Yesterday a colleague from my cohort invited me to her defense. She ended her coursework a year a head of me to technically I could be in her shoes next year. I am grateful she allowed me to see this event. It was like a huge presentation. She shared her findings and then the professors asked many technical questions about the decisions she made in her research. Everything from the selection of the sample to the selection of her themes.
I felt so proud of her! She is a doctor now!
This experience gave me motivation to keep plugging away.
Thursday, June 24, 2010
Methodology Options part2
Talked with Dr. Korach and Dr. Brookhart (2 members of my committee) and we tossed around a few ideas for the study.
Grounded Theory Option: Looking for sources of Personal Mastery in students through interviews, observations, and surveys. The part that is hard for me is giving up the data folders I designed.
Experimental Design Option: Studying the impact of data folders on a few classrooms. Looking specifically for personal mastery. In Leader-in-Me schools they will be following the work of Covey which uses the Covey planner for developing habit 3. This will just be a test of a potential scholastic planner.
Phenomenology Option: Studying the impact of the data folders. This time there is no theory coming into the study- just report the findings after I interview and survey.
Though I would like to already have decided this methodology a long time ago- I am still working on the first chapter which is the introduction- so the timing is OK. I am feeling a stronger sense in my gut to go with options 2 or 3.
Grounded Theory Option: Looking for sources of Personal Mastery in students through interviews, observations, and surveys. The part that is hard for me is giving up the data folders I designed.
Experimental Design Option: Studying the impact of data folders on a few classrooms. Looking specifically for personal mastery. In Leader-in-Me schools they will be following the work of Covey which uses the Covey planner for developing habit 3. This will just be a test of a potential scholastic planner.
Phenomenology Option: Studying the impact of the data folders. This time there is no theory coming into the study- just report the findings after I interview and survey.
Though I would like to already have decided this methodology a long time ago- I am still working on the first chapter which is the introduction- so the timing is OK. I am feeling a stronger sense in my gut to go with options 2 or 3.
Tuesday, June 22, 2010
Phillip Schlechty Quotes
These quotes are from a book titled, Working the Work.
"As leaders, great teachers understand that the needs and interests of those they want to follow them, the students, must be central to their concerns."
"Teachers must also ensure that those they lead respond to ends that may not be immediately appealing to students, though essential to the functioning of a democratic society."
"Sometimes it is helping those being led to see directions they might go that they would not otherwise have thought of and then inspiring them to go in those directions."
"Authentic engagement. The task, activity, or work the student is assigned is associated with a result or outcome that has clear meaning ... and value to the student."
"As schools are now organized, student success, especially success in doing well in an environment that places emphasis on high test scores, does not require authentic engagement."
"Beliefs shape visions, and visions drive missions."
"Control is not possible without understanding. Assessment is critical to understanding."
"the level and types of student learning are directly influenced by the effort students expend... the efforts students are willing to expend on tasks is determined by the level and type of engagement the tasks generate... the level and type of engagement depend, in a large measure... on the extent to which qualities that are built into the tasks are... most responsive to the needs and motives students bring to the tasks."
"The fact is that engagement precedes learning."
"For standards to motivate, they must have meaning and perceived value to those to whom they are being applied."
"What is real to children may be very different from that which is real to adults and that it is the reality of students that determines the kind of work they will find engaging."
Now this is primarily about engagement- however I am beginning to see lots of personal mastery woven between the lines here.
"As leaders, great teachers understand that the needs and interests of those they want to follow them, the students, must be central to their concerns."
"Teachers must also ensure that those they lead respond to ends that may not be immediately appealing to students, though essential to the functioning of a democratic society."
"Sometimes it is helping those being led to see directions they might go that they would not otherwise have thought of and then inspiring them to go in those directions."
"Authentic engagement. The task, activity, or work the student is assigned is associated with a result or outcome that has clear meaning ... and value to the student."
