Numbers...where are the real people?

Sooo many formulas! Sooo many numbers! I am saturated with statistics, but will try to contribute something to the readings of L/A.
I have questions: Does the move into quasi-experiments(and back to combinations of true and quasi) lose the individual? Does the meta-analysis attempt to validate while ignoring the importance of variables to real life application of the study?
It is interesting that in today's diverse classroom world that everything starts out trying to equalize the subjects. Maybe that is something to address for the fallity of promoting "cookie cutter" education? Everyone is not equal there was the Fox study that excluded maybe some of the very students who needed help(I do not have a motivational answer or burn-out answer). I am reminded of Diane's discussion of how Developmental students might survive the Developmental class, but not more main stream work.
How does anyone get past the perceived "teacher expectation" in any study?
When looking at the meta-analysis, I think the study selection and criteria under the Research design places a real life value to our literature search as well as the annotated bibliography. The value of same or similar studies can be double-edged. Will the study just be a rehash or can the study build on the past? Most importantly, will there be real life applications?
We seem to have great ideas that will work in individual situations, with individual students and teachers-just listen to the conversations in our class. But when will there be social discourse that recognizes the worth of the fluidity of teaching? The Hierarchy of Worth of the research might seem to be more valuable than the front line work. As a parent, my main concern is my child

forgotten words spoken and written

I forgot to mention regarding the talking about writing my experiences with the pre-test to the survey assignment. The participants were specifically asked to mark the pre-test with suggestions. Almost every participant gave me added spoken comments. They needed to give the extra verbal clarification of their thoughts. I also believe that the verbal face to face allowed the participants to feel that their participation's validation. Interesting!

Privilege, Negotiation, and Manipulation

Mortensen places writing and conversation about writing the proper place-audience, readers,reasons, and rules. I particularly enjoyed the discussion about "overt authority" and "covert forms of authority" mentioned on page 110. The tripartite cycle of initiated, responded to, and evaluation of writing and conversing becomes important for clarifying ideas. Again there is reference to our old buddy, Vygostsky when Bleich alludes to the need of clarification of the words as "contributing one's words to a conversation [as]an interpersonal act that counts"(119). All the work in this chapter addresses not only the reason for the writing but the apparent need of the writer to further elaborate or explain the written word with the spoken word. I am reminded of Brodkey's "The Literature Letters" where the placement of the teacher might seem more privileged.Yet, when we had discussion in class there appeared to be a division between worlds. Mortensen attempts to show how the privilege of the academia might be avoided but he acknowledges that other discourse communities have not been fully entered into the mix of writing and reading. Maybe the talking about the writing offers a chance to avoid a value judgement of the worth of writing by placing writing and conversing in the real world. Much of this chapter appears to prove how words written and spoken might change meaning within different contexts.

Then we move to Lauer and Asher's chapter on "True Experiments" and the active manipulation of subject and task. I would like to discuss the issues of "randomization" further. One of the problems I have found with "true experiments" is how the subjects might be adversely affected by any study. Sometimes I have seen how human errors or human neglect can affect the errors that are "due to chance" or are "undetected". The internal validity of a study in a true experiment sometimes tries to acknowledge or make adjustment to the results that will not compromise the results. Even in a true experiment there does seem to be a problem with the manipulation of the natural environment. I think that gets back to the importance of adding descriptive work to the presentation of the results of experiments. What does anyone think about having the random control groups and groups affected by the study? What would be the justification for short term results when addressing issues of education? How would positive results be "caught up" or negative results be "rectified" for the student? These are just some philosophical points I sometimes ponder.

