January 20 –
Reading for today: Erickson (2010) Classroom Ethnography.
Reading for next week: Erickson (2010). A history of qualitative inquiry in social and educational research to appear in Handbook of Qualitative Research, 4th edition.
- Summit on Science, Education & Entertainment (Feb 3)
- Book update
- Next Friday – workshop for faculty
- Schooling the World – Jan 25th (Joe)
- STARS reunion on 2/17
- What else?
- Liz needs to join AERA, NCTE –
Research Updates – What did you promise? How did you do? What’s for next week?:
- Michael – Comp 1? making progress – will be done with final section “Challenges of Reform-based Teaching” (let me know if you need Edelson, 1999; Settlage & Meadows, 2002), will re-read the rest of it, and will share highlights of writing with us.
- Liz – Working on comp 3. Goal for next week is to look at all the comments, read them and come up with plan for how she will address. Will bring table of concerns and ways to address.
- Rachel – Comp 2 (after 3 months away) – identity (Holland…), socio-cultural theory, feminism, and how these relate to science literacy – 5 pages minimum of identity and science literacy blended (next coming – feminism, race too?)
- Belize – “Capture Sheet” color-coded google doc – goal: code book by Saturday (10 ish total)
- STARS – compiled Data Inventory; goal: Research Questions; Rachel will draft an interview protocol by next week; 2/17 reunion; 2/18 interview; will have photo page with reasons to follow each
- Joe – Comp1 – organizing into major discourse themes- will share those themes with us next week
- Joe – genealogy – write methods for genealogy
Erickson – Intellectual foundation for “ethnography” – notes, reading, free-write & sharing
Go team go!
Hi All –
I’m going to start the use of this blog again – let’s see if it is useful.
Updates (2 minutes)
- New potential doc student (NML, science ed) is coming to town
- Noyce Leadership Seminar
- Jan 25, 7pm. Schooling the World – Please come! (Joe’s running it! – contentious movie, expert panel) – Hoyt Auditorim
- Joe’s starting comps!
- School 19 – 4th grade violinsts
- Joe’s book review is being published in March – Ed Leadership – Joe will send it to us.
Decide about STARS reunion
- February 17 – 2-4pm: Personally invite pre-service teachers; reminders/announcements/etc.
- Update on research efforts – Belize / STARS / Others – what do we want to document? – Weekly reports from each of us on progress (10 minutes each: 3 minutes ventures & vexations; 5 minute discussion; 2 minute reaction/statement of commitments for nxt wk to be posted here) .
- Belize – weekly mtgs for Brian, Joe and April; looking at proposals, reading Joe’s analytic memo; writing on google doc – focus of analysis (sub-questions; coding strategies; etc.); inventory of data (JH); research table (AL); & draft of schedule (AL)
- STARS – weekly mtgs; ditto
- Joe’s critique – spent writing workshop on Foucauldian genealogy- now its in an outline form; needs to read more about Foucault’s methods – will write a couple paragraphs by next week (need to rework a couple of claims – longer term)
- Michael’s comp – Taking pieces and sections; matching up ideas with literature; doing it systematically; by next week will be done with comp 1 – lessons learned about the process
- Liz’s comp – Where are you Liz?
- Joe’s comp – weekly writing group nahoko & courtney; starting Monday’s – will be working on organized – will bring bubble map for research group
- Need a group shot – when will all be on campus?
- Suggestions for Jeremy – what should he read?
- Fred Erickson course – Day 1
Check out this blog!! I so want to study it! I might get the chance!!! 🙂
These are some of my favorites – we would (of course) buy the rights to the one we choose.
Remember, book title is:
Blogging as Change: Transforming Science & Math Education through New Media Literacies
Meeting with Tess, Joe & April (@ April’s house)
STARS 2010 Research
What we care about:
- how girls participate in science
- unique ways outside of school science
- what kind of participation is happening (types of embodied)
- participation across space
- culture of small girls’ group relationally – between girls & college kids
- “stererotype threat” – how teachers address (or don’t address) “growth mindset” model
What we think our participants care about:
- adult perceptions and beliefs about girls’ interests and abilities and how they are communicated
- perceptions of the relevance, usefulness and human impact of science and the resulting input of students’ input to STARS (persona relationship with the study and opportunities to share related experiences – in and out of STARS)
- melding identities – the alignment (or at least not conflict) between science identities and others such as personal, street, family, peer, etc.
- Field notes
- Blogging transcripts
- Blogging templates completed
- Photo data (journals, STARS-at-work)
- Audio recordings and transcripts
- Family night (10/7) surveys and informal interviews
- Registration surveys
- Preference forms
- Draw scientists at work forms
Day 1 specific plans
- 3 recorders – just in case
- photos of stations – before & after
- photos of graffiti
- Tess (stations 1-4), Joe (stations 5-8) & April (stations 6-12) – frequency counts and field notes – attending especially to 9th/10th graders
- Draw a scientist at work forms and preference forms
- 1-2pm teacher preparation and debrief audio recordings & field notes
Teacher interactions and educational change: Nurturing the integration of theory and practice through peer-supported action research
“How do peer-interactions nurture teachers’ integration of research and practice?”
First level of coding – for when people talk about the PROCESS of each learning experience
P. interactive course maps
P. peer-to-peer interviewing
P. action research process
P. stimulated recall video debrief
P. final presentations/conference
Another set of codes: Using Research
UR.understanding – working to understand a particular idea
UR.in defense – to support an idea or action
UR. Describe – describe or label a certain practice or idea
If you haven’t hit your 10 hours (or whatever your commitment is), and you want to work on something the project really needs, here are some ideas:
* interview a GRS graduate and email Chris Penders a description of the innovative practices they have been playing with, where they are teaching, how others could engage with that person, and a picture. It would be great if we could spotlight a teacher a month, wouldn’t it? It would be posted somewhere here: http://www.rochester.edu/warner/getreal/Researchers/people.html
* update ANY section of our grs blog!!
* Collecting and scanning “implementation” data (digital and binder) for the most recent of our core ongoing projects:
- implementing 486 08
- implementing Camp 08
- implementing STARS 08
- implementing 474 07
* Helping with current projects as needed… Currently, these are:
- Liz & Michael with STARS RSRB and grant applications.
- April & Jeremiah with IHSE chapter
- April with NSTA presentation
What have I forgotten?
You are all such an amazing group of people! I am so thankful to be working with you!
“I…followed a golden rule that whenever a published fact, a new observation or thought came across me, which was opposed to my general results, to make a ememorandum of it without fail and at once; for I had found by experience that such facts and thoughts were far more apt to escape my memory than favorable ones. Owing to this habit, very few objections were raised against my views that I had not at least noticed and attempted to answer” (Darwin, 1958, p.123).
How do we make this a systemmatic part of our practice – do we keep a separate file for each projct – and this file is part of our database?