Ultraversity Notes

Preparation to find out how to improve the use of behaviour strategies: Introduction, Literature Review, Methodology

Cycle 1:
Act - introduce new target sheet
Observe - get data from two sources (feedback from the class teacher on how well you have introduced the new target sheet, your own reflection on the new target sheet NOT about the pupil)
Reflect - compare the two data sources to identify one or more further improvements to behaviour strategies. For example, the data may suggest a change to improve the target sheet.
Plan - plan one change to behaviour strategy, showing clearly how the change is an outcome from the data. Say how you will amend the data collection if needed.


Cycle 2:
Act - carry out the change to the behaviour strategy planned in cycle 1
Observe - collect data from two sources about how well you have carried out the change.
Reflect - compare the two data sources to identify one or more further improvements to behaviour strategies.
Plan - plan one change to behaviour strategy, showing clearly how the change is an outcome from the Cycle 2 data. Say how you would amend the data collection if needed.


Cycle 3:
Act - carry out the change to the behaviour strategy planned in cycle 2


At this point, complete the report on cycles 1, 2 and 3 for the module portfolio.

Cycle 1:

Plan (Introduction, Literature Review, Methodology, questionnaire)
Act (introduce a change to the induction policy, specific change to be decided)
Observe (get data - feedback from senior staff and one other data source)
Reflect (analyse data from two sources to inform the research question)


Cycle 2:

Plan (Select one change to the induction policy from analysis of data for cycle 1, amend data collection if needed)
Act (introduce the change)
Observe (get data from two sources)
Reflect (analyse data to inform the research question)


Cycle 3:

Plan

Draft a report for the module portfolio on what has been done so far.

After a project proposal has been accepted accepted for the Review and Planning module, the next step is for the students to arrange a tutorial with the Major Project supervisor to discuss the project. Students are entitled to 4 hours of supervision by email, phone or other communication, including the time for interim feedback on up to 2000 words. It is up to individual students to make arrangements, but I recommend early discussion to clarify acceptability of the proposal, followed by requesting formative feedback on one draft of 600 words from the sections that should be completed in the first semester (Introduction, Literature Review, Methodology, Methods, Ethics). In addition to individual supervision, general guidance is available in the Work Based Major Project module resources and discussions. Peer feedback is also strongly encouraged, where mutual support as critical friends is a sound strategy for developing individual understanding of module requirements.

Qualitative data for course modules is often in the form of interviews and students are also encouraged to keep a reflective research diary. Analysis of this type of data can begin with some coding to identify the main themes. Identification is prone to researcher bias, where the key ideas do not arise directly from the data, but from the student's preconceptions.

One way to use an unbiased approach is to analyse the frequency of words. Without resorting to specialist software that avoids the drudgery of manual frequency analysis is to use an online tool such as Wordle. Here is an example of initial coding of a research interview:



More frequent (larger) words give an indication of the main themes that would be analysed and explored further.