Task 6d: Delicious

I have set up a account with delicious and gathered literature from their library and my own findings. I think I will find it useful! I will use a selection of the literature I have found to review for task 6c.

Here is my profile link:
https://delicious.com/hannahshepherd

Critical Reflection on Professional Practitioner Inquiry

Critical Reflection on Professional Practitioner Inquiry

 

As term began and I embarked upon module 2, the next stage of my BAPP journey, I was feeling anxious but ready to get back into the routine of work and study. (Appendix 1) The idea of creating a plan for my professional inquiry in a matter of months seemed daunting however the module gave me the knowledge and information to be able to piece together what I hope to be a solid plan for my professional inquiry.

Principles of a Professional Inquiry

My key moment of this section was the creation of a SIG. Following many comments on my blog several of us managed to connect via Facebook and create a module 2 SIG in which we have communicated about all aspects of the course (Appendix 2). As a natural worrier, having the access to others on the course and the ability to help each other has been very useful.

Following Reader 4, I launched into creating questions for my inquiry proposal.(Appendix 3) Looking back, I created questions that are very specific and could possibly have restricted my inquiry. As the module has gone on I have managed to loosen the grip on these questions, creating a line of inquiry that encompasses all the areas of questioning within Task 4a and still gives me the freedom to explore and in an entire topic.

Ethics

This topic gave me the opportunity to ensure I will go about my inquiry in a safe, moral and ethical way. This set of tasks ensured that I knew the importance of ethics and reminded me that they should remain at the forefront of my inquiry. (Appendix 4) In Task 5a, I blogged that,

"Ethics isn’t about what work we do, more HOW we do it. How I, as a dance teacher, can ensure that my pupils are learning dance safely and enjoying the lessons that their parents have invested time and money in. " (Shepherd, H. 2013 Task 5a)

Following Reader 5, I can have the confidence in knowing that my inquiry will be carried out in a way that is morally and ethically correct.

Tools of my Professional Inquiry

After reading about all the different ways of gathering and analysing both quantitative  and qualitative data throughout Reader 5 I carried out a pilot of all the methods. The tools that came as the biggest lesson for me was the way my interview turned out. (Appendix 5). I now feel ready to gather evidence through focus groups, questionnaires and observations.

Module 2 has given me the time and space to explore what line of inquiry to pursue. It has helped me to structure what I will do and develop HOW I will go about it. My main lesson within this module has been learning to allow things to take their course, following all lines of interest, reflecting upon their results and ensuring I have an open mind to be able to listen to others and let them help within my study.

6b: Critical Reflection on Tools of Professional Inquiry

Critical Reflection

 

Questionnaire.

 

As part of my pilot survey, I created a questionnaire that was given to 26 children at the primary school in which I work.

 

These children were aged from 8 – 10 years old and all participate in whole school “Wake and Shake” dance routines every morning along with production dances and dance PE in line with the curriculum based upon the topic they are studying at the time. This questionnaire, I feel was a success as I managed to accurately collate what skills they thought dance developed as well as how they felt dance impacted their school life and education.

 

 I decided to ask the children many kinds of questions to see if they were able to respond with both quantitive and qualitive information. I included multiple choice questions, open questions (with lots of room for the children to explain and develop their reasonings) as well as declarative statements the children could chose according to their views. In order to ensure the questionnaire was filled in honestly and without bias, I made sure I didn’t tell the children why I was giving them the questionnaire, just asked them to think carefully and be honest, that way they didn’t feel as though they had to please me with answer I might want to hear. I am happy with the results and the ways I have used the data to help with creating my inquiry and will definitely be using this tool in my inquiry as I feel it gives a valuable insight into the thoughts of the children who are experiencing dance within their education. I am glad I picked this age group as they were able to articulate their feelings enough to be able to tell me their opinions. In order to improve this method, I will open up the survey to more children over a wider age range, this way I will be able to see if opinions differ as children pass through the school and mature. It will also help with compiling data as more views give a more accurate representation of opinions across the school.

 

Interview/ Focus Group

I planned and organised a structured interview with the Head of The Arts at the primary I work at. I had many questions written down in a hope of getting opinions on all aspects of my inquiry. We were scheduled to meet straight after school and sit down formally for the interview. Many members of staff often casually gather together at the end of each day to pass on information, reflect on the day’s events and plan for the following day; this was happening as I went for my meeting. I got telling a few people about an online lecture I had been watching the night before for my literature review this meant that several people including teachers, teaching assistants and a professional artist, who was visiting for the day, got to talking casually about the infusion of the arts into and throughout the curriculum. We discussed how creativity can help all aspects of the curriculum by encouraging an open mind, confidence in your ideas and the ability to espress yourself in many ways. It was interesting to hear opinions from the point of view of an artist, a teacher and those who work closely with the pastoral care of children. The conversation flowed naturally with people giving anecdotal evidence, pondering out loud and letting their thoughts and ideas formulate as the conversation went on. There were some great, honest views being expressed so I quickly realised that this was the best way to get professionals to discuss anything to do with my inquiry. I sat down after the conversation to ask the questions in the interview and instantly realised that the more formal the setting, the less honest and more structured, ‘professionally correct’ statements I was getting. This may be due to the fact that I work with most of these people very closely on a daily basis and so they feel awkward setting up a formal conversation or it may be due to the fact that they know I am on this course and want to give me the ‘correct answer’ without offending or deliberately promoting me and my work. By starting a conversation with a piece of evidence that I had found interesting and I thought they would be interested in hearing, in a casual, comfortable setting, I unwittingly managed to ‘lull’ the staff into an unstructured focus group to discuss aspects of my inquiry.

For my inquiry I will aim to create the same organic, casual discussion by bringing evidence or visual stimulus to the group at the end of the day. I will be honest about my views and will let the conversation flow. I will, of course, need to record any points made, hopefully getting some statements to be able to quote in my write up, and so I will take my note book and write any comments made. I will then ask to be able to use these views raised and hope they will allow me to at least anonymously. I think that if I ask at the beginning staff members will naturally try to create well planned statements including background knowledge and evidence to back up their point. I think this will hinder the honesty to their thoughts. If any person shows particular interest or a view that I would like to look into further I will try to extend the conversation with them as an informal interview.

I do not think that planning a formal interview will get the desired information and so I do not plan to use this method in my inquiry.

 

Observation

 

I have asked teachers to observe a child in their class before, during, after and an hour or so after their 15 minutes ‘wake up shake up’ dance session in a morning at school. I discussed the impact it had on the child, their alertness, their focus and any notable changes that occurred in their demeanour throughout the morning. The results were positive, with most teachers reporting great increase in the child’s energy levels in class for the rest of the morning. I found the results interesting although rather short term. I think I will improve this method in my inquiry by creating observations on more children over several weeks. This is obviously providing the teachers agree and ensuring the children are unaware they are being observed. The results will be compiled and recorded with the children remaining anonymous. I think this will provide much more useful data than a single observation.