Variables, but in the end...life just depends on where you find yourself

As many of you know from my other discussions, I have difficulties with prediction of individuals. Despite my aversions to waiting until college level writing to research, I did read L/A with an open mind. Descriptive research in this chapter appear to tell us what we already know without offering solutions.The correlation matrix seem familiar. The statistical randomness of Suddaarth and Wirth seems sound, I would have to depend on someone else to prove the statistical accuracy, but according to our other chapters, 1462 random out of 5,000 would seem valid. The weakness might appear to be the fact that Suddarth and Wirt's "weight on the predictors do not necessarily reflect the relative importance of each of the variables in the prediction" (127). That lack of ranking skews the importance of any of the predictor's validity for finding a method for correction prior to college entry. I am not sure if that could be corrected by going back to the original data and assigning Beta weights...again I would need a statistician.
In the end, I still believe we do a disservice to pre-college students by not correcting weaknesses prior to the college class. We have, yet again, limited the potentials and possibilities of many students if we do not "look for possible influences on the correlation coefficients" (123).

I enjoyed Linda Brodkey's study. "The Literacy Letters" was a reminder of that little quiz we took in Literacy last semester about what we know regarding "other classes" and the lack of understanding of many of the coded references in both letters. Reading the descriptive narrative, we as the reader,might struggle with class differences we see. These letters could describe issues of mutual respect, power, and understanding of Foucault's "The Discourse on Language". The way the letters were presented showed the variables between who I will call teacher-students and student-students promote a false sense of equality in "their reciprocal articulation" (136). Opportunities existed to learn from each other in great Feire tradition. Moving into Brodkey's "unlimited possibilities for expression" first there was imagination. Second cane the possibilities of thought and a relationship to others. Third, we say the evaluation of structure and grammar as the two audiences lost each other. Perhaps the difficulty was the manipulation of putting the writers together as an assignment. I do believe such an exercise can have merit particularly when looking at groups to society, individuals to groups, and academia to life. The issue of agent vs. victims becomes about the power to speak, listen, tell, and hear. Hall calls it "a theory of articulation" (127). I call it that quest for KNOWLEDGE.
I found it interesting that the teachers were stressed. I do not know if any of them cage up their power to change the dynamics of the relationship or if there were too many differences in the worlds of the teacher-students and the student-students. You never got the impression that the two worlds intertwined except in a superficial manner. Again the thoughts of both writers should be the main reason for the discourse not the grammar and structure in this case. we must remember that this is a manipulative situation. To think otherwise places a judgement on the writer and the writer's life.

Meaning Through Both "Dreaded Math" and "Description"

L/A did bring a new light to data analysis. Seems I remember Chi-Square and T-test from long ago science fair projects. I must say the I did enjoy the possible similarities and possible differences discussions. Many times I tried to tackle APPENDIX I on the many pages following 232. Fortunately the section titles were a huge help to limit what I felt I must read. Now I completely understand the value of having someone (or software) to figure the mathematical calculations. Having made that statement, L/S also seemed to stress the importance of moving beyond strictly narrative observation and ethnography studies into the world of science. Yet, in the end the descriptive importance could not be denied. The description, as a means of engaging an audience (front line teachers and others), give a practical question and answer search that I believe should be the application of any research. The research in composition always relates to people and their lives.
Following up on the need for the experimental and the descriptive, Beach in K/S offers a very readable chapter that discusses data and statistics in a way that is applicable to use for the less than strictly experimental. The discussion of "the value of descriptive empirical research" stresses the importance of results that can be adapted to daily writing instruction.I personally like the discussion about "relationship of partners' interpersonal involvement and the level of reflective thinking" (K/S 225).

Compositional research is about interaction as much as the process of composition. It would be interesting to follow up on the journal dialogue studies and take them into the new technology. Does written or electronic journally change the process, the audience, the reason, and the reflection? Just think about our blog...posting to others' posting requires a comfort zone and expectation. The archived "older postings" would be interesting to reflect upon at the end of the class. Do we see common themes in our own postings or the postings of others? How about personal writing styles? As researchers we only can "describe the characteristics of the subjects [each other]" very superficially (K/S 227). Maybe it is important to remember that all these readings are our learning to the task of Compositional Research. The theme continues an emphasis about knowledge-again!

