In our workshops we’ve worked on different themes of action research each week. this was our final workshop on how to read the date. I found it really helpful to look past the ordinary concept of ‘numbers and charts’ which is what data means to me. This was a creative way to look at our finding, through poeams, reading between the lines, finding themes and
Defining Analysis
‘To ‘evaluate’ is to ascertain the value of something
and to judge or assess its worth. To ‘analyse’ is to
examine something in detail in order to discover its
meaning; in a more scientific sense, it is to break
something down into components or essential
features.’
(Gray and Malins, 2004, p.123)
Above quote was from a slide in our workshop today, I thought a good definition and helpful to remind me about what is evaluating and what is analyse and why we do it.
More work can be found on Miro page https://miro.com/app/board/o9J_luxM8D4=/
In writing up my notes in this blog it helps to consolidate what I have read as it also offers me a space to gain greater insight into my findings. By reading around the subject matter, small piece of information from the students focus pop out, for example-
Student ownership- to lead and not be lead, came from reading one of Jean McNiff when she said ‘I have learnt not to interfere with people’s processes of learning by trying to fix things for them. I have learnt how encouraging people to engage with the pain and problematics of their own learning can have a lasting influence on their own capacity to learn, and to learn in particular ways‘ https://www.jeanmcniff.com/items.asp?id=34
I think too often to help the students we ‘do’ for them to make their lives (and ours) easier, but from my focus group (I set, wrote and made the exercise, thinking that that would help them) in fact all the data points to them wanting to do it all!
This lead me to to them ready Learning, Leading, and Letting Go of Control: Learner-Led Approaches in Education
Reminder of keeping my focus to answer these question!
Assessment elements
Original context / background – the professional context in brief.
Rationale for selecting the topic – both personal and backed up by literature.
Evidence of experimentation with various methods of enquiry – show what you did
Summary of project findings – what you found out, both from your primary and
secondary research
References to relevant literature – both on methods and on your topic (using the Harvard method)
