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Doctoral Seminar 2Into the Labyrinth : A PhD Comprehensive PortfolioMain MenuTable of ContentsHere you can see the linear construction of this comprehensive portfolio documentIntroductionThis is an introduction to me as an individual, a learner, and a teacherWelcome to the LabyrinthThis examines why this metaphor is applied to my PhD experience.Step By StepDescribing the process of moving into and through the PhD to this pointThe Center of the LabyrinthThis section lays out the path toward this point in time and the comprehensive portfolio.Conclusionfinal thoughts and next steps from this comprehensive portfolio productionReferencesThis is a full reference list for the comprehensive portfolio, also available in alphabetic notes.Appendicessupporting documents for this comprehensive portfoliohjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06
Doctoral Seminar 2
1media/ashley-batz-betmVWGYcLY-unsplash.jpg2020-02-15T16:13:13+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06128This course focused on quantitative research methodologies and was held at Brock University in St. Catherine's in July, 2019.plain2020-05-04T17:21:52+00:0007/03/2019hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06
"But whether you learn to enjoy it or not, whether you go on to more advanced work or just sty with what you now know, whether you actively use your statistics or simply become an informed consumer - whatever you do with it - nobody can change or take away the fact that you did learn it and that you did survive. And it wasn't as bad as you thought it would be - truly now, was it?"(Kranzler, 2018, p. 184)
This quote summarizes the Doctoral Seminar 2 (DS2) summer course on quantitative research at Brock University in St. Catherines, which focused on the research process, educational issues, and an introduction to quantitative methodology.While the topic of statistics struck fear in my psyche, getting access to the syllabus well in advance of the course allowed me to structure a progressive reading schedule that eased my concerns. Hoy and Adams (2016) primed me for qualitative research. Creswell & Guetterman (2019) became a well tagged guide. Caldwell (2013) and Nardi (2018) were at my side providing tips and strategies. But it was Kransler (2018) who became my primary navigator through the course. As I read, I applied the four sentence summary that was introduced in DS1, but also used a quantitative research summary template from Hoy and Adams (2016) to analyze and synthesize the readings for this course.
The course presented extensive opportunities to critically examine, analyze, synthesize, and evaluate research from published papers. This included deconstructing the research question, determining the purpose for the research, examining items included or excluded from the literature review, analyzing the descriptions of methodology and methods used, interpreting the discussion of results with a critical lens on the statistical analysis, and appraising the stated research implications. This practice was then applied to the construction of our own research proposal using a qualitative or mixed method approach.
While qualitative or mixed method research remains on my horizon as a result of this course, there would be much to learn beyond the statistical introduction provided in DS2. I have become a critical reader and consumer, acquiring the skills and fluencies necessary to design, create, plan, carry out, and report on quantitative or mixed method research yet would require additional learning opportunities, with practice in action.
It was during DS2 that I took explicit steps toward practicing data analysis. In particular I became interested in how to use software to support research efforts. I downloaded and introduced myself to SPSS, but have not yet resolved technical issues that impact my use of this digital resource. I purchased NVivo software and began exploring this digital tool as a way to analyze research information in meaningful ways. This was only the beginning of my active use of NVivo, which you will see in the reflections from the Research Colloquium course.
DS2 prompted some deeper analysis of the foundations of literature reviews. Before the course started, I reflected on my own literature reviews from a critical stance with these observations:
look for tighter themes in the literature and comprehensively integrate ideas rather than listing articles in random order with threads of ideas tying pieces together;
refine and rewrite since there are too many quotations in the body of my writing. I need to reveal my own voice and only quote those ‘diamond gems’ of pithy wisdom that can’t be restated without losing their lustre;
scope wide AND deep to find interlinking articles and fields of thought; then knit and fuse them together (cnyttan) (This notion was shared at Domains 19 on Virtually Connecting by Lora Taub.); and
analysis is important, it’s part of that knitting that needs to be done. I could go deeper into themes by using coding and concept mapping tools (Combs et al., 2010; Chen et al., 2016). Since I have not done any systematic coding or coding analysis, it’s time to learn how to work with software options (Randolph, 2009) such as NVivo.
With these insights in mind, and knowing that the research proposal assignment for DS2 required a quantitative approach, the literature review I conducted was framed by my tentative research question. While my research interests continue to focus on three key concepts—open educational practices, media and digital literacies, and teacher education—a shift occurred while attempting to define and operationalize these concepts. As I refined the research question, my focus deviated from teacher candidates studying in faculties of education to the teacher educators providing instruction in education. With this change, a whole new avenue of inquiry opened, and I stepped closer to 'digging where I stand', as suggested in DS1. My research was framed by research conducted with teacher educators in Europe (Ferrari et al., 2013) using a measure for digital competencies. This in turn led to work in the US to define the digital competencies of teacher educators (Foulger et al. 2017) as outlined on a twelve item reflective list called the Teacher Educators Technology Competencies (TETCs).
During the course, a round of 'lightning talks', where we were asked to share and query each other's research questions as part of an in class task, honed and shaped my question and the resulting research design. These conversations reinforced the key elements that need to be included in the research questions. As discussed in class: variables need to be clearly defined and operationalized, the context of the research needs to be explained, the characteristics of participants and their selection should be stated, and the hypothesized directions for the research need to be established.
While my research plan for my dissertation inquiry may not include quantitative research methods or methodologies, this course helped me see how each piece of the research puzzle relies on other pieces to ensure they fit into the whole research picture. This becomes even more evident in the learning that occurs in the Research Colloquium course. The paradigmatic framework I apply to research originates from my ontological, axiological, epistemological, and ethical foundations (Guba & Lincoln, 2005). It is in this reflexive comprehensive portfolio that my steps bring me closer to the center of this Joint PhD labyrinth, and also bring me closer to myself as researcher, "the human as instrument" (Guba & Lincoln, 2005, p. 210). This process of knowing myself will continue into my research as a "conscious experiencing of the self as both inquirer and respondent, teacher and learner, as the one coming to know the self within the processes of research itself" (Guba & Lincoln, 2005, p. 210).
This page has paths:
12020-01-11T04:10:35+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06Academic Growth - Courseshjdewaard17Step by step through each of the courses and academic growth over time.timeline412020-05-02T19:51:44+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06
Contents of this tag:
12020-01-11T03:46:33+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06Step By Step20Describing the process of moving into and through the PhD to this pointplain172020-05-04T15:52:39+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06
12020-02-26T12:36:28+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06DS2 group presentation3a graphic note about how to display data in multiple formatsplain2020-02-26T12:44:07+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06