"As schools are now organized, student success, especially success in doing well in an environment that places emphasis on high test scores, does not require authentic engagement."
"Beliefs shape visions, and visions drive missions."
"Control is not possible without understanding. Assessment is critical to understanding."
"the level and types of student learning are directly influenced by the effort students expend... the efforts students are willing to expend on tasks is determined by the level and type of engagement the tasks generate... the level and type of engagement depend, in a large measure... on the extent to which qualities that are built into the tasks are... most responsive to the needs and motives students bring to the tasks."
"The fact is that engagement precedes learning."
"For standards to motivate, they must have meaning and perceived value to those to whom they are being applied."
"What is real to children may be very different from that which is real to adults and that it is the reality of students that determines the kind of work they will find engaging."
Now this is primarily about engagement- however I am beginning to see lots of personal mastery woven between the lines here.
John Dewey Quotations
"The older methods set a premium upon passivity and receptivity..."
"There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active co-operation of the pupil in construction of the purposes involved in his studying."
"There should be brief intervals of time for quiet reflection provided for even the young."
"Education is essentially a social process."
"Control of individual actions is effected by the whole situation in which individuals are involved."
"The most important attitude that can be formed is that of desire to go on learning."
"Every experience is a moving force...it is then the business of the educator to see in what direction an experience is heading."
"The mature person ... has no right to withhold from the the young on given occasions whatever capacity for sympathetic understanding his own experience has given him."
"The traditional scheme is, in essence, one of imposition from above and from outside. It imposes adult standards, subject-matter, and methods upon those who are only growing slowly toward maturity... the very situation forbids much active participation by pupils in the development of what is taught."
"The road of the new education is not an easier one to follow than the old road."
from Experience and Education (1938)
Many of these quotes support the direction of this dissertation. If students are seeing school in a way that say a homeowner sees a contractor- someone who has expertise and can constribute to or vision- then there are many reasons to believe academic effort will increase. So are there systems that can be put into use to help students reflect and then to inspire them to own their academic growth?
"There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active co-operation of the pupil in construction of the purposes involved in his studying."
"There should be brief intervals of time for quiet reflection provided for even the young."
"Education is essentially a social process."
"Control of individual actions is effected by the whole situation in which individuals are involved."
"The most important attitude that can be formed is that of desire to go on learning."
"Every experience is a moving force...it is then the business of the educator to see in what direction an experience is heading."
"The mature person ... has no right to withhold from the the young on given occasions whatever capacity for sympathetic understanding his own experience has given him."
"The traditional scheme is, in essence, one of imposition from above and from outside. It imposes adult standards, subject-matter, and methods upon those who are only growing slowly toward maturity... the very situation forbids much active participation by pupils in the development of what is taught."
"The road of the new education is not an easier one to follow than the old road."
from Experience and Education (1938)
Many of these quotes support the direction of this dissertation. If students are seeing school in a way that say a homeowner sees a contractor- someone who has expertise and can constribute to or vision- then there are many reasons to believe academic effort will increase. So are there systems that can be put into use to help students reflect and then to inspire them to own their academic growth?
Wednesday, June 16, 2010
Making Progress
The first chapter is almost ready to be examined by my advisor. At one point in the process I felt like all these authors and all these major points were cutting in line- they all wanted me to write about them next... I had to tell them to get back in the outline and have a little patience.
Now I am just wondering how close I am to having the right tone, voice, and level of professionalism. Here is a little piece of it:
The educational system in the United States of America empowers adults from the policy makers and politicians, parents and business leaders, to the teachers and administrators. These stakeholders share data, create action plans, and design accountability systems. Policies like No Child Left Behind have increased teacher stress levels and influenced decisions on time usage within the classroom (Costa & Kallick, 2004). If teachers feel the need to reduce instruction in non-tested curriculum like social studies curriculum, how will they find time to include student reflection (Newberg-Long, 2010)?
OK back to work!
