Mireles Prelims Powerpoint

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This is the powerpoint for my preliminary oral exams.

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  • Talk about how other experts are part of this community Conferenc
  • KING and NEWMANN found that teachers are most likely to learn when they collaborate with colleagues both within and outsideof their schools and then they access external researchers and program developes
  • Difficult to research since the important work of the network happens is in the hard to define space between the network and the school (Little, 2005) Important work of the network is the place where relationships are built, transfer of practice and creation of new resources (Little, 2005) Participant characteristics including their backgrounds, why they participate in networks, extent of involvement and participant perspectives of network benefits (Kerr, 2003) – Giant review of 2550 references culled down to 359 references found that we need more research on participant characteristics Caldwell
  • My graph – will explain it…
  • We need to run Cronbach’s alpha to test for internal consistency for the custom questions – we are only using for this research –not intending it to be the gold standard – should be greater than 7. In correlational research, we do not (or at least try not to) influence any variables but only measure them and look for relations (correlations) between some set of variables,  A correlational analysis allows the researcher to determine the “extent to which variations in one factor correspond with variations in one or more other factors” allowing for the exploration of the interrelationships between several variables simultaneously - how close the relationships follows a straight line (between -1 and +1) T-test The  t -test is the most commonly used method to evaluate the differences in means between two groups. For example, the  t -test can be used to test for a difference in test scores between a group of patients who were given a drug and a control group who received a placebo. Theoretically, the t-test can be used even if the sample sizes are very small (e.g., as small as 10; some researchers claim that even smaller  n 's are possible), as long as the variables are normally distributed within each group and the variation of scores in the two groups is not reliably different  DEPENDENT VARIABLE NEEDS TO BE OVER A 5 POINT SCALE TO DO THIS A correlational matrix will be produced, using Pearson’s r-coefficient to test for significance, to test for potential associations between several study variables. Simple Linear Correlation (Pearson r).  Pearson correlation (hereafter called  correlation ), assumes that the two variables are measured on at least  interval scales  (see  Elementary Concepts ), and it determines the extent to which values of the two variables are "proportional" to each other. The value of correlation (i.e., correlation coefficient) does not depend on the specific measurement units used; for example, the correlation between height and weight will be identical regardless of whether  inches  and  pounds , or  centimeters  and  kilograms  are used as measurement units.  Proportional means  linearly related ; that is, the correlation is high if it can be "summarized" by a straight line (sloped upwards or downwards). Pearson Chi-square.  The Pearson  Chi-square  is the most common test for significance of the relationship between categorical variables. This measure is based on the fact that we can compute the expected  frequencies in a two-way table (i.e., frequencies that we would  expect  if there was no relationship between the variables). For example, suppose we ask 20 males and 20 females to choose between two brands of soda pop (brands  A  and  B ). If there is no relationship between preference and gender, then we would  expect  about an equal number of choices of brand  A  and brand  B  for each sex. The  Chi-square  test becomes increasingly significant as the numbers deviate further from this expected pattern; that is, the more this pattern of choices for males and females differs
  • Mireles Prelims Powerpoint

    1. 1. Schools of the Future in Hawaii: Networked Learning Communities and Teaching Innovation A Dissertation Proposal Lisa V. Mireles September 2010
