implementing all four frames into the decision-making nightmare that David King finds himself. It was a great exercise to read through the thought process as he hit the pause button and looked at each frame, developing a plan for establishing his authority, meeting the needs of safety and empowerment of his team, negotiating and building coalitions on teams and then developing an identity to give staff reason for celebration. Bolman and Deal take a high stakes situation and allow the reader to see how the frameworks blend together. They isolate each approach and show how King, a newly assigned principal in a high risk rural school, evaluates each of the frames as the perspective applies to his current situation. I thought his insight into lack of symbolism was important. I believe King’s plan to establish himself as authority was valuable, but finding a common cause bigger than yourself will draw people together. In this situation, I believe that was a factor in his plan which laid the foundation for the success of the other frames. Determining symbolic purpose, Kennedy High School took on a history and the dream of it’s namesake. This symbolism gave the staff permission to step out of the mire of problems and to “Dream of things that never were and say “Why not?”. Taking this exercise, I am anxious to evaluate some critical decisions which will help establish leadership roles before this next school year. Chapter 20 helped provide less angst about how to integrate other frames into my rather skewed leadership style! Stay Calm… and Lead On!