Anyone want to comment?...
On page 236 K/S there is a discussion regarding "common clusters". How does the answers of common cluster differ from the cluster sampling L/A discussed in the chapter of samples and surveys?

Seems the multi methodologies remains vital to composition research. As writers, why should we deny the use of Case Studies, Observations, and Ethnography as a means of expression WITH the value-added validity through data and interpretation? After all style, purpose, audience, and individual processes are so integral to composition!!!

After My Agnast...

I have an apology and a question regarding the facilitation Billy and I did last class.
First, Sorry I did not allow for more Subject/Specimen/Person discussion for the selection of who we would include and exclude in any samplings, surveys, etc...
Next: I was a little surprised with the response to the exercises. If anyone has anything that could add light to personal thoughts and clarification for my project's question, please email me. Very informal podering on my part no publishing or class work assigned to this, but I am curious if it was an adult educated reaction? One of the difficulties with health care literacy seems to be the middle level of literacy where people might not be familiar with the medical jargon, etc.
Thanks,

Was that really Vygotsky I read?

There is something about the "dramatic moment of impediments,struggles, and transformation" we read in Vygostsky last semester that resounds in Case Study research(KS 134). The one vs. the many strikes to the heart of democracy-even if not present public education. The Triad of teacher/student/society (visualize a triangle for the scientific research results) promotes a realistic value of the individual building on some "reality" actually chosen by the researcher. Beyond the "science" is a real face with hopes, dreams, and possibilities that may or may not be "codified" in a way acceptable to true academia as "minor league of research, case study research [offers] up a few promising ideas to big leagues where true professionals..."(K/S 131).
The question may be, should the researcher look at the value of the Case Study to draw the audience into the narrative to validate the worth of the single student and the front line teacher? When Newkirk talks about "author-izes", "aesthetic patterns" and "mythical narratives" the promotion of dramatic cultural beliefs somehow get set in a specific time and place that allows for fluidity. Power to the Case Study! After all is said and done the dramatic moment offers imagination of possibilities. After all, in one of my previous lives I was a confidant to Catherine the Great (thanks Vygotsky!) not a kitchen maid.
Somehow the L/A piece almost seemed too contrived-maybe science for the sake of science. The results of "staying the line" in scientific discovery appear to forget the reason for the testing. I understand Emig identified many details for variable identification and did acknowledge the context, nature of the stimulus, and all the process steps (L/A 31).But the samplings seemed too small to make the statistics useful. Personally, I like when the narrative of the Case Studies places the statistics with specific students. What do we do with the concepts of the individual being taught or not taught the expectations of what I will call "functional composition"? At first glance Graves may be addressing what we assume as truth today. Environment, sex, development level, etc. needed to be formally addressed in another time and place. That value can not be minimized. And even Flowers and Hayes, standards in composition theory, get into the mix with their caveats of expert/novice goal setting, "Pregnant Pause" and getting started in the writing.
Thought/ Process/ Influences (again visual the scientific triangle diagram or maybe overlapping circles with test scores and school budgets) appear to be the connecting triad of Emig/Graves/Flowers and Hayes in the earlier attempts to "scientificize"(my word) and legitimize the importance of writing in everyday life.
Love the terms "episode boundaries" vs. "paragraph boundaries". What do people think of those?
I apologize for being a little late, but I was having difficulty "planning @ many levels". After all, the narrative itself is about compostition.

Who is watching whom???

