Data Collection All qualitative studies share main principles of data collection (Merriam, 1998, 2009). “Qualitative researchers use three main techniques to collect and analyze their data: observing people as they go about their daily activities and recording what they do; conducting in-depth interviews with people about their ideas, their opinions, and their experiences; and analyzing documents or other forms of communication” (Fraenkel & Wallen, 2009, p.440). I will use interviews and observations to collect data. Sources of data will include prescheduled interviews with both teachers and three non-participatory observations on three different days. Data collection of this multiple case study will follow a systematic approach that will
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What are the most important components of your reading instruction? Do you use all of the components in a particular reading lesson? Are the answers to these questions influenced by the reading curriculum that you use?
• Visual Phonics: How do you describe visual phonics? Is it related to phonics that might be used with typical literacy learners? Why or why not? What are your strategies and activities for using visual phonics in your classroom? How do you select these strategies and activities? Is the selection of a strategy and activity related to the demographics of the students? Describe a typical visual phonics lesson. Is your typical visual phonics lesson similar to the use of phonics with typical literacy learners? How?
• Perceptions on visual phonics: Do you think that visual phonics is important as a reading instructional method? What are the advantages (i.e., benefits) and disadvantages (i.e., challenges) of using visual phonics with d/Deaf and hard of hearing students? Do you feel that you have had sufficient preparation to teach visual phonics to d/Dhh students, especially the students in your classroom? What supports do you think is needed for an effective teacher of visual phonics? …show more content…
Each class will be visited three times. Once the observations of the first case will be completed, the data collection for the second case will commence. Three pre-arranged classroom observations that will specifically look at instructional strategies and activities of Visual Phonics will last based on the blocks of reading time. The first principle of observation as a research tool is to investigate research questions. Therefore, the focus of observation is to obtain information about actual teaching practices by using Visual Phonics, a promising teaching tool and answer the research questions that have guided the present study. Observations will provide a valid and reliable data to understand teachers’ approaches to Visual Phonics strategies and activities during the real classroom teaching. Hence, I will just focus on teachers, not students. It will enhance the understanding of teachers’ use of Visual Phonics strategies and
What are the most important components of your reading instruction? Do you use all of the components in a particular reading lesson? Are the answers to these questions influenced by the reading curriculum that you use?
• Visual Phonics: How do you describe visual phonics? Is it related to phonics that might be used with typical literacy learners? Why or why not? What are your strategies and activities for using visual phonics in your classroom? How do you select these strategies and activities? Is the selection of a strategy and activity related to the demographics of the students? Describe a typical visual phonics lesson. Is your typical visual phonics lesson similar to the use of phonics with typical literacy learners? How?
• Perceptions on visual phonics: Do you think that visual phonics is important as a reading instructional method? What are the advantages (i.e., benefits) and disadvantages (i.e., challenges) of using visual phonics with d/Deaf and hard of hearing students? Do you feel that you have had sufficient preparation to teach visual phonics to d/Dhh students, especially the students in your classroom? What supports do you think is needed for an effective teacher of visual phonics? …show more content…
Each class will be visited three times. Once the observations of the first case will be completed, the data collection for the second case will commence. Three pre-arranged classroom observations that will specifically look at instructional strategies and activities of Visual Phonics will last based on the blocks of reading time. The first principle of observation as a research tool is to investigate research questions. Therefore, the focus of observation is to obtain information about actual teaching practices by using Visual Phonics, a promising teaching tool and answer the research questions that have guided the present study. Observations will provide a valid and reliable data to understand teachers’ approaches to Visual Phonics strategies and activities during the real classroom teaching. Hence, I will just focus on teachers, not students. It will enhance the understanding of teachers’ use of Visual Phonics strategies and