Inquiry and Reflection

Jenny Hughes

Methodology

ID: 301242287

EDUC807 G011: The Foundations of Action Research

April 15th, 2016

Before the idea for my inquiry question could germinate, I needed to have a more refined understanding about how self study and narrative inquiry frameworks could fertilize the soil so my inquiry question could grow.  I read numerous scholarly articles about research design, various data collection options, and methods for data analysis. (September 2015- April 2016) I have kept a commonplace book that collects my field notes and a has been a place where I am able to record my inner thoughts and insights. (September 2015- April 2016)  I used the Adolescent Self-Regulation Inventory (ASRI) survey at the beginning of my inquiry, and plan to use it again as a post-inquiry survey to compare results. (January 14th and April 18th, 2016) Reflective writing and collecting my thoughts after reading articles or books, attending class, or meeting with my critical friend group has proven to be a valuable and rich source of data. (September-April 2016) I kept a notebook in my classroom where I recorded my daily observations and any salient quotes from my students. (January-April 2016)  I collected various artifacts of student work including student journal reflections and exits slips. (January-April 2016)  Lastly I gathered photographs of student work, my class in action, and the self-regulation intention posted in the classroom. (March 1st-18th and April 4th-15th, 2016)  

One of my “a-ha” moments came when I gained an understanding of why and how a research paradigm sets the stage for the nature of data collection, methods of analysis, and how knowledge is communicated.  I took a pragmatic approach where my inquiry question was central and I could apply data collection or mix paradigm methodology as needed.  I was able to make the connection and design my inquiry so that I was the central data collection instrument (epistemology), and any findings were rigorously defined using naturalistic qualitative methods (methodology).

The book, Doing Qualitative Research in Education Settings, written by J. Amos Hatch suggested starting analysis early in the data collection stages.  I noticed the pedagogic value of Wordles, an online graphic word generator that gives greater prominence to words that appear more frequently in the source text, and found it a particularly useful reflection analysis tool.  I made the decision to use Wordles to help me identify the typologies present in my reflections and followed Hatch’s Typological method of analysis.  Experimenting with Hatch’s Interpretive and Polyvocal methods of analysis allowed me to hear various voices through my data, and then shape the direction of future data collection based on patterns and categories that I was finding or not finding.  It started to become clear, from this round of initial coding and analysis, that I needed a snapshot of the diverse self-regulation needs in my classroom. This insight led me to making the decision to use the Adolescent Self-Regulation Inventory (ASRI) survey as a pre and post assessment of short-term and long-term self-regulation goals.

When analyzing observations, quotes, or student reflections I have been experimenting with different ways to consolidate the data while progressing towards their collective abstract meaning. The figure below, from The Coding Manual for Qualitative Researchers, was a visual representation and data analysis framework that helped me work through my data collection.  

My confidence in my inquiry question rooted and began to bloom when I looked at my data collection and analysis through the lens of literature as data.  After reading an article, for the first time, I would write about my initial reactions or connections to my inquiry question.  This double-entry method required some passing of time before coming back to re-read the article and my initial written reflection. I transferred this method and applied it to my own field notes, observations, and analytic memos.  Using this double-entry reflective writing method has been a reliable way to document the evolution of my thoughts and has found a new place in my daily teaching practice.