Now I am just wondering how close I am to having the right tone, voice, and level of professionalism. Here is a little piece of it:
The educational system in the United States of America empowers adults from the policy makers and politicians, parents and business leaders, to the teachers and administrators. These stakeholders share data, create action plans, and design accountability systems. Policies like No Child Left Behind have increased teacher stress levels and influenced decisions on time usage within the classroom (Costa & Kallick, 2004). If teachers feel the need to reduce instruction in non-tested curriculum like social studies curriculum, how will they find time to include student reflection (Newberg-Long, 2010)?
OK back to work!
Thursday, June 10, 2010
MATHEMATICAL DEVELOPMENT
It could be because I have been a math facilitator for three years- who knows why- but today I came up with some mathematical representations for my dissertation. (I have been in a writing slump lately so this is good)
Here is what I think I am sharing during my dissertation presentation tomorrow:
CONTEXT: Today we live in the age of accountability: politicians and business leaders have changed the educational landscape. No Child Left Behind gives us statistical analysis where we illuminate the achievement gap.
Agap = SUM(Igap - Igap’) (The Achievement Gap = sum of student individual gaps)
Igap = PS – CR (Individual gaps = Proficiency by standard minus the individuals current reality)
LO = PM + SV + TL + MM + ST (Learning Organizations = Personal Mastery + Shared Vision + Team Learning + Mental Models + Systems Thinking)
PM = CT (Personal Mastery = Creative Tension)
CT= CRV (Creative Tension = a vector moving from Current Reality towards Vision)
V= SE + A1 (Vision – Self Efficacy + Awareness of possibilities)
SIGNIFICANCE: If a tool can create stronger CR & A1 then we will have a stronger CT and therefore a stronger PM which Senge believes makes an organization stronger and more vital. This tool may increase the personal mastery levels within a learning organization.
NEED FOR STUDY: School systems typically do not provide time or tools for students to use to reflect- teachers bear the majority of the responsibility to analyze data and action plan.
RATIONALE: The data folder system includes activities to raise awareness and to reflect on progress. Students who are aware and can begin to set plans into motion will share the responsibility and progress.
Here is what I think I am sharing during my dissertation presentation tomorrow:
CONTEXT: Today we live in the age of accountability: politicians and business leaders have changed the educational landscape. No Child Left Behind gives us statistical analysis where we illuminate the achievement gap.
Agap = SUM(Igap - Igap’) (The Achievement Gap = sum of student individual gaps)
Igap = PS – CR (Individual gaps = Proficiency by standard minus the individuals current reality)
LO = PM + SV + TL + MM + ST (Learning Organizations = Personal Mastery + Shared Vision + Team Learning + Mental Models + Systems Thinking)
PM = CT (Personal Mastery = Creative Tension)
CT= CRV (Creative Tension = a vector moving from Current Reality towards Vision)
V= SE + A1 (Vision – Self Efficacy + Awareness of possibilities)
SIGNIFICANCE: If a tool can create stronger CR & A1 then we will have a stronger CT and therefore a stronger PM which Senge believes makes an organization stronger and more vital. This tool may increase the personal mastery levels within a learning organization.
NEED FOR STUDY: School systems typically do not provide time or tools for students to use to reflect- teachers bear the majority of the responsibility to analyze data and action plan.
RATIONALE: The data folder system includes activities to raise awareness and to reflect on progress. Students who are aware and can begin to set plans into motion will share the responsibility and progress.
Saturday, June 5, 2010
New Title
I believe the title will evolve as I read more and think more about providing a useful study. Here is the latest:
Sources of Personal Mastery in Urban Learning Organizations: Student's Reactions to 2nd Arrow Systems
The emphasis is on the develoment of personal mastery in urban kids.
2nd Arrow is a term created to describe student empowerment. It is easy to find instruction that has a starting point and an arrow that goes from the teacher to the learner. This second arrow describes systems that create a 2 way connection. Systems that involve the student in using data to set their own goals.
