Session 5 Reflection

My eyes were so tired after the morning session. We analysed the Cronbach reliability of each scale of the questionaire results, and compared the means of actual and preferred data using paired samples t-test. There were 6 pairs of scales in actual and preferred forms. We repeated the cycle of analysis, saving and exporting twelve times. Data-crunching is not my cup of tea! Is that why I choose to be a teacher than having a desk-bound job?

I am too exhausted to continue my reflection. :P

Session 4 Reflection

We had a hands-on session with handling survey results using MS Excel and SPSS. When Dr Quek showed us the whole process from data entry to data analysis, I was daunted by the laborious task awaiting me. Thankfully, we devised efficient and time-saving strategies to tackle the task. We updated our individual responses of WIHIC using Google Doc simultaneously from our terminals rather than using one terminal to enter the data. After all the data from other groups were compiled with ours, we proceeded to copy it in SPSS for data analysis. And instead of updating the variables' names one-by-one, we ingeniously use 'Transpose' function in Excel to copy the name of variables from our Excel sheet to SPSS with a few clicks of the mouse. How it works? This 'Transpose' function will convert data in horizontal rows to vertical rows as the variables in SPSS are arranged in vertical columns in contrast to Excel.

After today's session, I gained a better understanding of school learning environment and was introduced to an instrument SLCEQ that is quite similar to school climate survey.

Session 4: Assessing the classroom learning environments

RECAP
Since the beginning...Big picture of learning environment
Then...how learning envt is assessed using validated instruments
Now..how learning envt is assessed qualitatively

PROCESS
1. Validation of instruments
2. Apply the instruments
3. Administer the intervention
4. Reapply the instruments


Quantitative Studies in Singapore
Definition of school learning environment
Characteristics: students-teachers interaction, school culture/climate, physical aspects, students' learning styles and needs, pedagogies, shared vision among staff, discipline, leadership, support staff, students' attitude, funds, security, emotional well-being, student-student relationships, teacher's personal mission, parents' support(or lack of it)

Legend:
green - students
red - teacher
blue - school

Instrumentation: School Level Environment Questionaire(SLCEQ) Dimensions

(Refer to course pack for sample questionaire. The items are arranged in a cyclical order to minimize inaccuracy. Possible causes are respondents suffering from fatigue and respondents detecting a pattern. )

- Student support
- Affiliation: sense of bonding
- Professional interest: how to teach, going for conferences, further study
- Achievement orientation: whether students do well, whether are they prepared for exams
- Staff freedom: To what extent teachers speak up in voicing their concerns, do we get to teach what we want to teach? space for teachers to explore
- Partipatory decision making
- Innovation: Does school encourage teachers to be innovative?
- Resource adequacy
- Work pressure: level of work pressure

Legend based on Moo's schema
Personal Development: (Personal Growth & Self-enhancement)
Relationships: (Extent of people involvement & support for each other)
System change/maintenance: (orderliness of environment)

Suggestions in designing questionaire
- Arrange from strongly agree to strongly disagree
- Word the items positively
- Give 4 point Likert Scale
- Around 4 items per dimension
- Approximately 25 items in questionaires for teenagers
- Take into account of students' command of language

Useful site on Online Learning shared by Dr Quek
http://eduweb.nie.edu.sg/onlinelearning/

Cronbach's alpha reliability
http://en.wikipedia.org/wiki/Cronbach%27s_alpha

Session 3: My Reflection

Today, I am introduced to the the theories of important contributors to the field of learning environment such as Moo, Murray, Fraser, Fisher, Leary, Walberg and Lewin. The characteristic of a learning environment can be assessed properly if the instruments employed are supported by a definition of what a good learning environment is, on the basis of cummulative knowledge and available relevant theories. (Allodi, 2005, p159). Thus it is pertinent for us to learn and understand these theories.

One very important work is Moo's schema that is divided into three dimensions:

Personal Development: (Personal Growth & Self-enhancement)
Stimulation - Pleasure & Satisfaction,
Achievement - Improvement of performance, progression & broadening of interests
Efficacy - Feeling of competence, ability and success

Relationships: (Extent of people involvement & support for each other)
Helpfulness - Cooperation and support among students,
Participation - Participation and valuation of each individual in the group,
Responsibility - Trust and responsibility of activities and learning

System change/maintenance: (orderliness of environment)
Creativity - Personal expression with creative and artistic activities,
Influence - Expression of views and ideas on school matters and opportunity to be heard,
Safety - Absence of danger, violence and harassment,
Control - Presence of rules, organisation, self-discipline

My group was assigned to search about information on Timothy Leary. I definitely had a hard time searching for scholastic work by him and I was more intrigued by his hedonistic and eventful life. Minyi raised an interesting question if we can take his work seriously considering his background. Back to a serious note, his Interpersonal Diagnosis of Personality impresses me. It states many personality attributes that was arranged meaningfully. But I need more explanations. Thus far, I only found a paper that is too brief to describe his model.

We also viewed some short clips on different teaching pedagogies-didactic, kinesthetic, problem-based, case study and socratic. It is not recommendable to jump into the bandwagon and adopt the 'in-style' widely in our curriculum without understanding the needs of the students. What we should focus on is to engineer an optimal mix of learning environments and take into account students' perceptions of the blends of teaching pedagogies. (Gijbels, Watering, Dochy & Bossche, 2006: 224)

[Other miscellaneous takeaways:

• Sample size for own quantitative research - 30 subjects(safeguard)
• Sample size for qualitative - 1
• 4 pt Likert's scale is most appropriate, omitting 'Not sure'
• We need to take into account of the cultural environment when we administer the tools.
• We need to know the guidelines and principles behind the instruments before we apply them.
• We need at least 1 week to study one article! No wonder...
• online surveys can be created to assess learning environment rather than pen-and-paper. (OLES)
• Perceptual measures: give a sense how they perceive the environment
• SLEI: Some negatively worded items. Researchers need to negate the scores. Purpose of negating???
• Flexible learning environment]

Timothy Leary

Sites on him

http://www.timothyleary.us/index.html

http://en.wikipedia.org/wiki/Rosemary_Woodruff_Leary

http://encarta.msn.com/encyclopedia_461510956/Leary_Timothy.html

His Instruments

http://www.ntlf.com/html/lib/suppmat/74leary.htm

Below is Leary Chart.

After surfing, I know more about his interesting and 'torrid' past than learning more about his works. Some of his quotes are quite insightful.

“Think for yourself and question authority.”

"Women who seek to be equal with men lack ambition."