8. ANALYSIS. What form of data analysis was used, and what was it designed to reveal? What computer program was used (if any)?
The form of data analysis that was used was observations with field notes and interviews, both formal and informal, with teachers and students. All the information from the study was then analyzed using inductive analysis, content analysis, and cross-case analysis. The inductive analysis was used to discover how the questions used in the interviews, enhanced students learning, and how did students develop knowledge and meaning within the social aspect. In cross-case analysis the categories were used to compare and check data sources for validity, and to identify variations in the data. Member check was then used to check each teacher and compare their interpretation with the researcher. This was used to help with trustworthiness and validity. The authors’ data analysis was intended to reveal the participants’ perspectives and interpret findings through the creation of data categories and themes. (Patton, 1990). The computer program that was used was called “NU*DIST” this software groups concepts into categories.
9. RESULTS. What did the author(s) identify as the primary results (products or findings produced by the analysis of data)? …show more content…
They discovered through their research that this style of teaching was very beneficial for the students. Once the teacher facilitated the connections and structure, the students felt a sense of cohesion with their class. The authors concluded from their research on social constructivism that “The teachers created a classroom environment similar to a ‘community of learners’ in which student learning occurred through peer interaction and connection to the real world. The students shared information with peers, accepted roles, assumed leadership and responsibility, and became decision-makers.” (Azzarito & Ennis, 2003, p.
The form of data analysis that was used was observations with field notes and interviews, both formal and informal, with teachers and students. All the information from the study was then analyzed using inductive analysis, content analysis, and cross-case analysis. The inductive analysis was used to discover how the questions used in the interviews, enhanced students learning, and how did students develop knowledge and meaning within the social aspect. In cross-case analysis the categories were used to compare and check data sources for validity, and to identify variations in the data. Member check was then used to check each teacher and compare their interpretation with the researcher. This was used to help with trustworthiness and validity. The authors’ data analysis was intended to reveal the participants’ perspectives and interpret findings through the creation of data categories and themes. (Patton, 1990). The computer program that was used was called “NU*DIST” this software groups concepts into categories.
9. RESULTS. What did the author(s) identify as the primary results (products or findings produced by the analysis of data)? …show more content…
They discovered through their research that this style of teaching was very beneficial for the students. Once the teacher facilitated the connections and structure, the students felt a sense of cohesion with their class. The authors concluded from their research on social constructivism that “The teachers created a classroom environment similar to a ‘community of learners’ in which student learning occurred through peer interaction and connection to the real world. The students shared information with peers, accepted roles, assumed leadership and responsibility, and became decision-makers.” (Azzarito & Ennis, 2003, p.