    2. 2. THE PROBLEM <ul><li>Students are not prepared for success in the rapidly changing, global landscape and need more innovative, student-centered teaching integrating 21st century skills & literacies </li></ul><ul><li>Effective professional development such as Professional Learning Communities (PLC’s) can help teachers shift thinking and practice </li></ul><ul><li>Networked Learning Communities (NLC’s) amplify the potential of PLC’s by providing new mechanisms for sharing and strengthening knowledge & practice across schools. </li></ul>
    3. 3. PURPOSE OF THE STUDY <ul><li>The intent of this descriptive, quantitative study is to test the relationship between teacher participation in a networked learning community as it relates to levels of sharing as it relates to the development of teaching innovation. </li></ul>
    4. 4. CONTEXT FOR THE STUDY <ul><li>Schools Of The Future NLC </li></ul><ul><ul><li>Five year project (2009-2014) </li></ul></ul><ul><ul><li>Hawai’i Community Foundation & Hawai’i Association of Independent Schools </li></ul></ul><ul><ul><li>Twenty independent schools, 600 teachers, 3-5 key leaders at each school </li></ul></ul><ul><ul><li>Focused on 21 st century, innovative practice </li></ul></ul><ul><ul><li>Face to Face quarterly meetings, formal online community of learner discussions, annual study tours, and an online collaboration space </li></ul></ul>
    5. 5. SCHOOL OF THE FUTURE NING
    6. 6. INNOVATIVE 21 ST CENTURY TEACHING & LEARNING <ul><li>Student-centered, integrating what has become known as 21 st Century Learning: </li></ul><ul><li>Creativity & Innovation </li></ul><ul><li>Communication & Collaboration </li></ul><ul><li>Research & Information Fluency </li></ul><ul><li>Critical Thinking & Problem Solving </li></ul><ul><li>Digital Citizenship </li></ul><ul><li>Effective Use of Technology </li></ul><ul><li>Reform efforts should focus on strengthening TEACHER PRACTICE </li></ul>
    7. 7. PROFESSIONAL DEVELOPMENT <ul><li>TRADITIONAL PD </li></ul><ul><li>21 ST CENTURY PD </li></ul><ul><li>Workshop model </li></ul><ul><li>Not contextual </li></ul><ul><li>Fragmented </li></ul><ul><li>No follow-up </li></ul><ul><li>Promotes isolation </li></ul><ul><li>Is not sustained over time </li></ul><ul><li>Deepens teacher knowledge </li></ul><ul><li>Allows for application and reflection with colleagues </li></ul><ul><li>Active, hands-on </li></ul><ul><li>Collaborative/Collegial </li></ul><ul><li>Intensive/Sustained </li></ul>
    8. 8. PROFESSIONAL LEARNING COMMUNITIES <ul><li>21 st Century model for professional development aligned with how teachers learn best </li></ul><ul><li>Recommended by The Partnership for 21 st Century Skills </li></ul><ul><li>Take advantage of teacher expertise & experience </li></ul><ul><li>Reflective, professional inquiry </li></ul><ul><li>Can positively impact practice & achievement </li></ul>
    9. 9. NETWORKED LEARNING COMMUNITIES <ul><li>Strengthen PLC’s via upload/download </li></ul><ul><li>Knowledge Transfer </li></ul><ul><li>Threads + Knots = Nets </li></ul><ul><li>Reciprocal, Reflexive and Synergistic </li></ul><ul><li>What is Known + What we Know = What we Create Together </li></ul><ul><li>ICT amplifies potential </li></ul><ul><li>Model tenets of 21 st century teaching and learning </li></ul><ul><li>Can positively impact practice & achievement </li></ul>
    10. 10. RESEARCH NEEDS/GAPS <ul><li>Research base fragmented, sparse and contradictory </li></ul><ul><li>Most studies conducted in other countries or with initiatives that no longer exist </li></ul><ul><li>Little exploration of the role digital tools play in networks </li></ul><ul><li>Relies on perspective of network coordinators </li></ul><ul><li>Surprisingly little research on the processes and outcomes of networking in education </li></ul><ul><li>Need more research on participant characteristics </li></ul><ul><li>Necessary to research the space between the network and the school </li></ul>
    11. 11. SUMMARY OF LITERATURE REVIEW <ul><li>The literature suggests that the real power of the network rests primarily in the “collaborative inquiry that challenges thinking and practice”. </li></ul><ul><li>The nature of network participation and the informal quality of the professional relationships between network participants is worthy of examination. </li></ul>
    12. 12. Dynamic of the Network
