What I am looking for in this section is emergent themes, points of agreement, points of discrepancy. Where does it triangulate and were does it diverge?
It is worth noting here that triangulation does not imply three sources but rather at least two but possibly more kinds of qualitative or quantitative data with the researchers' reflections providing the triangulation point. Dick suggests that it is at these borders of divergence that the areas of most interest can often be found.
The method chosen for reviewing the data is usually a form of reflection.
[Action Research ]..".is the systematic study of attempts to improve educational practise by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions."
- Ebbutt (cited in Hopkins, 1985)
Teacher interviews
There were 3 interviews with teachers and 2 with TAs
This is a very small sample and care should be taken extrapolating generalisations from this.
However the interviews did echo each other in certain thematic areas and these were also highlighted in the usenet list discussion.
Time
Time spent on display work is emerging as an important issue both for teachers and TAs. It is worth looking further into this as it was raised in the ILM module.
Ideas
The people interviewed want the archive to be easier to search for fresh, effective ideas for subject or age specific displays.
Pressure
Teachers felt they were under pressure to produce attractive displays and that it was a matter of professional pride.
TA interviews
TAs were positive about the archive and enjoyed seeing the children's work on line. There was a general feeling that finding new ideas was a constant pressure.
Children's focus groups
• The children assumed that pupils had been heavily involved in making all the displays "because you learn by talking about it while you make them".
• They liked the idea of displays that were informative, "help you learn things".
• They feel pride in seeing displays that they had worked on and assumed other children would feel the same.
• They liked to see their work well displayed - there was some discussion about the aesthetics of displays, choice of backgrounds etc.
• They thought the archive would be useful for teachers to "get ideas" and for children to see their own work on the internet.
• Some of the children said they didn't like displays that were too busy "and you don't know where to look"
• They liked 3d displays, "things that come out from the wall are cool!" "The rain forest one from last year was great!"
Some of the older children thought that the archive could be organised by type of display contents:
• Photographs of an event
• Writing
• Individual paintings
• Group produced large paintings/collages etc.
• Special themes (Xmas, Spring, Bonfire night etc.)
Links to slideshows of displays with audio :
http://firstclass.ultraversity.net/~linda.hartley/movies/aedatamovs/wint3.mov
http://firstclass.ultraversity.net/~linda.hartley/movies/aedatamovs/snowq.mov
http://firstclass.ultraversity.net/~linda.hartley/movies/aedatamovs/riddle.mov
http://firstclass.ultraversity.net/~linda.hartley/movies/aedatamovs/like1
http://firstclass.ultraversity.net/~linda.hartley/movies/aedatamovs/heyshamb.mov
Learning Journal
In my learning journal I have kept track of the various cycles of trying to promote the image archive. This has proved useful as some of the cycles have been very short as Bob Dick suggested. I have noted critical incidents, short term planning, and reflections. The main themes that have emerged from this strand are:
• the importance of relationships. People who feel they 'know' me are more likely to get involved with the archive, even if that 'knowing' takes the form of only on-line interaction.
• time pressures seem to be an important incentive for involvement in the archive.
• Children have enjoyed taking part in the focus groups. It has proved an interesting way of exploring their speaking and listening skills.
I also kept notes in my learning journal about critical incidents in school relating to displays and read back through my learning journal to find other display related incidents. I then reflected on these in my learning journal. Notes on informal conversations have been useful for adding background and detail to the informal interviews.
Triangulation
The Archive
Teachers and TAs both those interviewed on the usenet list and in short conversations noted in my learning journal are positive about the archive. They think it will be a useful resource and have displayed some interest in adding images themselves. In the main they agreed with the categories chosen for the archive but felt that more information might be helpful.
Teachers and TAs would like more specific information with display images
• Age range
• Subject
• Time display took to make
Displays as learning objects
Everyone in my school seems to espouse the theory that displays should be learning objects. Teachers and children in my school talked about how displays can help learning. Children from both groups remembered displays from previous years with affection and were able to recall their content in some detail. It did not seem to matter to them if their own written work formed part of the display but it was seen as vital that children had been involved in the making of the display. In my learning journal I have noted that making displays with children provides useful time in which to explore concepts whilst engaged in seemingly menial tasks.
index
It is worth noting here that triangulation does not imply three sources but rather at least two but possibly more kinds of qualitative or quantitative data with the researchers' reflections providing the triangulation point. Dick suggests that it is at these borders of divergence that the areas of most interest can often be found.
