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!
1.2.12
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%.
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%.
31.1.12
Developing a Dissertation Proposal Part 3: IRB advice
If you're like me and have to obtain IRB approval for your dissertation I have one piece of advice- START EARLY. I mean months and months and months, maybe even years, early.
This is for 2 main reasons:
1- Your major professor/advisor must be on the IRB, requiring that he/she have all their certifications and approvals up to date with your local IRB. Thus they are not able to officially be on your study until they pass through each gate; If they're not on it, you don't get approval. And, if your advisor is as busy as mine, timeliness and follow-through in these types logistical matters is not commonplace.
2- The IRB approval process is slow and out of your hands.
I have witnessed more than one colleague delayed by a semester or more in graduation because they're IRB didn't get approved in time for them to start data collection when planned.
That being said, I don't plan to start data collection until next fall (6 months from now), therefore I started my IRB process 6 months ago. That is one full year ahead of time- IT STILL ISN'T FULLY APPROVED. After working through each revision mandated by the review board and obtaining their stamp of approval (something I celebrated) I must continue to wait for all study staff to update their certifications with our IRB.
So my advise for you dear reader is this: START YOUR DISSERTATION IRB NOW, even if you have to revise later. It seems to be much faster to amend/revise an approved IRB study than to obtain initial approval.
Just my two cents. Take it or leave it.
:)
This is for 2 main reasons:
1- Your major professor/advisor must be on the IRB, requiring that he/she have all their certifications and approvals up to date with your local IRB. Thus they are not able to officially be on your study until they pass through each gate; If they're not on it, you don't get approval. And, if your advisor is as busy as mine, timeliness and follow-through in these types logistical matters is not commonplace.
2- The IRB approval process is slow and out of your hands.
I have witnessed more than one colleague delayed by a semester or more in graduation because they're IRB didn't get approved in time for them to start data collection when planned.
That being said, I don't plan to start data collection until next fall (6 months from now), therefore I started my IRB process 6 months ago. That is one full year ahead of time- IT STILL ISN'T FULLY APPROVED. After working through each revision mandated by the review board and obtaining their stamp of approval (something I celebrated) I must continue to wait for all study staff to update their certifications with our IRB.
So my advise for you dear reader is this: START YOUR DISSERTATION IRB NOW, even if you have to revise later. It seems to be much faster to amend/revise an approved IRB study than to obtain initial approval.
Just my two cents. Take it or leave it.
:)
24.1.12
Developing a Dissertation Proposal Part 2- Your conceptual framework: A How-To Guide from Maxwell
It is time to get serious folks. I have been instructed (1) to write my proposal draft and (2) develop my theoretical and conceptual framework.
“Excellent”, I think to myself. “Directed guidance at last”. I’ve been yearning for such directedness for quite some time in my studies and here it is laid out for me in two concrete steps. But there is one MAJOR problem; I have no idea what a theoretical or conceptual framework is. Well, that’s not entirely true. I’ve read about “these things”, talked about them and probably even written a good number of reflections on what the abstract terms theoretical and conceptual frameworks are according to the various authors I’ve been assigned the last 3 years. But abstract is where they’ve stayed in my mind. I can’t begin to “conceptualize” (ha- like the pun) or operationalize them/aka restate meaningfully for myself in concrete terms that my grandma could understand (thank you Dr. Tony Tan for teaching me this skill of clarity in writing- “write it so that your Grandma can understand it”, Tan, class lecture, Fall 2011) what a conceptual nor theoretical framework is and how to develop one for myself.
So, like a good little doctoral student I went searching for books, articles, and lectures- ANYTHING that speaks to DEVELOPING YOUR OWN theoretical & conceptual framework. ALAS, I found something. A book on qualitative research by Maxwell has a chapter dedicated solely to the term conceptual framework. SCORE!
Maxwell, (YEAR). Qualitative Research Design. Chapter 3: Conceptual Framework- What do you think is going on?
Maxwell writes that a conceptual framework is “primarily a conception or model of what is out there that you plan to study, and of what is going on with these things and why- a tentative theory of the phenomena that you are investigating” (p.33).