After reading through all the history of Observation, one has to wonder as Lofland did on page 388: just who is watching whom and for what purpose. Addressing public, private, personal and political spaces may now be ambiguous. Beyond the theory of conspiracies and manipulation,there must be a reason for the observations. The blurred lines of the spaces and the reasons for observation as groups try to justify their research existence. Perhaps the issues of Observation techniques MUST be related to real world issues. Looking at how people function in their worlds have a basis in connections, disconnects, manipulations, and ever-changing in behaviors that might be specific to group memberships and personal presentations within the groups.Will the information observed and recorded be used for positive change, negative manipulation or for understanding? The connections to other disciplines may offer only clues to how the observer knows the "real" outside the specific group participation.
In regards to my health care study I try to incorporate the theories from this class. Assuming I am looking at the rhetoric of disseminating information being a peripheral-research-member allows me to have basic knowledge of the subject, situation, and group. The setting is specific-hospital. The point of entry is specific-nurse. The how and what to observe comes from my issue of malcontent-limits in nurse/patient education literacy. There is a value in knowing a starting point of knowledge grounded in basic acceptable nursing processes, anatomy + physiology,disease processes, pharmacology,and specific individual background information. For specifics (my expertise is telemetry) say for orthopedic surgery requiring telemetry teaching for the ANALYSIS of my observation data I would have to investigate research-based information most likely through a literature search to make comparisons. For me, the value of observation theory comes with the use of role-playing and the use of scripted responses. They can be quantified through a pre and post survey that uses 1-5 levels for the individual use. Observation by the observer may offer suggestions for improvement of techniques as well as looking for gaps in knowledge and comfort. Hospital wide evaluation can be measured through the dreaded Press Gany scores of patient satisfaction.
Important for any investigation would be the section on page 388 regarding misrepresentation. The issues of integrity and trust with even the covert Observer becomes central in any observation techniques when evaluating and analyzing the results. The question to be investigated and the subjects selected for the investigation must be very specific. The scientific notion of replication of results is probable not a factor in this modern age of group dynamics and technology changes. I do believe that observation combined with other methods of research theory will probably have specific values in how people function in their worlds if not as predictors of behavior outside of the use of the results.

Connections and Power

All three readings offer support for validating the knowledge, expertise, and frustration of the classroom teacher. All recognize the ups and downs in the continuum of pratis and relevance everyday face off with students, parents, and administrators. Where are classroom teachers able to place themselves by choice and necessity in the world of composition research?
Alvarez shows one example of how to make the research personal. Through authentic tasks, goals, and purposes she continued a personal learning journey that included the students. One has to wonder where her techniques would fit into a world of education today that based in testing score. A very important point to consider encompassed her own negativity about her students. Additionally, she did make reflection and change a part of her everyday teacher, BUT she did leave the public school system to join academia.
Errors can lead to learning, I believe the key is to learn and then adapt. The Teacher-Research Process offers reflective analysis (writing)of the research plus a synthesis into alternatives and realities.
Starting at the end of Kirsch and Sullivan for a beginning is a personal favorite method of my own reading and skimming on an initial read of this "oh so interesting and riveting material". Without real-life application of results validated by the research, is there any way for front-line teachers to join with academia to promote literacy? Where is the power when labels such as "researchers" and "practitioners" separate the real world? At the end of the day, where is the excitement? Will there be excitement at the end of the day? But, academia should welcome practitioners in the field of composition. That would be a foreword step for recognizing the front-line teacher's worth for the administrations and tax payers.
I love the title of Phelp's discussion "Toward a Human Science Disciplined by Practical Wisdom". Acknowledging real world application, she says, "Theory is a way to make sense out of life"(K&S 323).

Of course, I am so happy to see references in actuality and in innuendo to P. Freire!

Where will we be situated, how will we be situated, and how can we collaborate with others in the writing of our worlds?
Lauer and Asher go along with my personal belief of the importance of connections. The whole discussion regarding "multimodality"(LA 6. allows for the blurred boundaries that exist within our worlds. As in any scientific study the hypothesis can be proved, disproved, or adapted. Research maybe every changing and refined with the connections of real world use by real people.
I believe that the greatest part of these first readings is the value placed on the teacher-driven research.
For those who want to check out Teens and Online Social Media Stats check out a 2007 national survey conducted by Pew Internet & American Life Project @ www.pewinternet.org. The need for composition remains important even in the world of alternative texts.