Methods of collecting data

         In preparation for collecting data to answer the question: How can I build a culture in my classroom that fosters open communication and conflict resolution practices within a project-based setting? I will have to implement various structures to ensure strong qualitative data. One of the most important aspects of my action research is, of course, student voices.  

    My plan for implementation for this open communication in collaboration year is to threefold. First, I would like to start the year off with giving students communication strategies and group norms within the first months of school. The first activity the students will do will be to identify communication skills. Using the Goals/Relationship chart previously mentioned, this will be at the forefront of my class. Additionally, students will perform with a series of activities defining conflicts and identifying how they communicate during times of conflict. (See Example above).

I planned to use conflict-resolution activities  as defined by Johnson and Johnson to train all students to be mediators and peacemakers. (See appendix d) In order to ensure consistency throughout the year there will be a component written into to each of my projects that will continue to foster open communication. This was implemented by a series of reflection journals and exit cards. A more specific example of this was  in student-group  literature discussion circles when students worked collaboratively to comprehend class books. The students will have to each contribute equally by assigning roles such as the facilitator, the checker, and the reporter, and the harmonizer. These roles rotate by week. They  reflected after each project on how they handled confrontation and communicating with one another in their group. The thought surrounding this  was to ensure that each of the students are treated as equal collaborators and that they are adequately trained to be mediators.         

     My plan for implementation for this open communication in collaboration year is to threefold. First, I to start the year off with giving students communication strategies and group norms within the first months of school. The first activity the students will do will be to identify communication skills. Using the Goals/Relationship chart previously mentioned, this will be at the forefront of my class. Additionally, students will perform with a series of activities defining conflicts and identifying how they communicate during times of conflict. (See Example above).

 Next, I planned to use conflict-resolution activities  as defined by Johnson and Johnson to train all students to be mediators and peacemakers. (See appendix d)] In order to ensure consistency throughout the year there will be a component written into to each of my projects that will continue to foster open communication. This will be implemented in a series of reflection journals or exit cards. A more specific example of this will be in in literature circles when students worked collaboratively to comprehend class books. The students will have to each contribute equally by assigning roles such as the facilitator, the checker, and the reporter, and the harmonizer. These roles rotate by week. They will reflect often on how they handled confrontation and communicating with one another in their group. My plan is to ensure that each of the students are treated as equal collaborators and that they are adequately trained to be mediators.         

Reflection Journals

I captured student voices in a variety of ways. One way was each time students were involved in group work, students will have a reflection journal that documents their thoughts about participating and communicating with their peers and describing any conflicts that have come up. Reflection journals were written at least once per project and analyzed monthly. The projects in my class varied from 2-8 weeks. I will then try to look for any patterns that emerge on how the students are negotiating and communicating with one another.

Surveys

All students completed a survey with in the beginning of working in a group. In the first week of December, students took take the same survey. (Appendix A) This was to get a baseline of information on how they communicate and solve conflicts with their peers. According to Merriam, long-term observations will help aid in internal validity of the data. These surveys served as a baseline for student’s ability to solve conflicts and communicate with one another. Some sample questions are:

1. How do you attempt to solve a problem with a group member?

2. Give an example when you negotiated with your group members.

3. How do you react when someone in your group is not listening to your ideas or input?

4. What does the word conflict mean to you?

5. How do you know when a problem is solved?

 Video of group interactions

This occurred about once or twice per project. These were completed to gain understanding as to the ways that the students communicated at various points throughout the project. They were analyzed and used to cross-reference other pieces of data that could not be generated in a survey. I will look over the videos with the students and gain feedback from their perspective to gain richer understanding of their thought process. In the beginning of the year, as I introduce different strategies, I will look for different methods in which students communicate with each other both formally and informally and see if they are any patterns or trends with the data. As the year progresses, I will look for any changes in the nature of the communication. I believe that these will be the most influential pieces of data that will help inform how students work collaboratively to solve problems.

Focus Groups- Interviews

I interviewed  be a small group of 8 students that will represent different types of cliques, status and academic ability. Ideally, I  had at least even amounts of boys and girls representing each of our school’s social cliques. Each of these interviews will be within the group. This occurred twice through out first semester. With these recordings, I will track patterns that emerge within different group communication projects.

Exit Cards

Each class, at least once per week, students will create an exit card that shows their progress of communication. These will range in question forms, but will essentially get at the same information. Some examples of these cards (See below) These were collected and analyzed to see any patterns or trends that emerge over time. These were also used early on to identify focus groups. I will then use this with other classes that have not used the communication strategies

Timeline:

 August- 1st Week of September

·      Inform parents of research and get appropriate paperwork for participation

·      Explain to students the purpose of the research

·      Gather baseline data about students (surveys and exit cards)

·      Select focus groups

·      Identify student cliques within the class through surveys

September

·      Have students create How I communicate Journals for the first project

·      Monitor groups through video

·      Conduct focus group interviews

·      Collect data from surveys and exit cards

October:

·      Continue to collect data from various sources

·      Track any patterns of group behavior

·      Continue to refine research question

·      Use data collected and weekly analysis to guide next research steps

November

·      Continue to analyze data that is collected

·      Further refine research question

December

·      Conduct final survey and interviews of students

·      Wrap up action research

January

·      Begin to write up research findings