OK, so I just need to think about what I THINK is going on here and make sense of this all somehow logically.
BUT HOW…
Maxwell recommends using a tool: the concept map. Below I outline this process for you- later I will write about how my application of this tool to my own study goes- WISH ME LUCK!
Exercise 3.1 (p. 52)- Creating a Concept Map for your Study
Here it is, in simplified “unplugged” terms:
Develop a concept map of the major concepts your studying and how they are related- remember “at this point you are trying to represent the theory you already have” in your mind
1- Brainstorm keywords/terms that you use day to day when talking about the topic your studying/interested in
2- Practice mapping out something you’ve already written on the topic (the Software Inspriations is helpful for this part)
3- Take 1 initial term or concept from step 1 or 2 above and brainstorm everything you can that might be related to this term/concept
a. Go over the brainstormed list from step 3 and highlight those that seem most relevant/connected to your study/topic of interest
4- Have a peer or advisor interview you about your topic
a. Have them ask/probe you “what do you think is going on and why”
b. Tape this, listen to it and write down the main words you talked about
c. FOCUS ON BOTH THE LITERATURE AND YOUR OWN EXPERIENCE EQUALLY!
5- Now ask yourself how these concepts you generated on above lists are/might be related. Look for:
a. Connections
b. Start with 1 concept/term and draw lines to others- using arrows
c. The arrows/not the circles are the key here (your proposed relationships)
d. Ask yourself, “what do I mean by this particular arrow”/”what does it stand for”
e. Add a concrete example for each arrow/circle- GET OUT OF ABSTRACTION
(don’t worry if you don’t have an exact word- just use a placeholder)
6- MOVE ,MOVE ,MOVE- continually ask yourself what you mean and if it makes sense. Keep re-working the concepts/terms (the circles) you choose to use and the relationships among/between them (arrows)
7- Write a narrative about the map using the following probe: What does this map say about the phenomena I’m studying
8- TAKE RISKS!
PHEW- a starting point. I’m off to develop mine. Stay tuned for an update- if you do yours let me know how it goes… misery does truly love company!
6.1.12
Developing a Dissertation Proposal- part 1
Here I go folks..... I have officially entered the last semester of course work during which I take the bittersweet course, Research Design. This is the course where, in theory, one designs their dissertation proposal- YIKES!
This also happens to be the semester during which I will complete my qualifying exams- double YIKES!
I end today with a favorite quote from my reading this week:
"In the mass detail that goes into the planning of a research study, the writer must not forget that the proposal's most immediate function is to inform readers quickly and accurately" (Locke, Spirduso and Silverman, 2007, p.6)
.....now how's that for hitting me where it hurts right out of the gates.
Wish me luck folks and come back often as I chronicle this journey with you- enjoy the ride (then I can be sure at least one of us will).
________________________
Locke, L.F., Spirduso, W.W., Silverman, S.J. (2007). Proposals that work: A guide for planning dissertations and grant proposals (5th ed). Thousand Oakes, Sage.
This also happens to be the semester during which I will complete my qualifying exams- double YIKES!
I end today with a favorite quote from my reading this week:
"In the mass detail that goes into the planning of a research study, the writer must not forget that the proposal's most immediate function is to inform readers quickly and accurately" (Locke, Spirduso and Silverman, 2007, p.6)
.....now how's that for hitting me where it hurts right out of the gates.
Wish me luck folks and come back often as I chronicle this journey with you- enjoy the ride (then I can be sure at least one of us will).
________________________
Locke, L.F., Spirduso, W.W., Silverman, S.J. (2007). Proposals that work: A guide for planning dissertations and grant proposals (5th ed). Thousand Oakes, Sage.
3.1.12
Dabrowski's Positive Disintegration through Poem
I found this poem today and it spoke to me so I am sharing......
To me I see it exemplifying Dabrowski's Level III: Spontaneous Multilevel Disintegration whereby individuals live with inner turmoil sprouted from tensions between who they are (their "is" based on personal values/morals) and who they ought to be based on societal/cultural/familial values and norms.
