I am almost a week late getting to this blog, sorry!
In preparing for this past Skype session I felt very nervous and anxious. With only a month left in the term and my final paper and presentation due just around the corner, I was terrified that I would go into the Skype and find out I am doing everything wrong! I have to say I was very relieved when it turned out to be only Helen, Lisa and myself! And as an extra bonus, I left the conversation feeling encouraged and ready to tackle this final month!
It was interesting hearing from Lisa about her research topic and her struggle with the process of selecting research methodologies and data collection tools. As we were chatting Helen asked me to share emu experience with this same process and how each worked out in reality.
This got me thinking in terms of my final Critical review and ROL. How did each method and tool work in relation to my inquiry and process? So I thought I would share my thoughts as my 'following the Skype blog entry'.
First of all, before I get into the nitty gritty of research, I will let you know what my topic is. I chose to look into the relationship between modern and ballet technique in adolescent dance training. Firstly, I wished to understand and define who adolescents are and what exactly do they go through in this stage of development. Then I brought this awareness with me as I looked further into ballet and modern technical training. What are some benefits of each, why do students enrol in each discipline, what (if any) concepts cross between the two techniques, etc…. I won't share my findings just yet, as I don't want to spoil the surprise :)
I conducted Qualitative research from a non-positivist (embodied) approach and phenomenological perspective. Taking into account each participants experience with the subject and point of view.
With this I used Grounded Theory and Narrative Inquiry as my research methods. Grounded theory allowed the data to speak for itself, developing meaning and theory from the data. Narrative inquiry was an essential method for my research in that it made space for each participants own experience to be narrated within the data.
The data collection tools I used (other then reflection and literature) were:
Class observations
Open interviews (group and individual)
Surveys/questionnaires
For the sake of our conversation on Sunday, I would like to share my experience with each tool in relation to my research.
#1 - Class observation:
Before I began my data collection phase, naively I assumed that class observations would be the most useful tool and that they would provide a substantial amount of information. They did not. I found it incredibly difficult to remain subjective and not let my own biases or thoughts get in the way while I was observing. As well, what I wished to find through observations was rarely present. I gained permission to sit in on all of the ballet and modern classes that included my student participants, who we call our Vocational 2 students. I chose this group in particular as they consist of students ages 12-17 (at the beginning of the research, now 13-18), which is the exact age span that is considered by most as adolescence.
As well, another obstacle that I faced with class observations was that in all 3 weekly ballet classes, the students were working on set exercises from the Intermediate RAD and ISTD syllabi, in preparation for examinations. So there was a sense of structure and urgency that I had not anticipated, as well as a fixed structure that did not give much room for other things to take place outside of syllabus work.
One highlight of observations was the ability to spend concentrated time as an outside eye in class. As a teacher I never seem to make time for this. Moving forward I intend on making this a priority in my own practice. I think there is so much value in not only learning from other's teaching practices but also seeing my students in other classes revealed strengths, weakness and much more, that I have miss when I am teaching them in my own class.
#2 - Open Interviews
I conducted 1 group interview with 4 of the instructors from my studio who were participants in my research, as well as individual interviews with each of them and 3 other peers in the community.
These interviews were brilliant! I loved this experience. It was so enlightening sitting down for 1 hour with each teacher, digging into my inquiry and learning from each of their experiences. This was a very enriching process not only for the data I collected by also for my own professional practice.
I recorded each of these interviews and transcribed them verbatim. This was a VERY long process! But extremely beneficial! I tend to forget things easily when hear in conversation. So taking the time to sit down and type out each interview helped me retain more of what was said and hear things in a new light. Also, then once I began data analysis I had tangible paper to look through and highlight, underline, star… etc.
The only issue I became aware of during the data analysis process was that I wish I would have allowed more time for response. Listening back, I noticed that either myself or the others would cut off the other persons though with a new though or question. Or if the participant was taking too long with a question or thought I tended to move on to another thought. If I were to do this again, I would slow down, allow time for the question or thought to sink in to the participant and really allow space for a full response. I would hold back and try not to jump in as often.
With the students I conducted 3 group interviews. Originally I chose a group structure for these interviews because I felt it took into consideration their comfort with each other and potential willingness to share amongst their peers. Through this process I gained loads of incredible information from my students own experiences and thoughts that was influential in my research. However, looking back and now having a great understanding of the development they are going through, I would reconsider the group structure. Adolescence is a time of identity building in which they have a lack of confidence and shaky self-esteem, and most importantly they become fully aware of others and compare themselves to others much more often. Now that I am aware of this and have gone through this experience with them, where I have seen some students become very quiet and hesitant to talk, I would consider doing individual interviews with each student. It would take more time, but I feel it may be a safer more ethical approach to take.
Again, I transcribed each of these interviews verbatim.
#3 - Surveys/Questionnaires
Another tool that I used that was very useful was surveys or questionnaires. I guess mine were more of a questionnaire. I gave my teacher participants 1 and my students 2 (the second was a follow up later on in my data collection phase when I had more questions for them). I gave the participants 2 weeks to complete the surveys in order to keep their busy schedules in mind. This process worked very well and I gathered some great information.
Through analyzing the forms I did notice that some of the more quiet students in the interviews had a much stronger voice on paper. They seemed more willing to share their thoughts and experiences through this means of communication. I am not sure if this was because they were more comfortable with writing, because they were not being judged by peers, or why… ? But I felt it was an interesting note to make. And again, if I am ever to do this again, I would keep that in mind and maybe offer opportunity for either an interview or questionnaire depending on the students comfort level.
I am going to continue to reflect on this as I tackle the 'research context' portion of Critical review tomorrow. If I have more thoughts I will post them!
But for now I am off to bed so I can get an early start writing tomorrow!
Less then 1 month to go!!!! Yikes…..
Ainsley :)
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