13

This week i was working on my research question and preparing my questions for my interviews. I wrote down specific questions for my participants. For example, i added in my interview questions some specific language that i heard my participants used while in class and I asked my participants to elaborate on their comments.  This has extended my interview and I was able to get the first participant to expand on my questions. I also added a followup question that was able to provide more feedback.

I will scan the permission slips and email them to you this evening.

The first interview is about 18 minutes total and transcribed by Friday evening.

The second participant has been unavailable, but will be available after the Thanksgiving holiday, so I will interview then.

12

My short analysis grade couldn't have been better had my research question been more meaningful. I examined the Adult Learner transcript and my research question analyzed how the participants feelings about a subject impacts the interview. Feelings may have an impact the interview, but had I looked more deeply into the interview I wouldnt have discussed other, deeper factors that impacted the interview. For example, I should've looked at the language used by the participants. This may have had a deeper impact on the interview. The language between the Adult learner and interviews age gap(Discourse) may have a larger impact on the language and moves used in this transcript. Other discourse between the participants is how the Adult learner is a novice computer user versus the interviewer who is more an advanced computer user.  When I look back at the transcript, if I had analysed the language discourse between the participants I would have built a better research question, and, thus would have had a better grade.

blog 11 Research Introduction

Research Introduction

Knowledge of a Positive Classroom Environment has been of great importance for many years. The factors of creating this environment are not completely understood. Both Ryan and Patrick, researchers from Illinois, claim that teachers help to create a positive social environment by encourage social interaction and motivation in middle school students (2001). While studies have shown the value of intrinsic versus extrinsic motivation, the question becomes how do teachers  use motivating language use to create a Positive Classroom Environment? In this article I will show that use of motivating language will support creating a Positive Classroom Environment. This paper is structured with Data, Data Analysis from two teachers, and research on the subject from various researchers, and conclusions.

Blog 10

Formulate a research plan. Statement of purpose:

I hope to discover if there is a relationship between creating a positive social environment to motivate student to improve.

Detailed statement of your research:

As teachers you wear many hats. You are the teacher and mentor.  Middle School students present a unique set of issues. Physical ,emotional; and  social changes can affect a students focus. Sometimes teachers are presented with the challenge to motivate students that are struggling with these challenges. Researchers have noted that a positive classroom social environment may play a role in motivating students to improve. We are doing research to find out this environment can motivate middle school students.  We would like your input into this matter.

List of questions:

What words or statements to motivate students?
What do you feel is a positive social environment?
Have you created a positive social environment?


List the information you need to gather
List of resources
2 teachers for interview


resources
The Classroom Social Environment and
Changes in Adolescents’ Motivation and
Engagement During Middle School
University of Illinois, Urbana-Champaign
Allison M. Ryan
Helen Patrick
Northern Illinois University
https://docs.google.com/a/kean.edu/viewer?a=v&pid=gmail&attid=0.1&thid=141e1cee3b6bf5f0&mt=application/pdf&url=https://mail.google.com/mail/u/0/?ui%3D2%26ik%3D7b09b5507f%26view%3Datt%26th%3D141e1cee3b6bf5f0%26attid%3D0.1%26disp%3Dsafe%26realattid%3Df_hn3koh1v0%26zw&sig=AHIEtbTu0byQfC_wSOqXCghpFrz-y9lOOw

data

notes

Oral Histories

i was the interviewee in the 9/11 Oral History interview.  I learned that when the recording began I became slightly nervous. Since we had a few minutes to give our oral histories I felt compelled to say the first thing in my head. I'm not if saying the first thing that come to your mind is the best idea. When I conduct my interview I will be patient and allow my interviewees to take their time and to respond. I also learned that I may not give too much eye contact during my interviews in order to allow responses to flow without staring and possibly interrupting my interviewees thought.

I also learned that emotions can strongly influence responses. 9/11 is an emotional subject, and I had hoped to tell my story without emotion, but I became very emotional. I learned to not to create emotional questions.