March+27th,+class+eight

Two articles for our next class 4/10

Data Data collection

Please read and post. Please come to class with a hard-copy of your Memo # 3 on 4/10

=Negotiated Criteria for Memo 3=

- Two-sides (creative or imaginative or questioning/inquisitive) - Thorough and clear explanation of perspective - Building on fieldnotes - Material that's essential for understanding, you should include it. -Setting/context is established. -De-identify -Grammatical - * Power How does the power flow?

AGENDA:

1.) READING REVIEW:

1. Emergent Themes: -If themes come up, find a sub category or create a new sub-category. -Use it as next steps

2. Classroom -Teach how to organize note taking, develop themes -Use graphic organizers

3. Making sure your data is based on evidence -Sampling kids at different times of the day, different days, different situations -Making sure your question is open enough -triangulate. -Make sure your question is not persuasive.

2.) MEMO 3 CHECK-IN, ANOTHER MODEL, AND NEGOTIATED CRITERIA

=GUIDING QUESTIONS: WHAT TYPES OF DATA DO YOU SEE IN THIS STUDY? WHAT DOES THE DATA AFFORD THE STUDY? ARE THERE ANY LIMITATIONS TO THIS?=

3.) DATA COLLECTION/ANALYSIS/RESEARCH COMMUNITY WORKSHOP: CHILDHOOD SITES OF PLAY

SITES OF PLAY

=RESEARCH QUESTION: **What are some factors that encourage meaningful childhood play?**= = = =WORKING WITH EMERGENT THEMES= = = =GENERATING DATA FROM YOUR AUTOBIOGRAPHY: Map out places where you played as a child: Home, neighborhood, etc. What spaces were inviting? What spaces were not so inviting?= = = =POOLING DATA: In your group, share these spots, and discuss what you did there, and why these spaces were so inviting (or not).= = = =ANALYSIS: After each sharing, identify some features that stand out. As each person shares, note any commonalities you find. What might you call these? What are some key differences?= = = =MEMO: First as an individual, and then as a group, generate an "analysis memo" (p. 118). Prepare to share what your stories had in common in terms of locations/any other factors that encouraged your group member to engage in meaningful play.= = = =INTERPRETATION: We will pull out some commonalities, differences, and questions for further research as a large group.=

=FACTORS THAT ENCOURAGE MEANINGFUL CHILDHOOD PLAY:=

=- Careless play (maybe dangerous)= =-Losing track of time= =-Outdoors= =-Safety - carefree, no worries= =- Social acceptance and comfort;= =-Sense of freedom;= =Outdoor movement;= =-Summer time. Low stress time.= =- place where you feel like you belong. Personal "space," your space. Tree house, basement, bedroom;= =- Great outdoors, no constraints, woods, bike, yard= =-People to play with: friends and family= =-Schoolyard, recess= =-Outdoor play= =-Lack of supervision - no helicopter parents= =-Choice= =- Rebellion within limits/danger= =- Lack of supervision= =-Grandparents' house= =- Friends or family - social= =- Elevated spaces-=

=- What makes a space negative? Why would you not play there? Not feeling accepted, cool group vs. neighborhood friends. = = - Is there a societal pressure to enrich and direct activites, etc. Does conflict with childhood play? = = - Do kids have as much freedom? Implications of social networking on play? = = -Does where or how we play as a child influence what we find fun as adults? = = -How would childhood be like if adults were watching? =

=As we debrief this process, identify and name research elements we worked with. Take-aways (exit slips): What might working in this way afford me as a researcher/my students as researchers?=

This might interest you.

4.) (If time) We will look at student work and see what questions it raises (p. 124) about playing and learning.