Assignment:
After reviewing the Kelsey Elementary School information, evaluate the use of data (statistical information) in this case study. What other information might be pertinent that is not provided? How would you gather other necessary data? Briefly, discuss your conclusions regarding the data and results you discovered.
The quantitative data needs to be expanded to show the individual test scores, homework assignments, and team projects. Hendricks states, "Credibility can be established through triangulation, a process in which multiple forms of data are collected and analyzed" this suggests that more than quantitative methods should be used (Hendricks, 2009, p. 79). The qualitative data would be the teacher's lesson plans, parent teacher discussions, observations in the teacher's journal, and any student self-assessments.
Once these different sources of data are collected, the like data can be grouped together and ranked; this allows the teacher to address the highest concerns first. This also validates the concerns through triangulation as suggested by Hendricks.
The current Kelsey Elementary School data is too shallow. The only allows analysis the data allows is a correlation between final grades, combined homework, number of absences, and reported discipline issues. The details are missing to do a thorough analysis and to validate problems through triangulation of sources. This data set allowed for a generalized conclusion that the student with more absences had lower overall grades.
However, the details are missing as to why. Were the grades lower because homework and tests were not allowed to be taken or were the tests administered and the student performed poorly? From this data set only generalizations can be made. This type of analysis might be a good starting point for large generalized problems but an expanded data set is required to determine the proper corrective action to the problem.
Often as classroom teachers (and school counsellors) we are guilty of using such data to form conclusions. "The details are missing to do a thorough analysis and to validate problems through triangulation of sources. This data set allowed for a generalized conclusion that the student with more absences had lower overall grades. However, the details are missing as to why." You mention looking for the "why" connected to the overall grade differences.
Q. As educators involved in action research, discuss the reasons for wanting to know the "why." How could collaboration be included to resolve some of the questions raised?