7/21/13
This week certainly made me think about the topics that interest me from the standpoint of ethics. While I have a small background in the analysis of ethical scenarios from the ethics course in Administration, it did not cover the depths of research. Both of my topics can technically be considered "unethical" based on the reading. With one topic focusing on the discomfort imposed on an individual in a performance setting, the participants would be subjected to a degree of psychological turmoil. In reflection, I wouldn't compare that to locking a claustrophobic person in a small room for an extended period of time, but for some people, the performance anxiety is so severe, it causes serious mental and sometimes even physical distress (sickness). The difficulty in completing this research would be the participants I have available to me; high school instrumental musicians. I would need to approach this very carefully to ensure that no one feels obligated to participate and that those who do, are not over-stressed. As minors, any kind of project like this would require informing parents and a consent form to be kept as documentation. I think this could be hugely successful in application as the article I reflected upon for this week showed. I've been intrigued by this idea for over a decade, and would sincerely like to see it through.
The other topic could be considered "unethical" because it would focus on demographics, which in turn can easily turn into drawing parallels between negative data and ethnicity. Obviously, the goal is not to slap labels on anyone, rather purely to gather and disaggregate information to determine demographic roles in program participation and success in school. Tracking/Labeling/Targeting is all technically illegal, so as with the other topic, the research would have to be approached very carefully.
I believe any research that is done by public educators carries a certain level of risk. Conducting significant study does leave the educator exposed to potential criticism or attack. This is the same for anyone doing research in a field that is so "out in the open". However, autonomy/academic freedom/constitutional rights only carry so far in public education. Given this thought, I have been wary and shied away from any kinds of projects that could be considered even the slightest bit controversial. I have wanted to implement the studies on breathing for years, not only for my students, but to share with the administration and general population of the school. If we can pinpoint a technique that alleviates performance anxiety that doesn't involve the medical field, just think how we can increase student achievement on testing and study habits. Studies have shown that there are methods out there that calm the mind and body and productivity is increased as a result.
There is much to consider going forward.
Sunday, July 21, 2013
Sunday, July 14, 2013
Week 3
7/14/13
This week has been full of re-acquainting myself with how to research a broad number of topics. During my most recent Master of Education program, the research being done was very specific and the databases were quite limited. More so, I haven't had to focus on researching literature since I was an Undergraduate, so a decade of displacement has taken its toll. In my current position, action research just hasn't taken place - we tend to be tied up enough with operating the program and fulfilling all of the responsibilities assigned by the campus and district. There's that whole compliance and accountability component of public education that cannot be avoided.
However, having completed the readings and participated in the other activities, I'm intrigued as to how I can begin implementing action research into our program essentially building into the general lesson plans. Integrating a hidden agenda never hurt anyone, right? In the long run, I'm thinking a lot more about the ailments of our programs and how we can work collectively to do the research necessary to repair those.
Through this week's assignments, a lot of frustration has surfaced since things are so much bugger now than I remember when I was at Ball State. I also am realizing how difficult it is for me to not be on the actual campus to participate in classes and visit libraries and the like. I suppose it's just a personal idiosyncrasy, or an issue of pushing out of a comfort zone. This is the first all-online program that I have ever participated, so it's an adjustment for sure.
I enjoyed having to reflect on my thoughts from week one. The topics that I listed on the discussion board are very intriguing to me, and I'm thinking that it would be worthwhile to actually complete both of those projects. I believe that the students in my program could benefit from this research and ultimately alleviate a great deal of stress for the staff. I'm curious to see where this goes...
This week has been full of re-acquainting myself with how to research a broad number of topics. During my most recent Master of Education program, the research being done was very specific and the databases were quite limited. More so, I haven't had to focus on researching literature since I was an Undergraduate, so a decade of displacement has taken its toll. In my current position, action research just hasn't taken place - we tend to be tied up enough with operating the program and fulfilling all of the responsibilities assigned by the campus and district. There's that whole compliance and accountability component of public education that cannot be avoided.
However, having completed the readings and participated in the other activities, I'm intrigued as to how I can begin implementing action research into our program essentially building into the general lesson plans. Integrating a hidden agenda never hurt anyone, right? In the long run, I'm thinking a lot more about the ailments of our programs and how we can work collectively to do the research necessary to repair those.
Through this week's assignments, a lot of frustration has surfaced since things are so much bugger now than I remember when I was at Ball State. I also am realizing how difficult it is for me to not be on the actual campus to participate in classes and visit libraries and the like. I suppose it's just a personal idiosyncrasy, or an issue of pushing out of a comfort zone. This is the first all-online program that I have ever participated, so it's an adjustment for sure.
I enjoyed having to reflect on my thoughts from week one. The topics that I listed on the discussion board are very intriguing to me, and I'm thinking that it would be worthwhile to actually complete both of those projects. I believe that the students in my program could benefit from this research and ultimately alleviate a great deal of stress for the staff. I'm curious to see where this goes...
Sunday, July 7, 2013
Week 2
7/7/13
With the second week of Research in Music Education completed, I have found myself drawn to the discussion of variables in research. I suppose, more so, that it's the variables in application to what is occurring in my classrooms each day. Independent Variables versus Dependent Variables - the verbiage is actually quite deceptive. When we consider the term "variable" we think of things that can be manipulated or solved for, like in mathematics. Whereas, in this case, we have more of a "cause and effect" scenario, technically, VERBATIM. The independent variables are the ones that can be more adjustable, the "what can we check" item of the research. We can vary the ways that we look at things and determine what exactly we are trying to find. I am looking at this almost like an equation: X+Y=Z. The independent variables (X,Y), when researched will eventually result in a definitive answer (Z). At least this is my interpretation of the procedure, ergo my formulated opinion.
What are the variables in my own setting that are independent? If we are seeking to answer specific questions about productivity in the program, are we looking at the proper things? This is where the information gathered in the reading is becoming more useful. As with the assessment course in the previous term, the verbiage and terminology is exposing a great deal to me that I did not fully understand or appreciate in the past. This is why I am here - to grow professionally for myself and the people around me.
With the second week of Research in Music Education completed, I have found myself drawn to the discussion of variables in research. I suppose, more so, that it's the variables in application to what is occurring in my classrooms each day. Independent Variables versus Dependent Variables - the verbiage is actually quite deceptive. When we consider the term "variable" we think of things that can be manipulated or solved for, like in mathematics. Whereas, in this case, we have more of a "cause and effect" scenario, technically, VERBATIM. The independent variables are the ones that can be more adjustable, the "what can we check" item of the research. We can vary the ways that we look at things and determine what exactly we are trying to find. I am looking at this almost like an equation: X+Y=Z. The independent variables (X,Y), when researched will eventually result in a definitive answer (Z). At least this is my interpretation of the procedure, ergo my formulated opinion.
What are the variables in my own setting that are independent? If we are seeking to answer specific questions about productivity in the program, are we looking at the proper things? This is where the information gathered in the reading is becoming more useful. As with the assessment course in the previous term, the verbiage and terminology is exposing a great deal to me that I did not fully understand or appreciate in the past. This is why I am here - to grow professionally for myself and the people around me.
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