Pulling It All Together and Staying the Course
Posted July 16, 2009on:
I met with my dissertation adviser today. We talked about my progress to date, and what I need to do to graduate in May. She was so encouraging! We also made and signed my dissertation credit contract for Fall 2009. Tasks to be accomplished to “pass” this term:
- Final draft of Chapter 1 (theoretical framework)
- Final draft of Chapter 2 (literature review)
- Draft of Chapter 3 (method)
- Work on data analysis
- Meet with chair at least twice
Chapters 1 & 2 are in pretty good shape; I just need to take out what is no longer relevant, and add a section on CBAM and Stages of Concern. Chapter 3, according to my adviser, is “easy” because you just write what you did. I have my data (well most of it…more on that later) so I just need to dig in.
A little about my study:
Working title: “The impact of coaching on teacher efficacy and stages of concern of teachers implementing an educational innovation.”
- coach–a peer (non-supervisory relationship) with expert knowledge
- innovation–something a teacher has a) never done before; b) partially implemented; or c) previously implemented and abandoned for any reason.
- Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran, & Woolfolk Hoy, 2001).
- Stages of Concern Questionnaire (SoCQ) (George, Hall, & Stiegelbauer, 2006)
- After Action Report (AAR) (University of Kansas Center for Research on Learning; courtesy Jim Knight)
- Reseacher-developed questionnaires
- Semi-structured interviews (conducted after initial analysis of teacher reflections)
Here’s the gist of the case study: Voluntary participants self-selected an innovation to implement in their classrooms. Half worked with a coach for implementation support. TSES & SoCQ were administered before, at the mid-point and at the end of the 10-week implementation cycle. All teachers submitted weekly reflections following the AAR format.
I know what I have to do, now I just have to do it! I would be remiss if I did not give a hat tip to Dr. Leslie Good for recommending a great book, Completing Your Qualitative Dissertation: A Roadmap From Beginning to End. I wish I’d had it sooner, but it’s been a great tool to help me organize my thinking and plan of attack to get my dissertation done. (Note to any higher ed folk–this book needs to be on your course bibs for doc students!)
My biggest problem right now is focus, and I’m interested in some ideas. What do you do to help you focus? How do you balance and/or “block out” other responsibilities and facets of your life? Please comment!
Tschannen-Moran, M & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.