Data Collection Techniques and Overall Methodology Through a feasibility study, I conducted action research using mixed methods. Through both quantitative and qualitative methods including surveys and interviews, I gathered information about if and what type of literary magazine is possible, what kind of literary magazine is desired, and how the literary magazine will be produced.
Description of Participants
· High school students in grades 9-12 (survey of 10 percent of student body –156 students, all grade levels and academic levels addressed) · Administrators (interview of 2 total - assistant principal in charge of curriculum, assistant principal in charge of technology) · Selected faculty (interview 1 English teacher) interested in advising/contributing to a literary magazine
Timeline
November 2008 · Notified principal/administration know about study · Finalized surveys and interview questions · Talked to interested teachers who may be interested in participating December 2008 · Gave copy of survey and interview questions to principal for approval
January 2009 · Interviewed administrators · Found out if there is any funding available for literary magazine from administrators · Sent out general survey about interest in literary magazine and technology to students · Interviewed teacher interested in advising or helping with literary magazine
February 2009 · Began to synthesize and analyze information gathered from surveys and interviews. March 2009 · Completed synthesizing and analyzing information gathered from surveys and interviews. · Completed first draft April 2009 · Final presentation · Final edit - final draft · Report information to interested teachers
Data Collection Story
Data Sources and Instruments / Materials
· Interviewed 2 administrators as to possibility of literary magazine and available funding. · Interviewed 1 faculty member interested in advising and/or contributing to the creation of a literary magazine. · Surveyed 156 students about access to technology, interest in having a literary magazine, likelihood that they might contribute to the magazine, and their interest in being on the staff of a literary magazine.
How Data Sources Aligned with Sub-Questions
The data from the administrators helped to determine obstacles such as funding in creating a literary magazine. The data from the survey determined the level of interest and access to technology, which will partially determine format. The interviews with the faculty member helped to assess questions relating to collaboration and sense of community as well as the value of student expression and its connection to academic achievement.
Sub- Question Source(s) that answered question
Analysis
I analyzed the data by looking at available funding (this will partially determine format), who may be interested in being on staff (including advising faculty members), and what students would like to see in a literary magazine. All of the collected data, both qualitative and quantitative, determined the feasibility of creating a literary magazine at the given high school.
Instruments
Initial interview questions for administrators
· What previous experience have you had with literary magazines, either as a student or as en educator? · If we had one, what would your vision of a literary magazine be? · What, if any, are the benefits to the school of having a literary magazine? · What, if any, are the benefits to the individual student of having a literary magazine? · What, if any, funding is available for creating a literary magazine? · Would it be possible to link an online literary magazine to our website? · How do you see the literary magazine supporting our curriculum? · Do you think a literary magazine would have a positive or negative impact on the school? Why?
Initial interview questions for faculty members
· What previous experience have you had with literary magazines, both as a student or an educator? · How do you see a literary magazine supporting our curriculum? · What kind of content do you think should be included in a literary magazine? · What, if any, are the benefits to the school of having a literary magazine? · What, if any, are the benefits to the individual student of having a literary magazine? · What do you see the role(s) of advisers in creating a literary magazine?
Student survey questions
A. 6 (Like it a lot) B. 5 (Like it a good bit) C. 4 (Like it pretty good) D. 3 (Take it or leave it) E. 2 (Not very much) F. 1 (Not at all)
3. If you like to write stories or create artwork, would you like to publish them in a student magazine or on a website?
A. Yes, in either a student magazine or website. B. Yes, but only in a student magazine. C. Yes, but only on a website. D. No, neither. E. Other_________
4. Where do you go to get onto the Internet most often?
A. School B. Home C. Someone else’s home (neighbor, friend, family, etc.) D. Public library E. Places that offer free wireless F. Other ___________________ G. None – I do not get on the Internet
5. How often to you get on the Internet?
A. At least 4 times or more a week B. At least 2-3 times a week C. At least 0-1 times a week D. Never get on the Internet
6. If our school had a student magazine with student writing and artwork, you would most likely read it if:
Open-ended questions
7. Does the idea of our school having a student literary magazine interest you? Why or why not?
8. What, if any, are the benefits to the school of having a literary magazine?
9. What, if any, are the benefits to the individual student of having a literary magazine?
10. Do you have any suggestions or comments about the creation of a student magazine?
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