Data Collection & analysis

Dolly Ramos Gallego

Data analysis O Literature review

O Data gathered:O Methods – instruments

O Interviews-Questionnaires-surveysO Observations - Audio/video tapesO Journals-diaries-logs

O Data Analysis - systematic and begins as soon as data is available.

Data Collection&Analysis

O It is the process of systematically arranging your methods to increase your understanding of them and allows you to present what you have learn or discovered.

O It involves organizing, breaking it down to manageable units

O Synthesizing , searching for patterns and deciding what you will tell

Suggestions for ongoing data analysis

Force yourself to make decisions that narrow your stduy down

Force yourself to make decisions concerning the type of study

O CD widely narrow it

based : feasible interesting

O The more data = easier to think deeply and = productive analysis

O What type of study

Develop analitical questions Plan Data analysisO Qs give focusO Assess Qs after the first

sessionO EX: What happens

when media specialist attempted to get teachers to behave differently towards media

O What happens when outside specialist attempt to change teachers’ behavior

O Regularly check field notes

O Ask yourself O What you know O What you don’t

know let

DC im light of what you find in the previous session

O What is it that I don’t know yet?

O Arrange what and who to observe

Write many observer’s comments

Fn contain OC that reflects researchers feelings and thoughts

Novice do not speculate Because let descriptive

details dominateReoccurrence events,

situations, incidents= speculate about meaning

Critical thinking about what you see and hear

Write memos to yourself about what you are learning

O If you have been in the field already FORCE yourself to read over the DC

O Write what emerges for it

O How the data relates to the theory

Begin exporing the literature

O It will help to enhance the analysis

O How does your perspective differ from others

O What has been put asideO What agreesO The DANGER (BYAS) the

lit should stimulate rather than substituting your thinking

Literature review

Grounded Theory

It is synthesizing hundreds of pages of

int, Fn, doc to develop grounded theory. Grounded theory Priori theory

O Glasser & Strauss:O Identifying

O Naming

O categorizing

O describing

O Theory-basedO Guided by

theory

O Guided by other analysis

What is Grounded Theory Method?

O A qualitative research method.

O Co-originators sociologists Barney Glaser and Anselm Strauss (1967).

O An inductive approach to generating substantive theory that is ‘grounded’ in the data.

Method

The basic idea of the grounded theory

approach is to read (and re-read) the data and "discover" or label

codes and their interrelationships

CodingIt is breaking the data down

to units

Open coding

Axial coding

Selective coding

Open Coding

identifying

naming

categorizing

describing

identifying, naming, categorizing and

describing phenomena found in the data

Each line, sentence, or paragraph is read in search of the answer

to the repeated question "what is this about? What is being

referenced here?"

White= logsYellow = interviews

Blue = VideoTeachers’ Logs

O CLARIFICATION OF CONCEPTS AND FAMILIARIZATION WITH THE METALANGUAGE

O Enrike Q5=Did the sessions provide you with tools to solve challenges in the classroom?

O A=Uhm yes, I might say yes, because when I was in the calss I tried to apply some of that knowledge acquiered at the workshops and yeah I saw the changes in my teaching abilities. they are very much applicable to my practice and I think they are very rewarding for me as apersonal I have got a lot of knowledge in those workshops.

O Diego=The assessment and evaluation and according to the type of group, the group profile we can custimaze it , according to the type of students so you really made me like think about it and improve some little problems I had and know the difference between assessment and evaluation.

O Migule A= it offeres the possibility to learn about theory but also to exchange with other teacher experience and anectode and everything that help us about teaching butalso about have to a good professional in different ways.

