Mixed-methods Ethnographic Dissertation Project
Pawlowski (2019) - Simplified visual diagram illustrating research insights. More specifically, it illustrates the range of teacher knowledge the participants in the study drew upon when teaching writing, and how all these domains of knowledge are interrelated. This diagram has implications for developing teacher training that meets user needs and supports their knowledge development.
Background
Most colleges across the U.S. require all students to take a series of courses on research and writing in the first few years of their undergraduate programs. These courses are frequently taught by graduate students who receive limited training and support on best practices in writing instruction. Writing courses are comprised of diverse students, many of whom need additional language support. Thus, developing teachers’ language-related knowledge and ability to work with diverse learners is necessary, but unfortunately it’s often overlooked in training. I set out to better understand the existing language-related knowledge of graduate student instructors and their training experiences at one of the largest programs for writing instruction in the United States. Using a mixed-methods, ethnographic research approach, I identified strengths and gaps in their knowledge and language-related biases, which in turn helped me create an adaptable framework for designing more effective teacher training programs.
Research Methods
Survey of over 100 graduate student instructors in one of the largest writing education programs in the U.S. to assess their perceived knowledge gaps and attitudes toward training. Survey was also used to recruit case study participants.
Ethnographic case studies of 8 instructors, consisting of 3 semi-structured interviews, field observations of their teaching practices, analysis of teaching materials, and diary studies
Triangulation of primary data and related secondary research
See my survey and interview designs here
Challenges
Protecting participant identities while still honoring their experiences
Checking my own biases in survey design and interviews
Limiting data for final manuscript, in which I ultimately decided to only focus on survey results and 3/8 case studies
Impact
Wrote a 200-page dissertation that won the competitive Patrick Dissertation Fellowship at the University of Arizona, a $7000 award granted to a researcher with rigorous methods and high impact potential
Developed a framework/model for teacher training that has been used in multiple academic settings
Published chapter in edited collection on teacher training
Used as a model of rigorous and effective research methods and dissertation writing at The University of Arizona, Northern Michigan University, Wake Forest University, and others
Demonstrated the complexity of teacher knowledge to improve perceptions of this highly skilled profession