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Data analysis dolly

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  • 1. Data Collection & analysis
    Dolly Ramos Gallego
  • 2. Data analysis
    Literature review
    Data gathered:
    Methods – instruments
    Interviews-Questionnaires-surveys
    Observations - Audio/video tapes
    Journals-diaries-logs
    Data Analysis - systematic and begins as soon as data is available.
  • 3. Data Collection&Analysis
    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.
    It involves organizing, breaking it down to manageable units
    Synthesizing , searching for patterns and deciding what you will tell
  • 4. Suggestionsforongoing data analysis
    Forceyourselftomakedecisionsconcerningthetype of study
    Forceyourselftomakedecisionsthatnarrowyourstduydown
    CD widely narrow it
    based : feasible
    interesting
    The more data = easier to think deeply and = productive analysis
    Whattype of study
  • 5. Developanaliticalquestions
    Plan Data analysis
    Qs give focus
    Assess Qs after the first session
    EX: What happens when media specialist attempted to get teachers to behave differently towards media
    What happens when outside specialist attempt to change teachers’ behavior
    Regularly check field notes
    Ask yourself
    What you know
    What you don’t know let
  • 6. Writemanyobserver’scomments
    DC im light of whatyoufind in theprevioussession
    Fn contain OC that reflects researchers feelings and thoughts
    Novice do not speculate
    Because let descriptive details dominate
    Reoccurrence events, situations, incidents= speculate about meaning
    Critical thinking about what you see and hear
    What is it that I don’t know yet?
    Arrange what and who to observe
  • 7. Beginexporingtheliterature
    Write memos toyourselfaboutwhatyou are learning
    If you have been in the field already FORCE yourself to read over the DC
    Write what emerges for it
    How the data relates to the theory
    It will help to enhance the analysis
    How does your perspective differ from others
    What has been put aside
    What agrees
    The DANGER (BYAS) the lit should stimulate rather than substituting your thinking
  • 8. Literaturereview
    GroundedTheory
  • 9. Itissynthesizinghundreds of pages of int, Fn, doctodevelopgroundedtheory.
    Groundedtheory
    Priori theory
    Glasser & Strauss:
    Identifying
    Naming
    categorizing
    describing
    Theory-based
    Guidedbytheory
    Guidedbyotheranalysis
  • 10. What is Grounded Theory Method?
    A qualitative research method.
    Co-originators sociologists Barney Glaser and Anselm Strauss (1967).
    An inductive approach to generating substantive theory that is ‘grounded’ in the data.
  • 11. 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
  • 12. CodingIt is breaking the data down to units
    Open coding
    Axial coding
    Selective coding
  • 13. Open Coding
    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?"
  • 14. Academic/ familiarizing
    CLARIFICATION OF CONCEPTS AND FAMILIARIZATION WITH THE METALANGUAGE
    Enrike Q5=Did the sessions provide you with tools to solve challenges in the classroom?
    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.
    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.
    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.
    White= logsYellow = interviewsBlue = VideoTeachers’ Logs
    Applicability
    Awareness/ growth
    Collaborativelearning
  • 15. Axial Coding
    Axial coding is the process of relating codes to each other, via a combination of inductive and deductive thinking (create categories)
  • 16. CODING AND CATEGORIES in thediagnosticstage
  • 17.
  • 18. 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
  • 19.
  • 20. Findings and discusion
    What is found – theories
  • 21. INTERPRETATION
    GRAMMAR
    It refers to the order of the words within a sentence.
    Teachers mentioned that students needed to improve in accuracy
     
    SAMPLE
    K EQ2
    Students had some mistakes during the activities in written exercises
    C EQ3
    Ss present problems when working with Passive/clauses/P. perfect
    C EQ2
    They had terrible bases. No grammar, nothing
     
    INTERTREPATION
    The 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.
  • 22. INTERPRETATION
    SKILL
    This term refers to the four element used in a language such as listening, speaking , Reading
    and writing. (Subcategory of competence).
     
    SAMPLE
    J EQ2
    The listening skill is difficult to obtain
     
    M EQ2
    We didn't have time to practice listening because it is time consuming and it demands a lot of effort for ss and teacher
     
    INTERPRETATION
    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.
    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.
     
  • 23. Interpretation
    Attitude: Ss motivation to attend and participate in English class is very low
    SAMPLE
    J EQ2: Ss usually arrive late to class they really do not care about it
    CB IQ1: Sss have expressed that they are there because they need to graduate
    CO IQ1: Ss are only interested in the grade they don’t want to learn
    INTERPRETATION
    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
  • 24. RESEARCHES IMPRESSIONS FROM THE EMPOWERMENT
    Incomplete format
    Some questions were not answered or too general
    The questions might be too broad
    completed Formats
    Go back and get more information
    Include some other questions in the empowerment
    What teachers do before they sit down to fill out the empowerment.
    Do they have notes? Do they use the syllabus? Do they go over the final grades? What is that they do?
    How teachers feel about completing the empowerment.
  • 25. 25
    Some Internet References
    www.groundedtheory.com
    http://gtm.vlsm.org/