Dabrowski, K. (1996). The theory of positive disintegration. International Journal of Psychiatry, 2(2), 229-244.
_____________________________________
The Poem:
The Chameleon
by Ellen Dove Fiedler (as cited in Daniels & Piechowski's, 2009, Living with Intensity, p.168-169)
Sometimes you see me; then you don't.
I know the tricks for blending in.
My color's bright,
A glowing hue,
Changing with your point of view.
My awareness, truly keen,
Makes me be sure
I'm seldom seen
Unless, unless it's safe for me-
Safe to be all I can be.
In surroundings where no threat
Causes me to fade and hide,
Filled with doubts
And deep despair,
Not quite belonging, anywhere.
If you will see me as I am
Then I can let you come inside,
Into a place
Where you can find
The treasures of my hidden mind.
I'll share my secret world with you,
Tell you my dreams,
My thoughts, my plans.
And then, at last,
Perhaps I can
Know who it is I really am.
________________________________
That last line, "know who it is I really am", is powerful and sad...........
To me I see it exemplifying Dabrowski's Level III: Spontaneous Multilevel Disintegration whereby individuals live with inner turmoil sprouted from tensions between who they are (their "is" based on personal values/morals) and who they ought to be based on societal/cultural/familial values and norms.
Dabrowski, K. (1996). The theory of positive disintegration. International Journal of Psychiatry, 2(2), 229-244.
_____________________________________
The Poem:The Chameleon
by Ellen Dove Fiedler (as cited in Daniels & Piechowski's, 2009, Living with Intensity, p.168-169)
Sometimes you see me; then you don't.
I know the tricks for blending in.
My color's bright,
A glowing hue,
Changing with your point of view.
My awareness, truly keen,
Makes me be sure
I'm seldom seen
Unless, unless it's safe for me-
Safe to be all I can be.
In surroundings where no threat
Causes me to fade and hide,
Filled with doubts
And deep despair,
Not quite belonging, anywhere.
If you will see me as I am
Then I can let you come inside,
Into a place
Where you can find
The treasures of my hidden mind.
I'll share my secret world with you,
Tell you my dreams,
My thoughts, my plans.
And then, at last,
Perhaps I can
Know who it is I really am.
________________________________
That last line, "know who it is I really am", is powerful and sad...........
20.12.11
Keeping all Students Safe Act (S. 2020) Introduced!
Barb Writes:
I am writing to share the exciting news that S. 2020, Keeping all Students Safe Act, has been introduced by Senator Harkin in the Senate. This bill represents the strongest piece of legislation to date on this issue, and includes a prohibition of the use of seclusion, an anti-retaliation clause, a provision mandating that only the force necessary for the emergency be used, and a required debriefing session should an emergency that leads to restraint arise. I've attached the bill and bill summary for your use and review.
This bill represents the tireless hours TASH and APRAIS members have invested since 2004 to put an end to these abusive practices, and I am very grateful for your work and for our growing number of champions on Capitol Hill.
A letter of support from TASH to Senator Harkin is also attached. I plan to send this to the Harkin team by 4:00 PM today -- let me know in advance of that time if you have any questions or concerns. Also, please do not hesitate to send letters of support to Senator Harkin from any organizations you are associated with. FINALLY and most importantly:
Now is the time to educate your Senators on the importance of the bill and a request to co-sponsor. The Holiday break (which lasts through January 23) is a great time to meet with the Home District office!! OR, simply call your Senator's office (listed on the website of their office, or at www.congress.org<http://www.congress.org>) and say:
Please co-sponsor S. 2020, Keeping all Students Safe Act.
Happy Holidays!!
Barb
Barbara R. Trader
Executive Director
TASH: Equity, Opportunity, and Inclusion for People with Disabilities Since 1975
1001 Connecticut Ave, NW, Suite 235
Washington, DC 20036
202-540-9013
[cid:886004316@19122011-3574]<http://www.facebook.com/TASHORG>[cid:886004316@19122011-357B]
Thank you for supporting the 2011 TASH Conference!
[cid:886004316@19122011-3582]<http://tash.org/2011tash>
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