DATA ANALYSIS

WELCOME BACK

During the sessions on Saturday, January 23 we will consider:

  • completing your data collection – what you still need to do;
  • analysis – looking at the different approaches to reviewing what the data is telling you;
  • what it isn’t telling you;
  • and what is missing – important gaps in your data that you still have time to fill.

By now, your data should be telling you a story. It might not be the story you want it to tell you, nor the story you started with and this is where we must be authentic and genuine, or truthful with our findings.

Unpacking your data does not need to be complicated but it does take time. We’ll discuss some of the typical techniques such as coding to interpret large chunks of text or narrative from interviews, questionnaires, observations, for example.

Following your data analysis, you will move on to SYNTHESIS – putting together your data into evidence into a coherent ‘report’ ready for presentation at our internal Research Conference – Wednesday March 31st in the evening for a short review for parents and students; and Thursday April 1st – the Teacher Research Day, when you will present your findings to colleagues during a 45 minute workshop

PRE-SATURDAY MORNING READING ACTIVITY:

Please read and watch in preparation for the session.

data analysis Pine for F2F3 sessions.  

This link is a very dry but an informative step by step video about analysing interview data (6 minutes 50 seconds) and coding:

Analysis interview data and codinghttps://www.youtube.com/watch?v=DRL4PF2u9XA

Here’s another example – there are many on youtube!

You might then progress to this video which is much more in depth (18 minutes)

https://www.youtube.com/watch?v=lMBbkUJRvYQ

This Saturday morning’s programme:

09.30-10.00 light breakfast and regroup

10.00-10.15 welcome back, update and very short input on the story so far and with the ‘end in mind’ (Covey).

Examples of the story so far from research colleagues (volunteers welcome);
Teacher Research Conference confirmed date: April 1st:
Community Research Evening: March 31 (short synopsis of each group’s research findings to parents and students – probably online)

Here’s a reminder of the process:

img_7156.jpg

10.15-11.15 Data Analysis Session – 

I will run through some typical examples of analysing interview, questionnaire and field journal data from research projects I have been involved in.

– a large scale, national (UK) project; a small scale literature project in a UK category B prison; a recent (2019) action research project in a UK art gallery; data analysis from a current project – Service Learning at ISF.

data-analysis-and-dissemination-examples-4

  • a) Creative Partnerships Change Schools Programme: Sampling and coding from a large scale evaluation project – looking for commonalities and themes from structured and semi-structured interviews and documentary evidence from 20 schools (10% sample from 200 schools in the programme); this research was presented as a formal report;
  • b) Writers in Prison Project: research journal notes – see example of highlighted text identifying and analysing common themes from examples -4 above; ethical and safety considerations working in a Category B prison; how this project was presented as performance and publication of works.
    • See the Journal photos and the CD of performed poetry – 2 poems as audio files to listen to. They are strong pieces of evidence and powerful performance as presentation examples.
      In my Research Field Journal I highlighted Reg’s contribution during each session:
      Sometimes he only stayed 10 minutes and said nothing; other times he stayed through the hour and a half and was animated but reluctant to write. By the final session and in the evaluation interviews afterwards, I wrote: Reg reported this evening that he’d done plenty of bad things in his time, ‘I’ve had guns and robbed and shot people; I wan’t scared of nothin’ til this. The thought of writing something and then reading it out to an audience…I was shit scared… I was shaking.’
    • Glen wanted to get out of prison as soon as he could (!), keeping his ‘nose clean’ and do something for his Liverpool community – using performance poetry to keep kids off drugs and away from violence. I don’t know if this happened.
Reg from HMP
Glen reads Riot Baby from HMP Writers’ Project

c) Service Learning – data analysis from 76 students, 2019 and 2020
Service Learning project group; data provided by Sue, analysis by Clare F-R

Service Learning Dimension of CAS:

The experiences of 12th Grade ISF Students

d) We may not get on to this example during the session

House of Visions: journal observations and reflections; email feedback; semi-structured interviews; focus groups; audio recordings; photos; academic and professional literature (and what can go wrong along the way!).

Full version of the initial interview with the gallery director is available but too long to add in here as an audio file. If we have time I’ll play an extract.

The House of Visions link takes you to the webpage and a simple ppt version of an e-poster capturing the process in part.

House of Visions e-poster

11.15-12.45 Breakout groups – opportunity for teams to get together – we will use Zoom again for breakout rooms for those joining in VL – bear with us!

12.45 – lunch for those attending will be on campus.

Attendees: Sue, Catherine, Helen, Phil, Ginevra, Celi, Toni, Antony, Mary Ann, Tamara, Clare F-R, Nina, Margaret, Denley, Danielle

Virtual: Emma will tune in for a 1:1 with Helen at 11.15

RESEARCH GROUPS AS WE STAND:

Denley (Toby back-up); Alessia and Mary Anne; Margaret and Andrea; Emma (Helen back-up); Catherine, Jenny, Katrina, Tamara; Antony; Celi, Sue and Clare F-R; Toni & Genevra; Nina and Marco to confirm; Clare Kelly has had to drop out and this leaves Danielle who is still keen to join a group in support.

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