Location: CBC Campus - Tuesday T-336 & SWL-220 Time: Tuesdays and Thursdays from 5:30-8:15 Week 08: 10/07/19 — 10/13/19 Reading Assignment: DeCarlo (2018) chapter 14 Topic and Content Area: Organizing the Literature Assignments Due: Assignment 02: reading quiz for chapter 14 is due at 5:30 PM prior to class via My Heritage Other Important Information: N/A
Unobtrusive Data Collection How we can apply research to our fields of practice
Introduction of concept of unobtrusive data. Concept of photo and what we can learn Unobtrusive Data: a methods of collecting information that don’t interfere with the subjects.
Historical Analysis: Research that focuses either on one or more cases over time (the historical part) or on more than one nation or society at one point in time (the comparative part) Content Analysis: a type of unobtrusive research that involves the study of texts and their meaning. Secondary Data: Data that is originally gathered by another person or entity.
If you were to design a historical study in your topic area… Where might you go to find historical data? What archives might you need access to? What questions would you want to ask?
Strengths | Limitations —- | —- No Hawthorne effect <br />Cost-effective (usually)< br />Can correct mistakes<br />Historical analysis | Validity problems <br />Data may not exist <br /> Limited ability to understand context
“Who says what, to whom, why, how, and with what effect?” Studying texts and their meaning Text: printed materials, visual media, performances, art Coding sheet Not a literature review primary vs. secondary sources
The deeper you go into each text, the less you can cover Inductive vs deductive analysis Qualitative: identify themes, identify meaning of themes Quantiative: assigning raw values to data for statistical analysis Physical traces: need to understand context in which it was created
What texts could we analyze that might address the migrant caravan and our nation’s immigration policy? How could we analyze current texts using content analysis? How could we analyze historical texts using historical analysis?
What would happen if you were trying to find out information about how many facilities offer Hospice Care in Washington State or in a local area. You could find a resource and be able to count them. www.nationalhospicelocator.com/hospices/washington
[Whole Class Activity] Plan how we would collect data How could we evaluate this using unobtrusive measures
Clifford, A. (n.d.) Teaching restorative practices with classroom circles. Retrieved from https://www.healthiersf.org/RestorativePractices/Resources/documents/RP%20Curriculum%20and%20Scripts%20and%20PowePoints/Classroom%20Curriculum/Teaching%20Restorative%20Practices%20in%20the%20Classroom%207%20lesson%20Curriculum.pdf#page20 Group Norms: Respect the talking piece: everyone listens, everyone has a turn Speak from the heart: your truth, your perspectives, your expriences Listen from the heart: Let go of stories that make it hard to hear each other Trust that you know what to say: no need to rehearse Say just enough: without feeling rushed, be concise and considerate of the time of others How does this course and the content of this course connect to your practice? There have been a number different technologies that we have been using in this course. What are your thoughts (e.g. email, Moodle, My Heritage)? What are some of the things you feel like you are taking away from participating in this course?
Data: Collected by another researcher (Cost-effective, less time) Purpose May Include: Answering a new research question Replicating results using different statistical methods Analyze unanalyzed data Usually uses large datasets from surveys, other large studies
Data may be out of date Study may have used outdated definitions, diagnoses, vocabulary No control over type of data collected Missing data Complicated coding, weighting Lack of documentation from original study
Looking at a Data Set Looking at a Data Set https://www.askhys.net