Data analysis dolly


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Data analysis dolly

  1. 1. Data Collection & analysis<br />Dolly Ramos Gallego <br />
  2. 2. Data analysis<br />Literature review<br />Data gathered:<br />Methods – instruments<br />Interviews-Questionnaires-surveys<br />Observations - Audio/video tapes<br />Journals-diaries-logs<br />Data Analysis - systematic and begins as soon as data is available.<br />
  3. 3. Data Collection&Analysis<br />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.<br />It involves organizing, breaking it down to manageable units <br />Synthesizing , searching for patterns and deciding what you will tell<br />
  4. 4. Suggestionsforongoing data analysis<br />Forceyourselftomakedecisionsconcerningthetype of study<br />Forceyourselftomakedecisionsthatnarrowyourstduydown<br />CD widely narrow it <br />based : feasible<br /> interesting <br />The more data = easier to think deeply and = productive analysis <br />Whattype of study<br />
  5. 5. Developanaliticalquestions<br />Plan Data analysis<br />Qs give focus<br />Assess Qs after the first session<br />EX: What happens when media specialist attempted to get teachers to behave differently towards media<br />What happens when outside specialist attempt to change teachers’ behavior<br />Regularly check field notes<br />Ask yourself <br />What you know <br />What you don’t know let<br />
  6. 6. Writemanyobserver’scomments<br />DC im light of whatyoufind in theprevioussession<br />Fn contain OC that reflects researchers feelings and thoughts<br />Novice do not speculate <br />Because let descriptive details dominate<br />Reoccurrence events, situations, incidents= speculate about meaning<br />Critical thinking about what you see and hear<br />What is it that I don’t know yet?<br />Arrange what and who to observe<br />
  7. 7. Beginexporingtheliterature<br />Write memos toyourselfaboutwhatyou are learning<br />If you have been in the field already FORCE yourself to read over the DC<br />Write what emerges for it<br />How the data relates to the theory<br />It will help to enhance the analysis <br />How does your perspective differ from others<br />What has been put aside<br />What agrees<br />The DANGER (BYAS) the lit should stimulate rather than substituting your thinking<br />
  8. 8. Literaturereview<br />GroundedTheory<br />
  9. 9. Itissynthesizinghundreds of pages of int, Fn, doctodevelopgroundedtheory. <br />Groundedtheory<br />Priori theory<br />Glasser & Strauss:<br />Identifying<br />Naming<br />categorizing <br />describing<br />Theory-based<br />Guidedbytheory<br />Guidedbyotheranalysis<br />
  10. 10. What is Grounded Theory Method?<br />A qualitative research method.<br />Co-originators sociologists Barney Glaser and Anselm Strauss (1967).<br />An inductive approach to generating substantive theory that is ‘grounded’ in the data.<br />
  11. 11. Method<br />The basic idea of the grounded theory approach is to read (and re-read) the data and "discover" or label codes and their interrelationships<br />
  12. 12. CodingIt is breaking the data down to units<br />Open coding<br />Axial coding<br />Selective coding<br />
  13. 13. Open Coding<br />identifying, naming, categorizing and describing phenomena found in the data <br />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?" <br />
  14. 14. Academic/ familiarizing<br />CLARIFICATION OF CONCEPTS AND FAMILIARIZATION WITH THE METALANGUAGE<br />Enrike Q5=Did the sessions provide you with tools to solve challenges in the classroom?<br />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.<br />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.<br />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. <br />White= logsYellow = interviewsBlue = VideoTeachers’ Logs<br />Applicability<br />Awareness/ growth<br />Collaborativelearning<br />
  15. 15. Axial Coding<br />Axial coding is the process of relating codes to each other, via a combination of inductive and deductive thinking (create categories)<br />
  16. 16. CODING AND CATEGORIES in thediagnosticstage<br />
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  18. 18. Selective Coding<br />Selective coding is the process of choosing one category to be the core category, and relating all other categories to that category <br />The essential idea is to develop a single storyline around which all everything else is draped <br />
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  20. 20. Findings and discusion<br />What is found – theories<br />
  21. 21. INTERPRETATION<br />GRAMMAR<br /> It refers to the order of the words within a sentence.<br /> Teachers mentioned that students needed to improve in accuracy <br /> <br />SAMPLE<br />K EQ2<br />Students had some mistakes during the activities in written exercises<br />C EQ3<br />Ss present problems when working with Passive/clauses/P. perfect<br />C EQ2<br />They had terrible bases. No grammar, nothing<br /> <br />INTERTREPATION<br />The data suggest that teachers are still focusing on grammar and the importance of accuracy when teaching or using a skill. <br />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.<br />
  22. 22. INTERPRETATION<br />SKILL<br /> This term refers to the four element used in a language such as listening, speaking , Reading <br />and writing. (Subcategory of competence).<br /> <br />SAMPLE <br />J EQ2<br />The listening skill is difficult to obtain<br /> <br />M EQ2<br />We didn't have time to practice listening because it is time consuming and it demands a lot of effort for ss and teacher<br /> <br />INTERPRETATION<br />These 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.<br /> 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. <br /> <br />
  23. 23. Interpretation<br />Attitude: Ss motivation to attend and participate in English class is very low<br />SAMPLE <br />J EQ2: Ss usually arrive late to class they really do not care about it<br />CB IQ1: Sss have expressed that they are there because they need to graduate<br />CO IQ1: Ss are only interested in the grade they don’t want to learn<br />INTERPRETATION<br />The 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<br />
  24. 24. RESEARCHES IMPRESSIONS FROM THE EMPOWERMENT<br />Incomplete format<br />Some questions were not answered or too general <br /> The questions might be too broad <br />completed Formats <br />Go back and get more information <br /> Include some other questions in the empowerment <br />What teachers do before they sit down to fill out the empowerment.<br />Do they have notes? Do they use the syllabus? Do they go over the final grades? What is that they do? <br />How teachers feel about completing the empowerment.<br />
  25. 25. 25<br />Some Internet References<br /><br /><br />