Reaserch Method
WEEK 1: Introduction to Evidence-Based Inquiry and Review of Literature
This is my first entry to my journal. As with a traditional journal, I will be recording snapshots of my learning process, insights gained, changes to my perspective, etc. I will try and focus on what has been meaningful to me as a learner.
This year, my division’s model of professional development has changed to create space for Collaborative Inquiry Teams. These teams are based out of our local schools and should have a literacy focus to match the division’s strategic plan through Literacy for Life. To further understand this changing professional development model, I joined The Reflective Educator’s Guide to Classroom Research by Nancy Fichtman Dana and Diane Yendol-Hoppey. Joining a book club is not new for me. Every year, I participate in book circles with my school division to engage, discuss and debate relevant ideas in education with colleagues. By joining this book club, I was hoping to review and analyze the content from my Introduction to Research Methods course with the professional development model in my division to develop a deeper understanding of research and professional inquiry.
When reading content on knowledge generation, my thoughts surrounded what was most familiar and comfortable to me. Through reflection, I found that each method of knowledge generation felt familiar. There was no single method that seemed strange and unfamiliar although certain methods stood out. Those most attractive to me were qualitative, transformative, and pragmatic because I have always had an affinity to irreverent questions that challenge the status quo and normally accepted ideas. Although I really on quantitative data constantly in my life, I had a reluctance to openly embrace this method as fears of formulas and mathematical boredom took over my thoughts regardless of the presence of this type of data and methodology that is so commonplace to me.
In the first discussion, my
This is my first entry to my journal. As with a traditional journal, I will be recording snapshots of my learning process, insights gained, changes to my perspective, etc. I will try and focus on what has been meaningful to me as a learner.
This year, my division’s model of professional development has changed to create space for Collaborative Inquiry Teams. These teams are based out of our local schools and should have a literacy focus to match the division’s strategic plan through Literacy for Life. To further understand this changing professional development model, I joined The Reflective Educator’s Guide to Classroom Research by Nancy Fichtman Dana and Diane Yendol-Hoppey. Joining a book club is not new for me. Every year, I participate in book circles with my school division to engage, discuss and debate relevant ideas in education with colleagues. By joining this book club, I was hoping to review and analyze the content from my Introduction to Research Methods course with the professional development model in my division to develop a deeper understanding of research and professional inquiry.
When reading content on knowledge generation, my thoughts surrounded what was most familiar and comfortable to me. Through reflection, I found that each method of knowledge generation felt familiar. There was no single method that seemed strange and unfamiliar although certain methods stood out. Those most attractive to me were qualitative, transformative, and pragmatic because I have always had an affinity to irreverent questions that challenge the status quo and normally accepted ideas. Although I really on quantitative data constantly in my life, I had a reluctance to openly embrace this method as fears of formulas and mathematical boredom took over my thoughts regardless of the presence of this type of data and methodology that is so commonplace to me.
In the first discussion, my