Course Self Reflection

Portfolio II

The previous ‘course self-reflection’  I concluded with my contemplating: “How is the meta-analytical approach for studying self-regulated learning a better instrument for providing measurable outcomes?” and “How can the meta-analytical approach be used in the instruction of self-regulated learning (SRL) for developing metacognitive monitoring skills in students with low SRL?” Each semester course since the first portfolio has been instrumental in answering these questions. While my interest in studying self-regulation has not changed, the approach has been revised to include academic engagement as a meta-variable.

In the fall of 2012, two classes were instrumental in developing the critical skills for reading and analyzing research: Quantitative Statistics (EDRS 811) and Teaching, Learning and Cognition (EDEP 820). The EDEP 820 readings increased my background knowledge in educational psychology research and my understanding of paradigms, perspectives, and stances. As a result, I learned that educational research is “messy” (Pajares, 1996).  To better understand educational research I needed to be better versed in analyzing studies.  Therefore, it was fortuitous planning that I was also enrolled in EDRS 811 in the same semester.  Admittedly, while the quantitative course was tremendously helpful in increasing my confidence for analyzing research papers, it was also the most taxing. I struggled throughout the semester to learn the material. In the end, I learned more than quantitative statistics. I learned a great deal about myself as a learner. First, I have a fear of math. I’m not exactly sure why, as I think of myself as analytical. This discovery confirmed what everyone who knows me often comments, “I’m stubbornly optimistic.” I persevered through the semester, dedicating hours upon hours to the material. And, while I did not achieve as high a grade as I would have hoped, I completed the class with a better understanding of how to read research articles and with a resolution to take more quantitative courses (regardless of the anxiety the exams incite).

The following semester was significantly less stressful, but challenged me in other ways. The Qualitative Research (EDRS 812) and the Advanced Learning, Motivation and Self-regulation (EDEP 822) courses were an opportunity to apply the research skills learned thus far in the program, while also increasing knowledge in my field of interest. In both courses, I developed research plans to investigate how struggling students’ academic engagement in the classroom is influenced by a self-regulation intervention.  In the EDRS 812 course I focused on a study to discover what academic engagement looks like in the classroom. This study compared data from observations, interviews, surveys, and GPA to answer the question of “What does academic engagement look like in the classroom?”  The study required a tremendous amount of work. The transcribing and coding, two things I thought would be the easiest, necessitated more critical research skills than I anticipated. Likewise, the study for EDEP 822 required intensive research and thoughtful research design, but was a real morale booster. The empirical research articles read for this course led me to discover studies on academic engagement, an area of study that looks at the whole student (behavior, cognition, emotion) when attempting to answer questions like: “What is the relationship between self-regulation and academic engagement?”  Or, “What is the influence of self-regulation on academic engagement, over and above motivation?” As a result of this study, I am now pursuing a research design for my proposal that includes academic engagement, as well as self-regulation and attribution beliefs.

In the fall of 2013, I was back in stress mode! I enrolled in three courses: Evaluation Methods for Educational Program and Curricula (EDRS 820), Advanced Quantitative Statistics (EDRS 821), and Mixed Methods Research (EDRS 824). I used EDRS 824 to develop my proposal ideas. Dr. Maxwell is a “sort of” legend and I was looking forward to learning from him. I was not disappointed. I read his books prior to the class, so I was prepared to use his format of research memos, design matrix and validity matrix to develop a framework for my future research proposal. The readings, class discussions and assignments helped me to hone my research questions and identify possible validity threats for the research proposal. I chose to evaluate the academic coaching program at my current school for the EDRS 820 course. This course added to my understanding of research from a user perspective. The final assignment, a formal evaluation of a program, included utilizing graphic organizers to clearly demonstrate the ideas, data, and outcomes (theory of change, theory of action, and logic models) developed in the assessment of the program. These made the process of analyzing data flow. The final product for this class was presented to the school board, who is interested in developing a longitudinal study based on the evaluation present and is more attuned to my research interest, “how academic coaching enhances academic engagement through self-regulation training.” This may turn out to be a good opportunity for my dissertation research, but I will need time to think about how to develop this possibility.

The third class of the semester was EDRS 821 which cemented the material learned in the previous quantitative course (EDRS 811). While I looked forward to this class and the opportunity to further my quantitative methods skill, I also dreaded it. The level of stress that I encountered forced me to ask myself at the end of the semester, “Why do you want to take more of these classes?” The answer was simple, “I’m two classes into research methods and not happy with my skill level.”  My goal is, and has been since the beginning of the program has been to become proficient at interpreting research methods and “to develop the analytical and scholarly approach for critically assessing research and practices while also allowing a deeper understanding of self-regulated learning.”  This class definitely stretched me this semester. I especially appreciated the practical application component of the class: running six different statistical analysis and writing up the results. I come to the realize this is definitely something that I must continue to work on, as one of my primary goals is to be able to interpret research findings for students, teachers, and parents to better understand education research.

As evidenced above, I have been working diligently to improve and increase my knowledge in my field of interest and my analytical skill base. In the last year of courses, I plan to begin work on the research proposal. This will include revising the design map (research goal and questions, conceptual framework, methods, and validity threats) developed in Dr. Maxwell’s class, integrating literature reviews written for courses and, of course, scouring the library database for articles that will inform  and bolster my research.