If we can find sources of personal mastery (Senge) then we can provide some resources to urban school systems.
Sources of Personal Mastery in Urban Learning Organizations: Student's Reactions to 2nd Arrow Systems
The emphasis is on the develoment of personal mastery in urban kids.
2nd Arrow is a term created to describe student empowerment. It is easy to find instruction that has a starting point and an arrow that goes from the teacher to the learner. This second arrow describes systems that create a 2 way connection. Systems that involve the student in using data to set their own goals.
If we can find sources of personal mastery (Senge) then we can provide some resources to urban school systems.
Friday, June 4, 2010
Froebel & Blow
"The mind grows by self-revelation... learning begins when consciousness erupts." Friedrich Froebel (the creator of kindergarten)
Do we still have the Factory model in place in schools? The conveyor belt moves an engine block down the assembly line. Components are added- it is cold and mechanical.
Froebel urges us to protect the next generation from "mechanical actions without thought and consideration."
That engine block is not considering much is it... If schools can set up systems that include thought and consideration at the student level will they help us create a more productive educational system?
Froebel had a disciple named Susan E. Blow. She came to St. Louis in 1873 and began the first successful kindergarten in the United States. She had a huge impact on the city as the whole city had kinderarten classes by 1883. I am still looking up quotes from her speaking tours- she trained kinder teachers.
On a final note, something Froebel wrote reminded me of te conceptual model of schools I wrote about earlier.
"Children are like tiny flowers: they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers."
See this image I created and imagine the students as the flowers on the ends of the school organization... The learning oganization
Do we still have the Factory model in place in schools? The conveyor belt moves an engine block down the assembly line. Components are added- it is cold and mechanical.
Froebel urges us to protect the next generation from "mechanical actions without thought and consideration."
That engine block is not considering much is it... If schools can set up systems that include thought and consideration at the student level will they help us create a more productive educational system?
Froebel had a disciple named Susan E. Blow. She came to St. Louis in 1873 and began the first successful kindergarten in the United States. She had a huge impact on the city as the whole city had kinderarten classes by 1883. I am still looking up quotes from her speaking tours- she trained kinder teachers.
On a final note, something Froebel wrote reminded me of te conceptual model of schools I wrote about earlier.
"Children are like tiny flowers: they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers."
See this image I created and imagine the students as the flowers on the ends of the school organization... The learning oganization
Wednesday, June 2, 2010
Is it About Awareness?
Lately I have felt a lot of pressure to get this dissertation focused. I am wrestling with a few options and throw in the end of the school year- out of town guest preparation- and job searching and it my time gets squeezed. So I got up 2 hours before the start of the day and wrote a few things.
Could this dissertation be about awareness? Is this concept missing in some schools?
Awareness at the student level- can they tell you what it means to be proficient? Can they tell you where they are personally? Can they tell you about thier strengths? Can they tell you about action steps that will help them?
Glasser writes about how this awareness motivates students to improve.
Marzano writes about how student progress monitoring is part of effective teaching.
Stiggins ties student performance recording to self efficacy.
Senge writes about Personal Mastery.
Covey writes about Personal Victory.
All begins with awareness.
So are students who are in Baldrige or Leader in Me schools more aware than students in other schools?
Could this dissertation be about awareness? Is this concept missing in some schools?
Awareness at the student level- can they tell you what it means to be proficient? Can they tell you where they are personally? Can they tell you about thier strengths? Can they tell you about action steps that will help them?
Glasser writes about how this awareness motivates students to improve.
Marzano writes about how student progress monitoring is part of effective teaching.
Stiggins ties student performance recording to self efficacy.
Senge writes about Personal Mastery.
Covey writes about Personal Victory.
All begins with awareness.
So are students who are in Baldrige or Leader in Me schools more aware than students in other schools?
Subscribe to:
Comments (Atom)