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Bissonnette wsu ppt 060514

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  • 1. TO THE EXTENT FEASIBLE: PERSPECTIVES OF PRINCIPALS ON STUDENTS WITH ALCOHOL, TOBACCO, AND OTHER DRUGS Adiscussionabout methods Daniel J. Bissonnette, Ed.D June 5, 2014
  • 2. • Abstract • Overview • Literature review* • Methodology • Analysis • Conclusions Most research write-ups include similar kinds of content: Daniel J. Bissonnette, June 5, 2014
  • 3. To The Extent Feasible: My interest was to learn from principals about how principals think about these students For this discussion, I will focus on methodology and data analysis Daniel J. Bissonnette, June 5, 2014
  • 4. Methodology • Grounded theory qualitative research design with positioned subjects. • Social justice framework • Interviews with principals Daniel J. Bissonnette, June 5, 2014
  • 5. Research Questions • What has enabled principals who demonstrate particular care and concern for students with alcohol, tobacco, and other drug issues? • What resistance do they face and what are leadership consequences for their actions? • How do they convey their leadership to others and sustain themselves as they face leadership pressures with regards to these issues? Daniel J. Bissonnette, June 5, 2014
  • 6. Grounded Theory • Emphasizes processes by which individuals construct meaning in relationship to their social context (Charmaz, 2006) • A general, abstract theory of a process, action, or interaction grounded in the views of participants (Creswell, 2009) • No a priori assumptions (Glasser & Strauss, 1967) Daniel J. Bissonnette, June 5, 2014
  • 7. Positioned Subjects • Positions the perspectives of participants at the center of the research (Conrad, Haworth & Millar, 1993) Daniel J. Bissonnette, June 5, 2014
  • 8. Selection of Participants • Snowball or chain sampling (Merriam, 2009; Gall et al., 2005) • 25 initial potential subjects • 8 final subjects • All principal roles Daniel J. Bissonnette, June 5, 2014
  • 9. Data Sources • Interviews • Adapted interview protocol, with permission, from Theoharis (2004) • Semi-structured, with key questions and probes • Two rounds • Archival documents • Questionnaires Daniel J. Bissonnette, June 5, 2014
  • 10. Analytical Process (Creswell, 2009) • Organize data • Read all data • Analysis with coding • Describe people and categories or themes • Decide how to represent • Make meaning from the data • Constant comparative method (Merriam, 2009) Daniel J. Bissonnette, June 5, 2014
  • 11. Coding • Read, reread, read again, repeat. • Jigsaw metaphor • Word by word • Overarching themes (p. 82) • Describe the themes • Incorporate participant data • Decide what it all means • (See sample transcript) Daniel J. Bissonnette, June 5, 2014
  • 12. Interviews • With prior demographic questionnaires • Signed consent approved by IRB • Scheduled via email • Face-to-face • Structured questions • Recorded and transcribed • See sample transcript Daniel J. Bissonnette, June 5, 2014
  • 13. Themes that Emerged • Background • Alcohol, tobacco, other drug use, family issues • Mentors in their lives; motivation and preparation for this work • Perspectives • Empathy; culture; resilience; all means all • Actions of their Leadership • Student centered; discipline; mentorship and modeling • Challenges they Face • Pressures • Coping Daniel J. Bissonnette, June 5, 2014
  • 14. Questions & Discussion Daniel J. Bissonnette, June 5, 2014
  • 15. THANK YOU Daniel J. Bissonnette, June 5, 2014
  • 16. Research Questions • What has enabled principals who demonstrate particular care and concern for students with alcohol, tobacco, and other drug issues? • What resistance do they face and what are leadership consequences for their actions? • How do they convey their leadership to others and sustain themselves as they face leadership pressures with regards to these issues? Daniel J. Bissonnette, August 28, 2013