Developing a Dissertation Proposal Part 4- The importance of focus

Going back to my new friend Maxwell (2005) I’ve encountered even more helpful, but not easily implemented, advice:

Anyone can find an unanswered, empirically answerable question for which the answer isn’t WORTH knowing (p. 15).

And further, 

 A clear understanding of the goals motivating your work will help you to avoid loosing your way or spending too much time and effort doing things that don’t advance your goals (p.15).

Or, as Thoreau said, “it’s not worthwhile to go around the world to count cats in Zanzibar”. 

This insightful reading of Maxwell has come after a friendly hallway conversation with a professor/colleague/mentor/friend who reminded me to GET THE DISSERTATION DONE and not allow myself, just for now, to be sidetracked by my tendency and preference for partnering with schools in their work to equitably and meaningfully educate all students: “It’s a wonderful ability and dedication you have”, he said, “but one that needs to be put on hold just for a moment so you can get your dissertation done.  Then you can spend the rest of your career engaging in meaningful service with the access and legitimacy that the 3 new letters behind your name  [P H D that is] will grant you"- sad but true I suppose (the power of letters that is). 

So my faithful readers- many of which I know are committed to meaningful partnerships and collaboration for change in schools- just for now let’s commit ourselves to staying FOCUSED on a core, but meaningful, research goal/purpose; and never fear, Maxwell is here to help us. 

THANK GOODNESS.

Here is what he says about the function of your reserach goal/purpose:

A research goal/purpose….

•      Guides your research design decisions to ensure that you get something out of the study/time.
•           Justifies your time/study.
•      Shapes the descriptions, interpretations, and theories you create in your research. (taken from p.15)

He also writes in detail about the importance of using personal experience, your own identity and personal goals in deciding on a meaningful research purpose, and suggests the following activity to start the process:

~WRITE A RESERACHER IDENTITY MEMO TO YOURSELF~ 

I will do this now, you should too.

Here is why I appreciate this opening chapter on the importance of the goals: it acknowledges the complex role between researcher and self as partners with the communities studied.  This is the first book I’ve found that holds true to this theme and strategizes for me how to handle it.  All the other research design books have said either (1) acknowledge yourself (great, what the heck does that mean) or (2) separate yourself and remain an objective outsider (NO THANK YOU, I’ll pass on this whole research thing if that is the case).  

SO again, I must thank you Joseph A. Maxwell.  Just when I thought it was too late to save my belief in the institution of educational research, you provided me with a hope that I might in fact fit in the world of research after all.

Off to practice my focus.  Let me know how I do!

Am I walking the student to professional bridge?

Something about this week has me thinking I might be.

First, I am neck deep in writing my dissertation proposal- it's slow coming, but at last I've found momentum.  I even have an outline skeleton (you know, the type with headings and no meat).  And, while it has A LONG way to go, at least I have a road map with focus (see my earlier post on my promise to focus)

Next, I have my second job interview coming up- they are paying to fly me out and are taking me to dinner after the long day of interview related activities- WHAT?!?!?!?  That's never happened to me before, but my husband says, "welcome to professional interviewing".

Finally, I got my first formal (AKA paid) keynote speaker request for a state level conference ALL ON MY OWN!

With this evidence before me, I think perhaps the bridge over stormy student waters is finally materializing for me, and for that I am entirely grateful.  I know I have a loooonnnnnggg journey ahead, but at least I am beginning to not only visualize myself as a scholar (see earlier post on when this happened), but am starting to partake in independent professional activities.

Wish me luck!

Hot off the Press- Inclusive education and graduation rates

HOT OFF THE PRESS: Research just published on inclusive education- graduation rates 62% higher for students in special education when they are educated in inclusive (in "typical" general education classroom with peers with and without disability labels) versus self-contained/segregated classroom (only with peers with disability labels).

Inclusion and Graduation Rates: What Are the Outcomes?Goodman, Hazelkorn, Bucholz, Duffy, and Kitta (2011)
Journal of Disability Policy Studies 21(4) 241–252

Abstract-
In response to federal and state mandates, students with disabilities increasingly are being educated in more inclusive settings. Although accountability related to state curriculum standards and standardized test scores is important, graduation rates may be the critical factor in deciding whether current educational policy is resulting in successful outcomes for students. This study examined the records of 67,749 students with mild disabilities in Georgia during a 6-year period to determine the effects of inclusion (i.e., the amount of time spent in general education classrooms) on graduation rates.

Results indicated a 62% increase in the percentage rate in inclusion for students with mild disabilities, while graduation rates for students with mild disabilities have remained stable (+0.4%) at less than 30%.

AND THAT FOLKS, is why I do what I do!