Reading Blog for Week 1

D&M Chapter 1 - Introduction 

The text talks about a method being defined as a way of doing literacy research. We know that there are many ways that literacy research can be collected. The purpose of the literacy research and the circumstances will determine how the research is conducted.

Sometimes methodologies used for research will overlap and combine. Research does not have to fall into one specific category.

While reading each chapter, I should learn the answers to some specific questions about each type of research I read about:
1.  What is this methodology?
2.  What kinds of questions and claims is this methodology appropriate for?
3.  What are standards for quality in this methodology?
4.  What is one or more exemplar of this methodology (in literacy), and what makes it so good?

D&M Chapter 20 - Toward a Pragmatics of Epistemology, Methodology, and Social Theory

These are important key terms that were mentioned in the text and I want to remember.

• Epistemology - one's view of what can and cannot be known and how.
• theory and theoretical - an explanation originating external to the phenomenon the researcher is focusing, such as Vygotsky's theory of the zone of proximal development
• quasi-experimental - as many intervening variables as possible are controlled but the selection and assignment of subjects is not randomized and instruction procedures may not be completely identical 
• formative experiment - aim to improve instruction through the combination of qualitative methods of investigation and intervention in learning situations 
• triangulation - using multiple methods to study the same general topic, but the actual research questions and designs differ 

In order to understand a research method, we have to understand the epistemology of the method as well. It is important to examine how a research project's epistemic beliefs, methods, and prior research influence each other.

Approach 1: 
Experimental and Quasi-Experimental Design

There are some key components to an experiment. These components work to limit the possibility of external influences on outcomes.

• how the experiment subjects are selected and assigned 
• how the groups (at least 2) are used 
• uniformity and regularity among groups
• measurement procedures that work to eliminate human error and bias 

The most reliable experiments are usually those that are fully randomized and procedurally controlled. If we conduct more experiments of a similar nature, and obtain the same result, this allows us to look at the possibility of patterned predictability. This is the knowledge that experimentalists in literacy research strive for. This knowledge remains true in all circumstances.

example: Studying the relations among class size and instructional practice -- at least two groups with the factor of instructional practice varied and two groups in which the class size was varied; sixty students randomly selected and assigned to four treatment groups (large class with lecture and discussion, large class with study circles, small class with lecture and discussion, and small class with study groups); all four groups read the same novel over the same period with the same physical conditions, using standard instructional procedures for both methods of teaching; test scores would be examined from each group; this experiment would likely need to be performed multiple times in order to know if results can be trusted.

One of the weaknesses of this method is that it is nearly impossible to generalize the findings of a study to all groups. Also, the conditions called for may be hard to create in actual schools.

Approach 2: 
Formative Experiments

Formative methods of research can solve issues that arise in local settings as information is obtained from collaboration.

example: Studying the effect of classroom size on instructional practice -- four upper elementary teachers - two of the four have their classroom size reduced from 30 to 15 students; texts would be selected to use in literature study circles in the four classrooms and one novel would be read at a time; prior to intervention - observe teaching of reading in each classroom, interview each teacher about practices and philosophy, collect test scores and data, and interview kids about their attitudes toward reading and school; during the experiment, notes would be kept about classroom arrangement and written responses to the reading would be collected along with test scores and information; once one novel is finished the process is repeated with a different novel.

One weakness to this method is that the collaborative and adaptable nature of formative experiments makes the findings hard to replicate and can cover up unintended consequences.

Approach 3: 
Case Studies 

Case studies can provide detailed narratives that give information about an individual in a social setting. This study can then be used to generate hypotheses.

example: Studying how the students experience instruction -- two classes observed (one with 27 and the other with 17 students); small group uses a literature study-group approach, larger group uses a lecture/discussion approach; students from each class are interviewed to know their preferences and artifacts of their writing and interviews from parents are collected; demographic information is collected; all the information is used to draw conclusions

One of the weaknesses of case studies is that they can encourage unwarranted generalization.

Approach 4: 
Discourse Analysis (Conversation) 

Discourse analysis can tell us information about where and how learning happens within certain settings by using the powerful method of language.

example: Studying class size in relation to instructional approach -- researcher videotapes all novel-related conversations in both settings and keeps notes from direct observation of relevant classes; conversations would be transcribed and carefully examined to look for patterns of conversational exchange.


