Research and Development Model (Cont'd)

We try to capture what students say and do in the form of video footage and observation notes, and then use standard qualitative procedures to look for patterns and themes. But we are also creating and field testing a number of matrices containing indicators and rubrics to see where individual kids fall on a continuum of both literacy acquisition and social and emotional development. We expect to be able to get a good sense of not only what the strengths of individual students are but also how they differ from others in the group, both in terms of base-line data (where they started) and the progress they are (or are not) making. Knowing that literacy development is not a linear process, but develops in fits and spurts, we want to capture how students move back and forth in being able to handle different kinds of literacy tasks and what we do (or could do) to help them get better.

We are using a mixed design in trying to capture the family circumstances of our students as well. On the qualitative side, we use interviews and ongoing dialogue with parents to capture some of the challenges the families face and give us insights into why our students may find it difficult to concentrate and engage learning. We also want to be able to identify some of the turbulence factors and crises in families’ lives so that we can help them connect to the appropriate support services. To that end, we are field-testing a framework used by social service agencies in California and are adapting it to the circumstances of the families in the New School.

Although much of the research relies on systematic investigation into various aspects of the program, we pay a great deal of attention to anecdotal evidence — comments or incidents that capture what’s going on with students. When one student who had a history of violent behaviours tells us, “I thought I should punch him for what he said to me, but I just didn’t have it in me anymore,” we know the program is succeeding in addressing violence issues, at least with this one student. When another writes in her log, “This (“Island of the Blue Dolphin”) is the first book that I read and understood,” we know that literacy is happening.

Through this work, all of us at The New School — researchers, teachers and the counsellor — share an appreciation for what we are trying to do, not only in terms of research but also to provide a second chance program for kids who have fallen through the cracks. We are all committed to making a difference in the lives of kids who struggle with literacy and whose lives are full of turbulence. We are also committed to conducting credible research and producing practical information that can make a difference. We hope that combining different research strands into a single holistic model of investigation will help us tell an honest story, a story that can guide both policy and practice. No wonder I love my job.

The New School @ Surrey is sponsored by Literacy BC and funded by the National Literacy Secretariat, Human Resources Development Canada; The National Crime Prevention Centre (Department of Justice); the Vancouver Foundation; and School District #36 (Surrey).

Heide Wrigley is the senior researcher at The New School @ Surrey.

Visit www.literacy.bc.ca for reports on the progress of The New School demonstration project.

Reference:
Robson, Colin (2002). Real World
Research. Malden, Massachusetts:
Blackwell Publishers.