Awareness/

growth

Collaborative learning

Applicability

Academic/ familiarizin

g

Axial CodingAxial coding is the process of relating

codes to each other, via a combination of

inductive and deductive thinking (create categories)

CODING AND CATEGORIES in the diagnostic stage

CODING CATEGORIES Lack of listening SKILLS

Oral production reading & writing SKILLS

Ss attendance ATTITUDE

Relationship ATTITUDE

Improve my teaching STRATEGIES

Learning strategies & writing STRATEGIES

Mistakes GRAMMAR

Lack of grammar GRAMMAR

verb agreement GRAMMAR

Use of the language COMPETENCES

Use of the language COMPETENCES

Categories and codes for the implementation stage sub categories

   

Teachers’ perceptions about how students view of English class  

ss feelings with each other and the teacher Rapport

lack of motivationNegative Reaction about the language

ss negative reactions to the language  

lack of commitment led to bad performance commitment

ss' commitment caused good results  

   

Teachers' desire for improvement  

teachers' desire for self-improvement improvement

teachers' desire to improve their classes  

reflect on becoming updated Reflect

   

Teachers reflecting about ss' needs  

reflect on ss' profile  

teachers' development of autonomy in ss development

Teachers 'strategies to improve ss weaknesses strategies

   

Teachers' perspectives about course orientations  

teachers focused on specific skill (s) Skills

teacher had communicative focus communication

teachers' perspectives about the course  

Teachers´ objectives do not match course objectives  

Selective Coding

Selective coding is the process of choosing one category to be the core category, and

relating all other categories to that category

The essential idea is to develop a single storyline

around which all everything else is draped

Categories and codes Sub-categories

Teachers’ perceptions about how students view of English class

ss feelings with each other and the teacher

Rapport

lack of motivationNegative Reaction about the language

ss negative reactions to the languagelack of commitment led to bad

performanceCommitment

ss' commitment caused good results

Teachers' desire for improvementteachers' desire for self-improvement Improvement

teachers' desire to improve their classesreflect on becoming updated Reflect

Teachers reflecting about ss' needsreflect on ss' profile

teachers' development of autonomy in ss DevelopmentTeachers 'strategies to improve ss

weaknessesStrategies

Teachers' perspectives about course orientations

teachers focused on specific skill (s) Skillsteacher had communicative focus communication

teachers' perspectives about the courseTeachers´ objectives do not match course

objectives

Findings and discusion

identifying

naming

categorizing

describing

What is found – theories

Category

“sample”

Explanation

Theory

INTERPRETATIONGRAMMAR It refers to the order of the words within a sentence. Teachers mentioned that students needed to improve in accuracy  SAMPLEK EQ2Students had some mistakes during the activities in written exercisesC EQ3Ss present problems when working with Passive/clauses/P. perfectC EQ2They had terrible bases. No grammar, nothing INTERTREPATIONThe data suggest that teachers are still focusing on grammar and the importance of accuracy when teaching or using a skill. Teachers never mentioned that due to the fact that learners showed problems with grammar that they were not able to convey feeling or thoughts. However, this comes to show us that teachers are still not aware that the Institution implements the communicative approach.

INTERPRETATIONSKILL This term refers to the four element used in a language such as listening, speaking , Reading and writing. (Subcategory of competence). SAMPLE J EQ2The listening skill is difficult to obtain M EQ2We didn't have time to practice listening because it is time consuming and it demands a lot of effort for ss and teacher INTERPRETATIONThese teachers mentioned that listening was one of the most difficult skills to help learners improve. Besides, teachers seem to find it challenging to integrate the skills. In this case we can detect that teachers have lack of creativity or do not know or have the appropriate tools to design these type of activities.

On the other hand, teachers tend to separate the skills according to the aim of the class instead of designing an activity in which they can integrate the four language skills for one lesson.  

InterpretationO Attitude: Ss motivation to attend and participate in English

class is very lowO SAMPLE O J EQ2: Ss usually arrive late to class they really do not care about itO CB IQ1: Sss have expressed that they are there because they need

to graduateO CO IQ1: Ss are only interested in the grade they don’t want to learn

O INTERPRETATIONThe sample above show the lac of interest and commitment from learners to talk part of the class, perhaps this can be due to teachers lack of control of the class or their lack of sufficient knowledge to develop class that activate or engage or foster learners interest

RESEARCHES IMPRESSIONS FROM THE EMPOWERMENT

O Incomplete formatO Some questions were not answered or too general O The questions might be too broad O completed Formats O Go back and get more information O Include some other questions in the empowerment O What teachers do before they sit down to fill out the

empowerment.O Do they have notes? Do they use the syllabus? Do

they go over the final grades? What is that they do? O How teachers feel about completing the

empowerment.

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Some Internet References

www.groundedtheory.com

http://gtm.vlsm.org/