1. 741 March 2
Chapter 6
1. Since qualitative analysis is an inductive process it is necessary to reduce the
amount of information. The recommendation for reduction is through coding of
information and then sorting and organizing the information through that coding
system. Analysis is then done through an interpretation of the coded data.
Naturally it is essential to continually reflect upon the information throughout the
analysis process.
2.
a. descriptive statistics:
i. main goal: mathematical method used to summarize and organize
large amounts of numerical data
ii. types of conclusions: conclusions can include measures of central
tendency which includes mean, median and mode, dispersion
which includes range and standard deviation and a correlation
coefficient used to measure the degree of relationship between two
variables.
b. inferential statistics
i. main goal: using the information gleaned from your study group,
how reasonable is it to apply that result to a larger group. This type
of analysis also eliminates differences between comparison groups
that happens only by chance.
ii. types of conclusions: independent-measures tests are used to test
and conclude for comparison of two groups on one variable and
repeated –measures test is used if applying two measure on the
same study group. If more than two groups are being compared
ANOVA is used. And if data is used within categories as
frequency counts than a chi-square analysis is used.
3. categories:
a. how much assigned
b. expectation of how long it will take student
c. philosophy on HW
d. purpose for hw
e. type of hw: simple regurgitation of textbook material as a foundation for
classroom discussion or does hw require synthesis of information such as
a lab report conclusion or a gold medal problem.
Observation:
Qualitative question: How does the teacher maintain academic focus in a support class?
Setting: 8th Grade Math support class

2. Number of students: 32
Summary of field notes:
• Students generally very talkative and • SAct
difficult to get focused on the class
• Teacher patient in waiting for • TSRel
answers to warm ups
• Called on different students for • Act
warm up
• Walked around room monitoring • TSRel
warm up
• Asked them to raise hand to answer • Pint
• Let student know who was next to • Pint
answer so they would be prepared
• Teacher provided instructions for • Act
necessary supplies; students seemed
to know how to get what they
needed if they did not have it already
• Teacher gave instruction but warned • TSRel
them that there was no handout and
it was anticipated that the
assignment would be done
completely in class.
• Teacher continually walked around • TSRel
room monitoring, keeping students
on task, answering questions.
• Did first problem as a class so all • Mod
would know what was expected.
• Lesson was a group activity – • SAct
students placed in groups of 4 but
worked with those next to them to
minimize moving around the
classroom.
SAct=Student activity
Mod= Modeling
TSRel= Teacher/Student interaction
Act= Academic/social Activities
Pint= Positive Verbal Interactions
Analysis: Teacher struggled in the beginning of class to get students on task and
focused. Teacher did not resort to threats or discipline when students were continually
delinquent in getting out necessary supplies and tardy in stopping their social
behaviors. Instead, she kept the focus on the tasks at hand and by doing so eventually
the off task behavior diminished and the lesson proceeded rather smoothly. The
teacher needed to continually monitor progress and was constantly available to
answer questions and concerns about the task at hand.

3. Note: Follow up interviews with the teacher provided information on homework
assignments for this class. As this was a support class the intent was to NOT have
homework but to complete all work in class as a support to their main math class.
Students had been placed in this class due to underperformance in both classroom
activities and expectations and low state test scores the prior year.
This meant that my initial premise for observation and interview: how was homework
assigned and reviewed and what was the completion rate by the students on a daily
basis, was not a valid point for observation in this setting.