Table of Pilot Study Decisions Table 3a
Table Detailing Processes Completed in the Pilot Study, and the Subsequent Implications and Decisions for the Current Study
PILOT RESEARCH
PROCESSES IMPLICATIONS FROM PILOT PRESENT RESEARCH
SELECTION PROCESS
x Contacted school
through Deputy Principal (DP)
x Discussed study with DP to determine if teachers matching the selection criteria.
x DP had potential participant in mind and would approach participant.
x Word of mouth
- R to contact teachers and DP of known schools. - R to follow-up with school and contact interested participant.
x Draft letter appealing for participants
- detail benefits to T and students
x P will be chosen based on criteria in Ethics and first come first serve.
INITIAL CONTACT AND CONSENT
x R was introduced to potential P.
x Arranged a time to chat to T about the study
x Information about the study was delivered in T’s classroom with student present.
x Explained purpose of study, benefits, structure, time commitments, and T’s rights.
x Gave T copies of the consent form,
information sheet to read over.
x R contacted T a week later to determine interest
x Verbal consent to participate was received from T and written consent form was signed before interview.
x Discussion may have been too brief
- did not emphasis confidentiality and the benefits.
x T expressed concerns regarding:
- senior leaders accessing information
- the number of observation sessions needed for the study.
x To make the study viable for T and R, number of sessions were reduced however T still found duration of study too long.
x Initial discussion with P needs to be more
detailed to ease concerns around data and
recorded information.
x Discussion about the study should be carried out in a quiet place so T is not rushed for time or cannot be disturbed.
x R to go through the info sheet and consent form before handing them to T.
x Arrange a time to contact T to determine interest. x Number of sessions could be reduced to 4 – 6 – 3 depending on the number of foundational strategies being targeted. PRE-QUESTIONNAIRE x R delivered questionnaire to T’s pigeon hole x Followed up with T by email to arrange convenient time for interview.
x Questionnaire needed to be returned before interview
- however questionnaire was returned late -questions were poorly integrated
x More time to be allowed between receiving questionnaire and interview
- an electronic version of the questionnaire may be an option
77 Table 3a cont.
PILOT RESEARCH
PROCESSES IMPLICATIONS FROM PILOT STUDY PRESENT RESEARCH
PRE-INTERVIEW
x Conducted in T’s
classroom during school hours with no students around.
x Interview was tape recorded.
x Interview schedule was underdeveloped to adequately address RQ.
x Environment was
comfortable for T and she was able to point at things in her classroom that related to the questions.
x Underdeveloped interview schedule provided surface level responses and ignored the importance of in-depth discussion and rapport building with P.
x T will be invited to choose interview space that is quiet / outside of school hours
x Develop more robust interview schedule - learn schedule to allow free flowing
conversation. MIXED METHODS
x Measurement tool was tested during the observation and was not compatible classroom.
x Qualitative data and information needs to inform the quantitative collection of data.
x R decided to use a tally counter which allowed R to move around the room if needed.
x More time needs to be given to the analysis of the questionnaire, interview to determine which strategies PFB would be helpful in supporting.
x Rough analysis of the interview may target the researcher’s initial observation in the classroom.
- Analyze data before intervention.
- Meet with teacher before observation sessions to determine if selected strategies are suitable.
-Strategies need to be operationally defined before meeting with T. BASELINE & WITHDRAWAL PROCESS
x Baseline (4) and withdrawal (4) sessions were conducted in 20 mins blocks.
-R recorded data using the tally counter. -R took brief notes of # students, adults, times and activity.
-R attempted to remain unobtrusive
x Graph of baseline scores were shown to T and a goal was set to increase average # of skills.
x Sessions were conducted too close to each other
x Researcher notes were too simple to contribute to RQ’s and data
interpretation.
x Collaborate with T regarding number of session and spread observations out. x R to use a template to record general information and examples of T’s behaviour/students response.
78 Table 3a cont.
PILOT RESEARCH
PROCESSES IMPLICATIONS FROM PILOT STUDY PRESENT RESEARCH
INTERVENTION PROCESS
x Observations were conducted over 3 weeks, sometimes with no days in between.
x PFB presented to T when convenient but within two hours of the observation
x PFB consisted:-
- a coloured paper graph showing T her skills count (visual)
- R verbally giving T her score (verbal)
- R providing an example of how T used skill with class/students (verbal)
x T may feel that she is receiving the same information
- effect of PFB may dwindle if T is not given time to improve.
x PFB needs to be more rigorous
- what examples were provided to T along with her score?
x Allow at least 2 days between observations.
x Record notes on
template used to support rigor x Graph could be displayed on a tablet, making PFB delivery more flexible. x Self-reflection questions could be included - gauge teacher’s experience of the day - how she felt using strategy
- how she felt the students responded - her response to her score etc. POST-QUESTIONNAIRE x Follow-up questionnaire was completed to compare ratings. x Questionnaire showed minimal changes in the way T rated her behaviour and use of strategies.
x Information from the questionnaire was not used to inform the interview.
x Questionnaire will be left out.
x Strategies identified in the pre-questionnaire, and strategies targeted for support during intervention can be questioned in the follow- up interview.
POST-INTERVIEW
x Schedule focused on - T’s opinion of the study - whether it was
beneficial or supportive for her.
x Follow-up interview needs to be more robust
- assess how supportive T felt PFB was to their use of strategies
- factors influencing use of strategies
x Develop solid interview schedule - may incorporate questionnaire items. ABBREVIATIONS T = Teacher R = Researcher RQ = Research questions
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