Our discussions in class on Monday made me wonder, are my students just case studies for me or my focus group as well? I may not be interviewing them, but while I try to find answers to specific questions from their written responses, would I not be practically using them as a focus group? Can we draw a clear line here? The line between case studies and focus groups seems so thin at times... However, one thing is for sure: I will not be paying them which is the norm when working with focus groups... Maybe just a bunch of Kisses :)
I do see one important difference between the scope of case studies and focus groups though. In the case of the former, you can interact with your subject one-on-one and thus have access to personal stories/anecdotes that may not come out in the open in a (focus) group setting. However, this aspect of the two kinds of research methods does not apply in my case.
Since I am basically looking at a literacy method in the classroom, it does seem like I am going to devise a cross between case studies and focus groups to get there.
Tuesday, September 22, 2009
Monday, September 21, 2009
Case studies, my research and the heuristic
I think the most prominent feature of a case study that distinguishes it from other methods such as survey is its individualized nature. Case studies may even call for customized research methodology and need lots of time to best suit the requirements of a research subject, and bring to light all relevant facts and data for the purpose of drawing up an accurate picture of the subject or situation. It could involve digging up of a huge amount of details/information, in contrast with quick facts and figures obtained during a survey.The research focus of a case study is thus narrow and well-defined, and its findings may not be relevant to other cases at all. In short, the findings may not help in making generalized conclusions about topics or issues.
Case study findings could also include lots of personal stories and thus, run the risk of being relegated to the lore category. However, that is precisely the beauty of a case study... it is unique. In my research in the classroom, I definitely see considerable amount of case study happening as I examine individual assignments to ascertain student proficiency in areas such as focus, development and clarity (the prescribed rubrics). Finally, it will be the general impression gathered from all of my 21 students that will help determine the best methods of teaching and grading. If any student stands out as a special case (for instance someone with special needs), (s)he can be helped individually, in a customised manner. However, fact remains that to indentify such students, I still need to follow the case study track.
So to sum up, I think I will have to use a mixed methods approach—contextualized and case studies primarily, with more methods added to the approach if required—keeping two worldviews in mind: social constructivist (for the benefit of students and the teaching/learning process in general) and pragmatic (to figure out the best teaching and grading methods in a developmental/freshman class). The findings of this research is what will lead to the heuristic, that is, answering the question: how can one maximize the benefits of using rubrics when teaching and learning in the classroom?
Case study findings could also include lots of personal stories and thus, run the risk of being relegated to the lore category. However, that is precisely the beauty of a case study... it is unique. In my research in the classroom, I definitely see considerable amount of case study happening as I examine individual assignments to ascertain student proficiency in areas such as focus, development and clarity (the prescribed rubrics). Finally, it will be the general impression gathered from all of my 21 students that will help determine the best methods of teaching and grading. If any student stands out as a special case (for instance someone with special needs), (s)he can be helped individually, in a customised manner. However, fact remains that to indentify such students, I still need to follow the case study track.
So to sum up, I think I will have to use a mixed methods approach—contextualized and case studies primarily, with more methods added to the approach if required—keeping two worldviews in mind: social constructivist (for the benefit of students and the teaching/learning process in general) and pragmatic (to figure out the best teaching and grading methods in a developmental/freshman class). The findings of this research is what will lead to the heuristic, that is, answering the question: how can one maximize the benefits of using rubrics when teaching and learning in the classroom?
Wednesday, September 16, 2009
Research methodology
I have been debating with myself till the very last moment whether I want to conduct my research on the performance of online identity by professional women (a topic I relate with in my old avatar as a journalist) or on the success or failure of rubrics when grading writing on closed and open forms of prose. The second topic relates with my new avatar as a classroom teacher at DACC. I have finally decided to go with the second topic; so sorry for the delay.
My tentative research question: Do rubrics really work when grading?
My subject: A class of 21 developmental students/freshmen at Dona Ana Community College.
My aim: To analyze assignments that my students turn in to figure out how successful the use of rubrics has been when grading these papers.
The variables: The types of writing — open form of prose and closed form of prose — with the first requiring free writing and the second, research, analysis of information and use of logic and reasoning to come to conclusions.
Research tool: Myself, the sole researcher.
My observations so far: Even though the concept of rubrics doesn't always work when grading a piece of writing, I discovered in the last few weeks that I have been teaching, the prescribed "Focus, Development, Clarity" headers work quite well for the purpose of teaching/learning. For example, when I used the "storytelling" method to teach open prose form, the "I am from" essay helped the students "focus" on their own story, "I am (like) a" helped them "develop" the thought to the next level using metaphors or similes; and finally "Diversity in the classroom" took the development of their ideas to the big story while at the same time refining their writing through revisions, thus achieving an impressive degree of "clarity."
Tentative inductions:
1. That rubrics work when grading closed form of prose but not when grading the open form.
2. Rubrics work better when teaching/learning than when grading in general.
Heuristics: How do you make rubrics a useful tool when teaching?
The paradigms I saw myself adhering to when conducting my research:
1. Contextualist: Jonanek may not be our favorite theorist in class, but I did find her directions pretty useful when conducting my classroom research. I saw how the classroom could be the naturalistic setting for my reseach without necessarily being a lab setting! It helped overcome the location issue that muddies the distinction between empirical and library or lab-based research.
2. Case studies: Of course I was doing case studies as well when I looked at how my students attempted the two kinds of prose.
3. Texual analysis: That's what I was doing when analyzing all these papers for evidence of the success or failure of rubrics when grading.
My conclusion: I think I'm into mixed methods... please let me know if I'm all mixed up!
My tentative research question: Do rubrics really work when grading?
My subject: A class of 21 developmental students/freshmen at Dona Ana Community College.
My aim: To analyze assignments that my students turn in to figure out how successful the use of rubrics has been when grading these papers.
The variables: The types of writing — open form of prose and closed form of prose — with the first requiring free writing and the second, research, analysis of information and use of logic and reasoning to come to conclusions.
Research tool: Myself, the sole researcher.
My observations so far: Even though the concept of rubrics doesn't always work when grading a piece of writing, I discovered in the last few weeks that I have been teaching, the prescribed "Focus, Development, Clarity" headers work quite well for the purpose of teaching/learning. For example, when I used the "storytelling" method to teach open prose form, the "I am from" essay helped the students "focus" on their own story, "I am (like) a" helped them "develop" the thought to the next level using metaphors or similes; and finally "Diversity in the classroom" took the development of their ideas to the big story while at the same time refining their writing through revisions, thus achieving an impressive degree of "clarity."
Tentative inductions:
1. That rubrics work when grading closed form of prose but not when grading the open form.
2. Rubrics work better when teaching/learning than when grading in general.
Heuristics: How do you make rubrics a useful tool when teaching?
The paradigms I saw myself adhering to when conducting my research:
1. Contextualist: Jonanek may not be our favorite theorist in class, but I did find her directions pretty useful when conducting my classroom research. I saw how the classroom could be the naturalistic setting for my reseach without necessarily being a lab setting! It helped overcome the location issue that muddies the distinction between empirical and library or lab-based research.
2. Case studies: Of course I was doing case studies as well when I looked at how my students attempted the two kinds of prose.
3. Texual analysis: That's what I was doing when analyzing all these papers for evidence of the success or failure of rubrics when grading.
My conclusion: I think I'm into mixed methods... please let me know if I'm all mixed up!
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