Literacy Research: Issues of Authority, Ownership, and Representation

With the “social turn” of language in the past decade within English studies, ethnographic and teacher research methods increasingly have acquired legitimacy as a means of studying student literacy. And with this legitimacy, graduate students specializing in literacy and composition studies increasingly are being encouraged to use ethnographic and teacher research methods to study student literacy within classrooms. Yet few of the narratives produced from these studies discuss the problems that frequently arise when participant observers enter the classroom. Recently, some researchers have begun to interrogate the extent to which ethnographic and teacher research methods are able to construct and disseminate knowledge in empowering ways (Anderson & Irvine, 1993; Bishop, 1993; Fine, 1994; Fleischer. 1994; McLaren, 1992). While ethnographic and teacher research methods have oftentimes been touted as being more democratic and nonhierarchical than quantitative methods—-which oftentimes erase individuals lived experiences with numbers and statistical formulas—-researchers are just beginning to probe the ways that ethnographic and teacher research models can also be silencing, unreflective, and oppressive. Those who have begun to question the ethics of conducting, writing about, and disseminating knowledge in education have coined the term “critical” research, a rather vague and loose term that proposes a position of reflexivity and self-critique for all research methods, not just ethnography or teacher research. Drawing upon theories of feminist consciousness-raising, liberatory praxis, and community-action research, theories of critical research aim to involve researchers and participants in a highly participatory framework for constructing knowledge, an inquiry that seeks to question, disrupt, or intervene in the conditions under study for some socially transformative end. While critical research methods are always contingent upon the context being studied, in general they are undergirded by principles of non-hierarchical relations, participatory collaboration, problem-posing, dialogic inquiry, and multiple and multi-voiced interpretations. In distinguishing between critical and traditional ethnographic processes, for instance, Peter McLaren says that critical ethnography asks questions such as “[u]nder what conditions and to what ends do we. as educational researchers, enter into relations of cooperation. mutuality, and reciprocity with those who we research?” (p. 78) and “what social effects do you want your evaluations and understandings to have?” (p. 83). In»the same vein, Michelle Fine suggests that critical researchers must move beyond notions of the etic/emic dichotomy of researcher positionality in order to “probe how we are in relation with the contexts we study and with our informants, understanding that we are all multiple in those relations” (p. 72). Researchers in composition and literacy stud¬ies who endorse critical research methods, then, aim to enact some sort of positive transformative change in keeping with the needs and interests of the participants with whom they work.

Using Math Vocabulary Building to Increase Problem Solving Abilities in a 5th Grade Classroom

In this action research study of my 5th grade mathematics class, I investigated how students’ understanding of math vocabulary impacts their understanding of the curriculum. I discovered math vocabulary plays an important role in a student’s ability to understand daily lessons, complete homework, discuss ideas in groups, take tests and be successful on achievement tests. A student’s ability to understand the words around him (or her) in math class seem very related to his or her ability to solve word problems. Word problems are what our national assessments are all about. I also discovered that direct instruction and support of math vocabulary increased test scores and confidence in students as test takers. As a result of this research, I plan to continue to find ways to emphasize the vocabulary used in our current math curriculum. This process will start at the beginning of the year. I will continue to look for strategies that promote math vocabulary retention in my students. And finally, I will share my findings with my colleagues, so my research can be used as part of our School Improvement Goals.

Building Leadership: The Knowledge of Principals in Creating Collaborative Communities of Professional Learning

Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.

Student Problem Solving

The purpose of this study is to determine if students solve math problems using addition, subtraction, multiplication, and division consistently and whether students transfer these skills to other mathematical situations and solutions. In this action research study, a classroom of 6th grade mathematics students was used to investigate how students solve word problems and how they determine which mathematical approach to use to solve a problem. It was discovered that many of the students read and re-read a question before they try to find an answer. Most students will check their answer to determine if it is correct and makes sense. Most students agree that mastering basic math facts is very important for problem solving and prefer mathematics that does not focus on problem solving. As a result of this research, it will be emphasized to the building principal and staff the need for a unified and focused curriculum with a scope and sequence for delivery that is consistently followed. The importance of managing basic math skills and making sure each student is challenged to be a mathematical thinker will be stressed.

An Empirical Study of Fault Localization for End-User Programmers

End users develop more software than any other group of programmers, using software authoring devices such as e-mail filtering editors, by-demonstration macro builders, and spreadsheet environments. Despite this, there has been little research on finding ways to help these programmers with the dependability of their software. We have been addressing this problem in several ways, one of which includes supporting end-user debugging activities through fault localization techniques. This paper presents the results of an empirical study conducted in an end-user programming environment to examine the impact of two separate factors in fault localization techniques that affect technique effectiveness. Our results shed new insights into fault localization techniques for end-user programmers and the factors that affect them, with significant implications for the evaluation of those techniques.

Using Source-Code Analysis to Help End-user Programmers Create Dependable Software

Not long ago, most software was written by professional programmers, who could be presumed to have an interest in software engineering methodologies and in tools and techniques for improving software dependability. Today, however, a great deal of software is written not by professionals but by end-users, who create applications such as multimedia simulations, dynamic web pages, and spreadsheets. Applications such as these are often used to guide important decisions or aid in important tasks, and it is important that they be sufficiently dependable, but evidence shows that they frequently are not. For example, studies have shown that a large percentage of the spreadsheets created by end-users contain faults. Despite such evidence, until recently, relatively little research had been done to help end-users create more dependable software. We have been working to address this problem by finding ways to provide at least some of the benefits of formal software engineering techniques to end-user programmers. In this talk, focusing on the spreadsheet application paradigm, I present several of our approaches, focusing on methodologies that utilize source-code-analysis techniques to help end-users build more dependable spreadsheets. Behind the scenes, our methodologies use static analyses such as dataflow analysis and slicing, together with dynamic analyses such as execution monitoring, to support user tasks such as validation and fault localization. I show how, to accommodate the user base of spreadsheet languages, an interface to these methodologies can be provided in a manner that does not require an understanding of the theory behind the analyses, yet supports the interactive, incremental process by which spreadsheets are created. Finally, I present empirical results gathered in the use of our methodologies that highlight several costs and benefits trade-offs, and many opportunities for future work.