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!

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.

:)

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!

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.

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...........