Data Analysis... It's Reading Between the Lines!

I had a resourceful Skype tutorial yesterday, and it has helped guide my thinking and continued analysis. At this point I have collected all of the data (interviews complete) and begun reflecting, writing, and discovering. 

I had been comparing the responses of my participants to see where there is overlap agreements, differences, and themes emerging among high school dance teachers across the U.S. An intriguing thing I have found is the amount of participants who do not practice (or at least speak of and value) the ideas that the literature is telling readers to stress in their dance pedagogy practices. For example, much of the theorists and articles I read discuss the importance of including student self-assessment/ reflection/ writing as a major factor of their overall grade, as a source of skill demonstration and growth in their dance technique courses (not just physical demonstration). I do not do this nearly enough in my own practice, and I found that while many of the participants do, they don't weigh it as heavily as high stakes, one-shot assessments like performances and projects. These discoveries have lead me to realize that much of my analysis is going to be in what the data is not telling me directly. If I'm being told 'A, B, and D,' I shouldn't necessarily spend my energy trying to understand 'A, B, and D,' but rather question, 'Why isn't there a C?' What values are missing in the data, and why do I think that is so?

I was reminded during my conversation with Adesola that I can't be putting the cart before the horse. I have to remind myself of the original inquiry, regardless of if the data I ultimately end up is what I expected or not. While the responses were interesting, and I plan on discussing them a great deal in my analysis, I have to remember to revisit my original question and let that be the driving engine.

I was even going to ask for support on the literature review and professional artifact, but was appropriately interrupted and reminded that I can't even start to consider these things if my analysis is still in its early stages. The analysis happens first, because more literature may need to be added. The analysis happens first, because then I will know how to present it. I have a tendency to have things super neatened up and planned from the start, but I have to let go and allow the process to be a bit dirtier! 

The Data Collection Continues...

Update on my interviews and data collection:

I have done a 'cold call' of sorts, and emailed eight high school dance directors across the country to participate in my study. I have received 1 response, and 3 more 'interested/maybes/time permitting' (I am gently nudging and following up). No response from the other 4 even after a kind follow up email.

So, the show must go on. Instead of reaching out to more strangers, I decided to let the strangers come to me! I joined a Facebook group called 'Elementary and Secondary School Dance Teachers Network.' I made a posting about my research and a call to action to see if anyone would be interested in participating. It has only been 5 hours since I made the post, and I got 3 new participants with many years of teaching experience who are eager to chat about dance assessment with me! The joys of the Internet...

I am very much looking forward to tying up the bow to this data collection phase of my research, so I can begin comparing everyone's thoughts and practices. I am curious how everyone else's data collection is going, and if you have had to make any adjustments? I constantly remind myself that research (and life in general) is like an improvised dance; we need to continually listen to our surroundings, open our eyes, adjust accordingly, and keep reacting to the moment to continue growing. It can be scary and intimidating with all of its countless possibilities, but also incredibly satisfying and enlightening. Onward!

The Data Collection Begins...

I have begun data collection for my module 3 inquiry, and it has also been exciting to follow along everyone's unique journey via blog posts. Lots of packing data, sorting, and unpacking it at the same time!

My inquiry is looking at various assessment methods used in dance technique courses in high school programs across the U.S. What are the common themes? What are the differences? What is working? What continues to be a challenge? I have invited eight program directors around the country to chat with me individually, and was nervous to see if I would get any responses at all. I have heard back from two who are willing to participate and do an interview! I am relieved and excited to begin. One silver lining to come out of this COVID era is that strangers from far far away are able to (and seemingly more willing go) connect in the name of dance and the arts in this virtual platform.

Iris's blog post about joy also made me think about the purpose of all of this. Why do we do what we do? What's the point of continuing to teach dance to students, when I have no idea there will be sure careers for them in a post-COVID world? But it has made me return to the realization of the importance of dance beyond just learning the steps; the life lessons it teaches us, the ability for us to connect with our bodies and one another (even virtually), and re-affirmed the notion that dancers/artists are resilient, creative, and can overcome any obstacle to continue our practice and find/spread joy. This is why I became keen and interested in dance assessments to start with; are we assessing the right things in our budding professionals? Should we grade a dancer on their turn out, or their creative qualities? How do we grade creativity? I look forward to picking the brains of fellow dance educators and administrators beyond my bubble...

Welcome Back Skype - Sat Sep 12

It is always refreshing to engage in the 'Welcome Back' Skype call in preparation for the new term. Adesola does a thorough job reviewing how to navigate UniHub, the use of blogs, and the difference between community Skype calls and one-on-one tutorials. 

As I enter Module 3, here are 3 of my takeaways from the call.

Unique Learning Outcomes

Each module has a unique set of learning outcomes. They are all the same level of difficulty, but depending on the learning outcomes, you may face different challenges. This widened my perspective on this MA program. While our thinking should continue to adapt, and these learning outcomes build on each other, each term has its own journey in which you may find easier/harder to grasp and understand.

Community

We have a community of people who are also engaging in thinking within this program. Whether it is in similar fields or not, we can learn from one another or spark conversation that take us in new avenues. Especially in this COVID-era when we may feel isolated, let's stay connected!

Blog as Rehearsal

As the participants of this Skype session were more reluctant to speak than typical calls, I decided to chime in during a silent pause on a whim. I am usually the type of person who feels like they need to be very prepared before speaking or presenting any idea, and would experience anxiety if put on the spot. However, I have been taking more risks and challenging myself in this program, as I am learning that thinking/learning/expressing ideas is a messy process, and it takes practice, much like a dance. 

As I spoke about my thoughts on the use of blogs, I explained how I definitely underutilized it during Module 2 with much regret. When it came to writing my assignment drafts, I didn't have that go-to journal of my previous thoughts and ideas as I had in Module 1. I encourage everyone (especially myself) to challenge themselves to post blogs regularly. As I was speaking, I thought up of the analogy of the blog as an initial rehearsal, before the draft as the performances. It is a stress-free platform to practice expressing ideas.

Re-Induction Reflection

Returning to MODULE TWO!

I joined the (Re-)Induction Welcome (back) Skype meeting last Saturday. We were refreshed, re-energized, and reminded of what to expect and things to consider going into this new semester.

My key takeaways from our conversation:

Renew the use of the blog. This is where main conversations should be happening, Skype calls are add-ons to these conversations. We talked about the idea of connectivism, and how we gain knowledge from using it and discussing it, and not just passively listening and reading it. We should take more advantage of this written platform, as our busy schedules don't allow us to converse together at the same time often. Don't worry about how many words you write or spelling everything correctly here, it is more about the endeavor of contributing and conversing with one another. Avoid simple "Yes, I agree with you" comments, think about what will contribute to our thinking. Personal posts also serve as a documentation of your thinking for you to go back and see how your thinking has evolved. It captures the process of your learning.

Plan ahead. Read and re-read the module handbook. Complete the first week quiz and study plan to ensure you know what is to come, and make note of all important dates. In regards to group Skype calls, come ready to contribute, not to just listen. It's an opportunity for you to practice talking about your research and articulate your thinking. It should be an active interaction, not passive. In regard to one-on-one Skype sessions with your advisor, come to these with questions that would be useful for your thinking and to develop your work.

Think about what you want to get out this program. The more you integrate your study with your professional practice, the more purposeful this program will be for you. Try not to let plowing through to reach deadlines be the purpose. Take time to reflect on how it may have changed your practice/process, or seeing your practice through a new lens.