· What
insights have you gained about research from taking this course?
Some of my perceived ideas
about research were changed, I gained new vocabulary words, and understand
better how to be a good consumer of research.
· In
what ways have your ideas about the nature of doing research changed?
Qualitative and Quantitative
don’t have to at odds they can work together strengthen the case. Each has their own strengths and challenges
using them in concert makes the other more compelling and can offer a better understanding
for those using it or replicating it.
· What
lessons about planning, designing, and conducting research in early childhood
did you learn?
Time spent on the front end
selecting, planning, and designing studies can help you narrow your focus, zero
in on what you are actually wanting to impact or how to do it. Planning requires many decisions about data
collection, different ways to collect data, how will the information be
analyzed (who, how). Planning to
process for collecting the data and analyzing it are critical because you won’t
have a good handle on the time and money it is going to truly conduct.
Making sure there is thoughtful
planning to incorporate equity aspects into the study and then how to measure
and analyze the information as a group and as individuals is another lesson
learned.
· What
were some of the challenges you encountered—and in what ways did you meet them?
I struggled with how my
statement would fit with a quantitative measurement. When I finally narrowed my topic down to how
reflective practice will increase provider interaction quality that helped me
pick a tool I was familiar with.
· What
are some of the ways your perceptions of an early childhood professional have
been modified as a result of this course?
It has given me ideas that as a leader at the center, I
could encourage investigative studies with the staff, because the course really
stressed teacher researching as a viable practice.