Each of the approaches has the ability to produce different types of knowledge that can be useful to us in different ways. But with whatever method we choose, we need to approach with caution and be skeptical. We need to consider the possible benefits and also the possible consequences of each method. A mixed methods approach can also not guarantee that an experiment produces useful information.


D&M Chapter 21 - Conclusion

This chapter outlined some specific messages that the authors hope we take away from this book. These messages represent the purpose of this book and also represent my learning goals for reading.

Messages-
There are many different research methodologies that can each be useful in their own way to literacy and literacy research. The information that has been provided from literacy research studies has been valuable to our knowledge of literacy. This literacy research has also provided important information that has been used by classroom teachers to improve their teaching practices. Some methodologies used in these studies include oral miscue analysis, correlation, case study, and experiment and quasi-experiment, to name a few.

It is important to pair the right type of research methodology to the question that is being researched. We want to make sure that the claim that is made or the conclusion that is reached will be valid. The only way to do this is to match the question with the method.

We need to pay attention to the quality of research. Each methodology can bring with it different challenges. Sometimes these challenges may affect the results and the quality of those results. It is important that we encourage the highest quality of research.

The goal is to have different studies conducted by using different methodologies to inform each other and make the other better in some way. For example, verbal protocols have demonstrated that good readers attend to text structure when they read. Research has also found that good comprehenders attend more readily to text structure than poor comprehenders. Experimental studies have found that teaching children to pay attention to the structure of texts leads to bette comprehension. Each of these studies built upon the other.

We need to keep pursuing and encouraging others to pursue research and various methodologies that can help inform our knowledge of literacy.

Activate Week 9

Chapter 11 - Historical Research 

I know that history is the past. History is two seconds ago, it is yesterday, and it is 100 years ago. History has a major affect on the present day. We are who we are because of events that happened in our past. Many books have been written about historical events. Books are also written about personal historical events - history that has impacted one particular person or a group of people. 

History research looks to analyze the events that have happened in the past and researchers also look to see what we can learn about those events. They study how one event affects the next. History researchers may have a different interpretation of an event. A person's view of the event can affect how they feel about it. If a person has a particular interpretation of an event or they wish to discuss the event with others, they may choose to write their thoughts down or collect information from others to learn more. 

I wonder how we can use historical literature and the historical research of others to help our instruction. 

Chapter 15 - Narrative Approaches 

I know that a narrative is a story. Authors have many different reasons for writing a narrative.  Narratives are written to share a lesson, to entertain us, or it can teach us new things. Authors get inspirations from personal experiences, dreams, or a creative imagination. 

Narrative research looks to understand the events of a story. Narratives help researchers understand human experiences. Each human has different life experiences and therefore each human has their own personal narrative. 

I wonder how narrative research can be used to help our students understand narrative literature and write their own narratives. 

Week 8 Activate

Chapter 13 - Meta-Analysis

Ok, I am going to be honest. I had to look to see what meta-analysis meant! This is the combination of many studies, usually conducted by different researchers in different contexts, in order to analyze a certain educational topic. I can see this as being a valuable way of conducting research because a researcher is able to compare the various studies and analyze differences. The researcher can analyze why those differences occurred. A school's area, the teachers, the families of the students, socioeconomic levels of the students, etc can all affect study results. I think it would be helpful to be able to study results from schools from multiple areas.

I am curious to see how meta-analysis is used in the field of education and how I can benefit from it as a future reading specialist.

Week 7 Activate

Chapter 3 - Content Analysis

Content is the area of study. I know that there are four main content areas that are taught at an elementary school - Social Studies, Math, Science, Reading and Writing). I know that content can also be specific to a subject or also a book. Each book has its own subject and area of focus.

I am guessing that content analysis analyzes the content of different literature. The content of books is a determining factor in whether the student will achieve comprehension when reading the text. Depending on the complexity of the text, the student's reading level, and his/her background knowledge, the student may or may not be able to understand the reading.

I wonder how I can use my new knowledge of content analysis to help my students understand the content that they read.

Chapter 6 - Discourse Analysis

Conversation needs to be an important component of any classroom. Talking with others allows students to expand their thinking, ask questions, answer questions, and understand other points of view. Talk is not only a great way to learn, but it is a good way to socialize. In the age of technology, we cannot loose face to face conversation. This still needs to be a prominent part of the educational world.

