Memo #8: Data Collection to Date

Data Collection Tool #1: Student Writing Journals

    Up to this point in the study, the student writing journals have been the most valuable source of data for measuring results. The journals store all writing lessons’ notes and student writing samples. The writing in each of the journals shows the development and growth (or in some cases, lack thereof) of the students’ writing ability. They have been collected periodically to analyze for breadth, quality, and clarity of writing across a variety of prompts. Unfortunately, there have not been as many entries in these journals for several of the students, as the rigmarole of daily academic demands have cut into the time dedicated to writing. Additionally, due to the constraints of the program (specifically, in how irregularly students transition into and out of the classroom) each student has not had ample time to craft and organize the journal as it was intended: as a safe and familiar space for building writing skills.

Data Collection Tool #2: Daily Teacher Researcher Journal

    The Teacher Researcher Journal has been a useful way to track the development of my research project and the daily challenges and opportunities within the program. The entries in the researcher journal had been primarily summaries of daily lessons across all content areas, but I have begun only writing about topics that pertain to ELA and my research study. The journal has been a useful tool in tracking the daily progression of the ELA curriculum, especially the work done with writing. It has been a challenge to make meaningful entries every day, as the demands of teaching across all content areas often take time away from focused journaling. Nevertheless, compiling notes on individual students’ progress will produce valuable data for continuing the research project.

Data Collection Tool #3: Student Writing Samples

As part of my research I have been collecting student writing samples. This is a tool I have used throughout my position at the program, as writing samples are invaluable when writing academic progress reviews and measuring student growth. At the beginning of the research process, I collected writing samples from several students. Many of them were handwritten, so I typed them and stored them digitally. I plan on comparing student samples from the beginning of the semester to writing samples that will (should) be completed by the end of this week. Samples will be analyzed for observing qualitative growth to gauge the efficacy of my writing instruction.

Data Collection Tool #4: Student Writing Attitude Surveys

    Last week I had my student take an opinion-based writing attitude survey. They responded to questions about writing by circling a response from 1-5 (or from “not at all” to “a whole lot”) that demonstrated their feelings about writing. The questions ranged from their feelings about academic writing to their own self-confidence as writers. Ideally I would like to have given this survey at the beginning and end of the school year, but both the constraints of the program and this course prevent such a timeline for research.

Data Collection Tool #5: Informal Assessment

    Having the same few students throughout the entire school day has its few perks. One of these advantages is being able to observe student writing across all content areas. In the small-group special education setting, I can track and monitor student progress in ELA, science, history, math, and elective courses. I can also blend writing instruction into each of these areas, and gauge students’ growth.