As per a conversation with Ms. Buckwell, I have an update on IRB processes for the current work we are doing:
Culturally sustaining ambitious science teaching: We are good with our existing data paragraph on p. 7 of the approved protocol. YAY!!
College STARS do not need to be Citi Certified. We need to add a modification for the currently approved protocol to describe this Consequential Learning work. In it, we will describe how we are going to use existing data (their films) and invite participants back to reflect on their experiences and what these experiences have meant to them. (Sherin – you good with drafting this?)
Chords: Sherin, we will talk on Friday. Bottom line, she recommends collecting stuff (trying not to call it data) as documentation for the design of the program but not call it research. After the program is up and running, propose to study the “existing artifacts.”
I didn’t talk about AR because we already know where we are with that.
Friday, we worked together on understanding what it means to do research with human subjects and the STARS began the process of becoming certified to do the work. I will leave it to Yang to highlight the key insights gained and the challenges we faced. At the end of the night, the crew surprised me with a birthday party – cake, presents, flowers, song – the whole nine yards. Even though it was freezing outside, I felt warm and so very loved!!
Nick offered an overview of SDT. Afterward, I found this image to be inspiring as we were thinking about the teachers’ role in nurturing learners moves toward intrinsic motivation:
Figure 1. A pictorial representation of the self-determination model of motivational development. Reprinted from Skinner and Chi (2012). Retrieved from http://rgriffinuwg.blogspot.com/2014/06/theoretical-frameworks-of-motivation.html on January 29, 2016.
One thing I don’t want to forget: We need to tell the story of how motivating it is for teachers to “achieve” (not sure that’s the right word) the goals of SDT with youth in STARS and in the classroom. Really important contribution!
Today’s meeting was full of conversations that married history with possibilities. Defining a research trajectory for the upcoming year is full of challenges:
Where do we start?
How big do we go?
What conversations in the field do we want and feel prepared to be a part of?
Who’s saying what and why?
What is uniquely us?
That said, the conversations were ENERGIZED with considerations of the potential change that we can realize with the lenses, expertise, data and time that we have in our group.
We decided to start our work together by co-constructing a journal review, reading and discussing “Authoring Selves” from Identity and Agency in Cultural Worlds by Holland, Lachiocotte Jr., Skinner & Cain (1998), and filling a page with possible questions and studies.
GRS Research Group will begin again soon… This group has had a rich history of fascinating conversations, important emotional support, and lots and lots of learning. I have been honored to work with all those who have been a part of the group, and I am eager to begin again!!
Today, I want to honor the accomplishments of Jeremiah Okal-Frink, Ph.D. You’re dedication and persistence were and are inspiring. The quality of your work in paper and in defense was exceptional. And, all along the way, you were a blessing to all of those lucky enough to be near you!! Thank you!! Can’t wait to see what you do next… hope to be a small part of it.
Okal-Frink, J. (2015). Co-constructed from the margins: The intersection of design, practice, and technology within changing classroom social space (Unpublished doctoral dissertation). University of Rochester, Rochester NY.