I am thinking that discourse analysis looks at oral language in the classroom and how this language can affect classroom performance. I am unsure if discourse analysis refers to both teacher and student conversations or just student to student conversations.

I am curious how discourse analysis research supports the use of conversation in the classroom.

Chapter 7 - Discourse Analysis

Discourse can also be written. Written literature allows you to see into the mind of someone you have never met. You can also explore new worlds and expand your mind or your ways of thinking. The way a text is organized and the content of a text affect if one is able to understand and learn from the text.

I think that discourse analysis looks at the ideas of the text, the words used, and how the text is written. The genre, the purpose, and the individual writer's style all make a difference to how the text is written.

Discourse Analysis of written text seems to be an important area of study for teachers and students. Understanding why a text is written a certain way can be helpful to increase understanding of the text.

Activate week 6

Chapter 5 - Virtual Ethnography

I know that ethnography is the study of humans and their cultures. I believe that virtual ethnography would refer to online research methods that are used to study people. The digital age has given us so many more methods that researchers can use to discover information. Before the internet, researchers would find out information through the phone, mail, or in person. Now, we can ask someone who lives across the world a question over the internet and get an answer almost immediately. The virtual world has opened up the possibilities for education research.

I wonder in what was researchers are taking advantage of the internet and how it has changed virtual ethnography.

Chapter 8 - Ethnographic Research

I believe this would refer to the study of one's culture. In particular to literacy, culture can have large affect on a child's literacy abilities and progress. Some cultures put a higher value on literacy than others. Also, if the child was not born in an English speaking country or to a family who speaks English, that can possibly contribute to the child struggling to complete literary tasks in English.

I think that this type of research would seek to provide answers to how a student's culture affects their literacy performance, which can be very valuable information for teachers to understand.

Chapter 2 - Case Studies

I am familiar with case studies because I am currently conducting one in my Applications of Assessment class. I conducted reading assessments with a fourth grader, Samantha, and then analyzed the results of the assessments. I had to compile the information gathered from Samantha's assessments to write a report on her current literacy abilities. The purpose of the case study was to identify a student's strengths and weaknesses and figure out possible ways to help the student improve.

I know that there are different kinds of case studies. I wonder what other purposes researchers use to conduct a case study and how teachers can use this information to improve instruction.

Activate week 5

Formative and design experiments - Chapter 10

A formative assessment is one that is conducted in the classroom and is part of normal routine. It is not something that is taken in a strange environment or with new rules. I am guessing that a formative experiment is one that is conducted in an authentic environment. I would think that these type of experiments would yield accurate results because the experiment is not anything out of the ordinary.

I am unsure, but I think that a design experiment is one that is more typical of a normal experiment that is more controlled.

I wonder what type of experiment is more common with educational research and which type of experiment that researchers prefer to use.

Mixed Methods - Chapter 14

I am guessing that mixed methods is a type of experiment that strives to answer a research question by using multiple research methods.

I wonder what the history of mixed methods research is and what would encourage one to use this methodology. I wonder how we should decide which methodology to use.

Activate week 4

Survey research - Chapter 18

We can find out answers to questions through survey research. It seems as though survey research is a type of experiment. We start with a question and then conduct surveys to find out what, how, or why. I know that there are many different types of surveys and we have to have certain rules that we follow when conducting them. We have to make sure our sample represents the population and the question(s) that we ask make sense.

I wonder how we can make sense of survey research and use it as a tool for improving instruction.

Affective instruments - Chapter 12

An instrument is the tool used to make something happen. Affective deals with feelings. In this case, we want to discuss feelings toward reading and also motivation to want to read. Therefore, an affective instrument (I believe) is used to find out a student's feelings about reading and their reading abilities, and also their motivation and engagement when asked to read.

Motivation and feelings toward reading are a couple areas that have been overlooked until recently. We underestimate how important the affective aspects of reading are. We assess student's on the cognitive aspects of reading often, but we should put a greater focus on affective components. Feelings towards reading can affect their comprehension of the text.

I wonder how affective instruments can be used to improve reading instruction and how valid these instruments are with the results.