Bissonnette wsu ppt 060514

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Bissonnette wsu ppt 060514

  1. 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. 2. • Abstract • Overview • Literature review* • Methodology • Analysis • Conclusions Most research write-ups include similar kinds of content: Daniel J. Bissonnette, June 5, 2014
  3. 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. 4. Methodology • Grounded theory qualitative research design with positioned subjects. • Social justice framework • Interviews with principals Daniel J. Bissonnette, June 5, 2014
  5. 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. 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. 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. 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. 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. 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. 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. 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. 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. 14. Questions & Discussion Daniel J. Bissonnette, June 5, 2014
  15. 15. THANK YOU Daniel J. Bissonnette, June 5, 2014
  16. 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
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