The method chosen for reviewing the data is usually a form of reflection.
[Action Research ]..".is the systematic study of attempts to improve educational practise by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions."
- Ebbutt (cited in Hopkins, 1985)
Teacher interviews
There were 3 interviews with teachers and 2 with TAs
This is a very small sample and care should be taken extrapolating generalisations from this.
However the interviews did echo each other in certain thematic areas and these were also highlighted in the usenet list discussion.
Time
Time spent on display work is emerging as an important issue both for teachers and TAs. It is worth looking further into this as it was raised in the ILM module.
Ideas
The people interviewed want the archive to be easier to search for fresh, effective ideas for subject or age specific displays.
Pressure
Teachers felt they were under pressure to produce attractive displays and that it was a matter of professional pride.
TA interviews
TAs were positive about the archive and enjoyed seeing the children's work on line. There was a general feeling that finding new ideas was a constant pressure.
Children's focus groups
• The children assumed that pupils had been heavily involved in making all the displays "because you learn by talking about it while you make them".
• They liked the idea of displays that were informative, "help you learn things".
• They feel pride in seeing displays that they had worked on and assumed other children would feel the same.
• They liked to see their work well displayed - there was some discussion about the aesthetics of displays, choice of backgrounds etc.
• They thought the archive would be useful for teachers to "get ideas" and for children to see their own work on the internet.
• Some of the children said they didn't like displays that were too busy "and you don't know where to look"
• They liked 3d displays, "things that come out from the wall are cool!" "The rain forest one from last year was great!"
Some of the older children thought that the archive could be organised by type of display contents:
• Photographs of an event
• Writing
• Individual paintings
• Group produced large paintings/collages etc.
• Special themes (Xmas, Spring, Bonfire night etc.)
Links to slideshows of displays with audio :
http://firstclass.ultraversity.net/~linda.hartley/movies/aedatamovs/wint3.mov
http://firstclass.ultraversity.net/~linda.hartley/movies/aedatamovs/snowq.mov
http://firstclass.ultraversity.net/~linda.hartley/movies/aedatamovs/riddle.mov
http://firstclass.ultraversity.net/~linda.hartley/movies/aedatamovs/like1
http://firstclass.ultraversity.net/~linda.hartley/movies/aedatamovs/heyshamb.mov
Learning Journal
In my learning journal I have kept track of the various cycles of trying to promote the image archive. This has proved useful as some of the cycles have been very short as Bob Dick suggested. I have noted critical incidents, short term planning, and reflections. The main themes that have emerged from this strand are:
• the importance of relationships. People who feel they 'know' me are more likely to get involved with the archive, even if that 'knowing' takes the form of only on-line interaction.
• time pressures seem to be an important incentive for involvement in the archive.
• Children have enjoyed taking part in the focus groups. It has proved an interesting way of exploring their speaking and listening skills.
I also kept notes in my learning journal about critical incidents in school relating to displays and read back through my learning journal to find other display related incidents. I then reflected on these in my learning journal. Notes on informal conversations have been useful for adding background and detail to the informal interviews.
Triangulation
The Archive
Teachers and TAs both those interviewed on the usenet list and in short conversations noted in my learning journal are positive about the archive. They think it will be a useful resource and have displayed some interest in adding images themselves. In the main they agreed with the categories chosen for the archive but felt that more information might be helpful.
Teachers and TAs would like more specific information with display images
• Age range
• Subject
• Time display took to make
Displays as learning objects
Everyone in my school seems to espouse the theory that displays should be learning objects. Teachers and children in my school talked about how displays can help learning. Children from both groups remembered displays from previous years with affection and were able to recall their content in some detail. It did not seem to matter to them if their own written work formed part of the display but it was seen as vital that children had been involved in the making of the display. In my learning journal I have noted that making displays with children provides useful time in which to explore concepts whilst engaged in seemingly menial tasks.
index