§ 3: Methodology and Methods of Analysis – Aboriginal Inquiry: Lifting All Learners / An Impact Assessment of the Aboriginal Enhancement Schools Network (AESN) Thu, 04 Apr 2013 04:29:01 +0000 en hourly 1 https://wordpress.org/?v=5.7 /wp-content/uploads/2013/03/cropped-exec-summary-cover-32x32.jpg § 3: Methodology and Methods of Analysis – Aboriginal Inquiry: Lifting All Learners / 32 32 3.3 Culturally responsive assessment practices used in this report /3-methodology-and-methods-of-analysis/3-3-culturally-responsive-assessment-practices-used-in-this-report/ Thu, 04 Apr 2013 04:29:01 +0000 http://draft2.pinksheepmedia.com/?p=433 As noted in the introduction, our approach to impact assessment includes what we describe as a “culturally inclusive impact assessment”. In saying this, what we are attempting to demonstrate is a respect for and valuing of traditional or “wise ways” (Halbert & Kaser, 2012) through the design and reporting of the AESN assessment.

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]]> 3.5.4 Phase 4 /3-methodology-and-methods-of-analysis/3-5-4-phase-4/ Wed, 03 Apr 2013 21:48:14 +0000 http://draft2.pinksheepmedia.com/?p=177 The complete draft report was circulated to the AESN advisory board for review. A final edit followed this phase prior to printing and publication.

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]]> 3.6.3 Phase 3 /3-methodology-and-methods-of-analysis/3-6-3-phase-3/ Wed, 03 Apr 2013 21:47:50 +0000 http://draft2.pinksheepmedia.com/?p=175 The researcher and research assistant read individually all of the interview data, coding for dominant themes as they read. They then shared their coding with each other, and created a common set of themes. We combined these themes into the list generated by the AESN advisory board. In total we generated about 44 themes. From this larger list of themes, we created broader headings that represented...

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]]> 3.6.2 Phase 2 /3-methodology-and-methods-of-analysis/3-6-2-phase-2/ Wed, 03 Apr 2013 21:47:25 +0000 http://draft2.pinksheepmedia.com/?p=173 After completing focus groups in both Prince Rupert and Arrow Lakes, the researcher and research assistant began the process of putting together case studies to profile in greater detail the activities of the selected school districts involved in the AESN . District documents and reports were accessed to provide background and demographic data for the school district. Detailed descriptions of the...

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]]> 3.6.1 Phase 1 /3-methodology-and-methods-of-analysis/3-6-1-phase-1/ Wed, 03 Apr 2013 21:46:33 +0000 http://draft2.pinksheepmedia.com/?p=171 The first look at the collected data was conducted at an AESN Advisory meeting in Vancouver, held on February 28th. At this time, members of the advisory group were provided with copies of the focus group data. A total of four groups were created to read and comment on the focus group. Individuals were asked to read and comment upon the focus group notes they had been given and then to discuss in...

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]]> 3.6 Data Analysis /3-methodology-and-methods-of-analysis/3-6-data-analysis/ Wed, 03 Apr 2013 21:44:37 +0000 http://draft2.pinksheepmedia.com/?p=168 All of the written notes from the focus groups and interviews were reviewed for accuracy and then printed for analysis. The analysis had several phases...

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]]> 3.5.3 Written narratives /3-methodology-and-methods-of-analysis/3-5-3-written-narratives/ Wed, 03 Apr 2013 21:44:12 +0000 http://draft2.pinksheepmedia.com/?p=166 Members of the AESN were also encouraged to write individual narrative reflections of their involvement in the AESN . They were provided with a list of four possible questions to address, and then asked to limit their comments to approximately 500-750 words. Participants were also asked to ensure that their narratives did not identify others or make references that might reveal specific identities.

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]]> 3.5.2 Interviews /3-methodology-and-methods-of-analysis/3-5-2-interviews/ Wed, 03 Apr 2013 21:43:44 +0000 http://draft2.pinksheepmedia.com/?p=164 The AESN principals sent out a group email to all members of the AESN asking them to consider participating in the research study. This email outlined the various ways in which the participants could participate: write a personal narrative about their involvement in the AESN ; participate in an individual interview or participate in a focus group. Those individuals interested in participating sent...

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]]> 3.5.1 Focus groups /3-methodology-and-methods-of-analysis/3-5-1-focus-groups/ Wed, 03 Apr 2013 21:43:09 +0000 http://draft2.pinksheepmedia.com/?p=162 Focus groups were conducted in the two selected school districts. The first focus group was held in Prince Rupert on February 4th. The focus group with the Arrow lakes school district was held on February 26th. Focus groups were also held in: Prince George on February 20th; Vanderhoof on February 18th, and Nanaimo on February 13th. A total of 43 individuals participated in these focus groups.

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]]> 3.5 Summary of data collected /3-methodology-and-methods-of-analysis/3-5-summary-of-data-collected/ Wed, 03 Apr 2013 20:52:37 +0000 http://draft2.pinksheepmedia.com/?p=150 In this section we describe the different data collection methods used in this study.

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