I think what Hinchman is saying in her article is that researchers and policy makers need to talk to the students and teachers to get their perspectives on the literacy programs in which they participate. I understand her to say that you can’t just interpret the data (quantitative research) alone. A complete representation should include participant thoughts and feelings (qualitative research.) I imagine that this is especially true when researching race, class and gender. I kept this in mind as I read the second article, by Moller and Allen.
Quantitative research could never begin to touch the depth of the emotions uncovered in this qualitative research piece, where struggling students responded to Mildred Taylor’s, The Friendship. Sure, quantitative studies can show that meaning based classrooms produce high test scores. However, a qualitative study helps us understand the children behind the numbers. It helps us to see why struggling students need the quality literature that stimulates thoughtful discussion, deep reflection, and emotional connection. The girls in the research study showed us the real life possibilities a good book like The Friendship, offers struggling readers.
I wondered what a policy maker might take from Moller and Allen’s research. I hope that they would see the important role meaning plays in the development of struggling readers. As a result, perhaps they would grant teachers and students the time and freedom to explore important social themes in their classrooms. I feel like schools are too data driven. It seems that all we hear about are test scores. School board members and law makers need qualitative research to help them know and understand our students and the issues that affect them. After all, we teach children not numbers.
Jayne Thompson
Comments (6)
I agree that test scores are becoming too important. I was talking to a 5th grader at church the other day and she was telling me about her day. She talked about the test prep they did at school and the EOG. UGGGHH! A 5th grader should not be stressing about tests like this! Kids have too much pressure on them, but I guess it trickles down to them through us. I know quantitative data is often quicker and maybe cheaper to obtain, but what is the expense?
Ashley Catlett
Posted by Ashley Catlett | February 15, 2009 1:40 PM
Posted on February 15, 2009 13:40
I will never forget when I taught first and second grade. My principal was totally data driven even in the lower grades. We completed data analysis sheets quarterly and had meetings with her to discuss them. If our numbers were not where she wanted then she wanted answers. You could explain to her the growth the child was making but if it didn't show up on the sheet then she didn't want to hear it. It was very stressful for us as teachers when we could see the kids making progress in class but it didn't show up in the numbers.
Amy Spade
Posted by Amy Spade | February 15, 2009 4:22 PM
Posted on February 15, 2009 16:22
Jayne, I really enjoyed reading your critique because I feel the same way. I think it is hard for teachers, which is obvious through the comments Amy and Ashley made. The cliche, change has to start somewhere, could be used here. Like you said in your critique what would happen if the law makers used qualitative research to replace quantitative, or even if they used both. Or what would the change look like if the principal Amy describes would have actually cared about the progress the students in the school make instead of the numbers. I feel qualitative research is more appropriate than quantitative research in education, but it is obvious that not everyone feels that way and how frustrating is that? But how do you respond to a principal like Amy describes, and how do you keep the principal's goal of increasing numbers from becoming your goal when. Especially when you know it's what makes you successful in his or her eyes.
Posted by Elizabeth Griffin | February 16, 2009 1:45 PM
Posted on February 16, 2009 13:45
Jayne-
Thank you for your post. I absolutely agree! Quantitative research negates what a student may be encountering in their lives when a certain number is recorded. Quantitative research may group according to liknesses, thus in essence negating what causes each of us to be individual. The girls we read about had individual experiences that caused The Friendship to resonate so strongly in some of their lives. While there is a place for the gathering of numerical data, when trying to understand how a child learns or reads, that is very unique, individual process.
Posted by Stefoni Shaw | February 16, 2009 5:05 PM
Posted on February 16, 2009 17:05
Jayne,
I also wondered about all the positive changes policy makers could make if they valued the research done by Moller and Allen for what it's worth. I agree with you and everyone else that commented, school is entirely TOO data driven. Ironically enough I feel that even the students with the high test scores are being left behind. I am in my late 20's and I just remember knowing so much more about "real" life than our students do now. I wish we could go back to the simplier times when teachers taught through art projects and music. When we learned because it was fun and we just wanted to know, instead of "let's learn it for the test" then forget it. Will we ever see learning go back there?
Posted by Cherrita Hayden-McMillan | February 16, 2009 9:51 PM
Posted on February 16, 2009 21:51
Thanks for a provocative post, Jayne. A student in another one of my courses told me that all principals walk around with a "bulls eye" on their back --- meaning that they could get fired at any time if the "numbers" aren't what they are supposed to be. It saddens me that the pressure is coming from elsewhere when there are principals who do want to focus on more qualitative data and resulting reform efforts.
Posted by Alecia Jackson | February 19, 2009 8:45 PM
Posted on February 19, 2009 20:45