    13. 13. RESEARCH APPROACH AND DESIGN <ul><li>Quantitative, Descriptive </li></ul><ul><li>Cross-Sectional, Non-Experimental </li></ul><ul><li>Survey Design </li></ul><ul><li>Independent Variables </li></ul><ul><ul><li>Teacher participation in the network </li></ul></ul><ul><ul><li>Professional relationships </li></ul></ul><ul><ul><li>Professional learning opportunities </li></ul></ul><ul><ul><li>Benefits </li></ul></ul><ul><li>Dependent Variable </li></ul><ul><ul><li>Levels of Teaching Innovation </li></ul></ul>
    14. 14. RESEARCH QUESTIONS <ul><li>Do teachers who participate more frequently in networked learning community activities utilize more innovative teaching strategies as measured by the LoTi Digital Age Survey? </li></ul><ul><li>Do teachers who develop new professional relationships in networked learning communities utilize more innovative teaching strategies as measured by the LoTi Digital Age Survey? </li></ul><ul><li>Does the type of professional learning community in the school bear a relationship to levels of teaching innovation as measured by the LoTi Digital Age Survey? </li></ul><ul><li>Does the intensity of professional development in a school bear a relationship to levels of teaching innovation as measured by the LoTi Digital Age Survey?                                                                          </li></ul><ul><li>What factors do the teachers with higher levels of teaching innovation as measured by the LoTi Digital Age Survey report as being significant in influencing changes in their practice? </li></ul>
    15. 15. SUBJECTS <ul><li>Convenience Sample (potentially 650 teachers across 20 project schools) </li></ul><ul><li>All subjects will be teachers and/or project leaders in School of the Future project schools </li></ul><ul><li>Schools reflect a diverse, cross section of independent schools in Hawaii, representing different school sizes, different school philosophies and affiliations, and different islands </li></ul>
    16. 16. CONSENT PROCEDURES <ul><li>Support sought from HAIS to conduct study </li></ul><ul><li>IRB exempt application & waiver of documentation of informed consent application completed </li></ul><ul><li>E-mail to be sent to all school-level project coordinators two weeks prior to survey launch </li></ul><ul><li>E-mail to be sent to all subjects at onset of study detailing the voluntary nature of the study, purpose, risks, and benefits. Clicking on the survey link will indicate consent. </li></ul>
    17. 17. VALIDITY AND RELIABILITY <ul><li>Validity </li></ul><ul><ul><li>Loti demonstrates content, construct and criterion validity </li></ul></ul><ul><ul><li>10 custom questions will be content validated </li></ul></ul><ul><li>Reliability </li></ul><ul><ul><li>Stability and consistency of test measurement </li></ul></ul><ul><ul><li>LoTi demonstrates internal consistency </li></ul></ul><ul><ul><li>Cronbach’s Alpha to check for internal consistency of custom questions </li></ul></ul><ul><li>LoTi accurately captures teaching innovation </li></ul>
    18. 18. INSTRUMENTATION <ul><li>Levels of Teaching Innovation Digital Age Survey for Dependent Variable </li></ul><ul><li>Ten Custom Questions Designed by Researcher for Independent Variables (Participation, Relationships and Network Benefits) </li></ul><ul><li>Schools of the Future Profiles for Independent Variables (Intensity of Professional Development, Type of Learning Community) </li></ul>
    19. 19. DATA COLLECTION & RECORDING <ul><li>Survey will run for one month </li></ul><ul><li>Weekly reminders and one final during the last week with a few days to go </li></ul><ul><li>LoTi will provide the researcher a summary and the raw data </li></ul><ul><li>Data will be coded to remove identifying factor (e-mail address) </li></ul>
    20. 20. DATA ANALYSIS <ul><li>Descriptive </li></ul><ul><ul><li>Clean data, Coding, Recoding </li></ul></ul><ul><ul><li>Means & frequencies for all variables </li></ul></ul><ul><ul><li>Cronbach’s Alpha for reliability on custom questions </li></ul></ul><ul><li>Inferential </li></ul><ul><ul><li>T-Test for Custom Question #1 </li></ul></ul><ul><ul><li>Pearson’s R for Custom Questions #2-9 </li></ul></ul><ul><ul><li>Chi Square for Custom Question #10 </li></ul></ul>
    21. 21. VARIABLE/ANALYSIS MATRIX
    22. 22. LIMITATIONS <ul><li>Bias in self-report format of survey research </li></ul><ul><li>Representativeness of teachers who complete the survey </li></ul><ul><li>Correlational research only identifies associations rather than cause and effect </li></ul>
    23. 23. QUESTIONS & ANSWERS
    24. 24. MAHALO

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