Blog#8 Nilson Da SIlva

FNED 547

Nilson Da Silva

Introduction to Classroom research

Memo # 8 : Data collected

11/14/15

 

I have collected four sources of data for my research project: Progressive notes, external observations, thematic interviews, and a timeline of achievements. I have already collected some data for each one of the four case study students. I have written “progressive notes” after each weekly individual meeting  with them. I have highlighted   what I consider to be the main events in their emotional, social, and academic trajectory that are  features of agency and autonomy.  

These are official documents that belong to the supportive project, but preserving all student`s identity, I am using them to identify what patterns resemble agency and autonomy in their trajectories, throughout the Fall school semester.  In the progressive notes, I describe the approach I have taken  to support these students in achieving  their personal and academic goals.  As a strategy to categorize my written  observations about autonomy and agency, I have used  colored stickers in the progressive notes as a means to reveal patterns in behaviors or attitudes that are associated with proactive attitudes, initiative, goal identification,  and personal or academic achievement.  These progressive notes, or diaries, are also where I  register the process of identification of students` actions and where I document teacher (navigator) and student interaction. Observation data  include my informal observations during  community lunches. These events are voluntary meetings promoted by the project to expand communication, engagement, and connection among students, scholars and guests. I have used these events as opportunities  to  collect data on what behaviors, attitudes and connections my case study are reflected in students who choose to   participate in these free-period activities.

Next week, I plan to interview each one of my four case study students. I will read the questions and observe their oral expression, emotions, breathing expressions, and body language and connect these variables with autonomy and agency.  I have received students` permission to audio record these moments in order to facilitate the transcription of their “voices”.

The newest addition  to  my research is a timeline of achievements.  Timelines very clearly show change and progress, and I believe that they will help students to see their progress, which will help the feel a sense of pride as they  reflect, identify and talk about their accomplishments in their personal and academic achievements. 

 After collecting, analyzing and interpreting these data, I will be able to better comprehend my research questions and ultimately  develop a broad perspective in my pedagogical and supportive professional role as a navigator- teacher.