Module 3: Plotting Your Timeline and Executing Your Plan

Essential Questions 

• How long does each step of the practitioner research and publication process take? 
• What parts of the process will be easiest and which parts will be most challenging? 
• What is the role of collaboration in the process? 

Developing the Research Question 

The logistics of practitioner research and publication may seem unclear, especially to those who are new to the process. Having a clear plan in place and a solid understanding of the approximate timeframe for each task will ensure the process evolves in a smooth, purposeful manner. Because educators are busy and focused on day-to-day responsibilities, setbacks in research and publication can reduce the likelihood that the practitioner will see publication through to the end.

The first step is to develop a question worthy of research. This question should be one that is pressing, one of genuine concern, and one of genuine interest to the practitioner, the latter of which is often forgotten. For the process to be invigorating and meaningful, the educator needs to really be curious enough to invest the time and to care enough about the results.

In the Response to Intervention model in PreK-12 classrooms, the timeframe is usually around six weeks, not exceeding eight weeks, to determine whether additional support is needed for a child receiving intervention services (National Center for Learning Disabilities, n.d.). This six-eight week timeframe is a useful guide that can be extrapolated to practitioner research. Around six weeks or so of inquiry into a classroom-based issue is enough time to have lapsed for the practitioner to understand if the question can be answered through a quick fix or if it is a deeper problem requiring further inquiry. Further, this period provides enough time for the practitioner to realize whether the matter is substantial enough to engage in research. Of course, if the matter is more urgent, six to eight weeks may be too long to wait. If the matter is smaller in nature, six weeks might be too much time. If the matter is much larger and necessitates more inquiry, six weeks, or even eight weeks, might not be enough time.

During this time, the practitioner should constantly be looking at his or her classroom with wonder, always curious why certain behaviors or events or learning is occurring in the way it does. Developing questions as a practitioner is not easy and does not come naturally to everyone, especially those who are new to teacher research. This does not mean an individual is a better educator if the questions come easily or, conversely, that an individual is less skillful if questions do not come with ease. Asking “why” questions takes a deep knowing of the student population being served. It also involves asking more questions, testing, revising, and fine tuning. It also may require new whys, additional whys, or complete transformations in thinking. 

Developing the research question is a necessary and invigorating part of the process and an ideal opportunity to start dialoguing and collaborating with colleagues who might have similar queries (Stremmel, 2007). If a practitioner is unable to develop an appropriate “why” question, talking to colleagues can support the brainstorming process. For the profession to grow, teachers must be involved in constant discussions with one another about how to meet students’ needs and improve their teaching performances. Even more, collaboration can help make the process less daunting and can increase accountability. 

Stringer (2008) offers a guide to help practitioners develop research questions using a four-step process. 

1. Identify the issue 
2. Identify the problem that seems to be causing the issue to occur
3. Develop a question 
4. State an objective (p.39)

For example:

1. The issue may be that students are struggling to perform well on multiple-choice tests. 
2. The problem might be that students do not understand how to break down the questions and then deduce the best answer of the listed options.
3. The question might be, “What skills do students currently use to read and answer questions on multiple-choice tests?”
4. The objective might be, “To understand the skills needed to effectively read and answer questions on multiple-choice tests.” 

Use the following template to help develop three different “whys” that are most pressing in the classroom. 

Getting in the habit of asking good “why” questions can be the start of a fulfilling professional journey. After examining the “whys,” it is time to consider which is most pressing (urgent) or compelling (interesting) that could potentially develop into the next step which is a research plan. 

Developing a Research Plan

The next step is to develop a broader plan, or outline, that includes the following components: 

1. Determining methods and strategies
2. Developing or selecting instruments
3. Earning Institutional Review Board approval 
4. Engaging in research, including collecting, analyzing, and reflecting on data
5. Finding the right “fit” 
6. Developing and publishing a manuscript

While the steps of the research plan take a substantial amount of time, the plan itself should not take long to develop. Two weeks is an appropriate amount of time to set a plan in place and begin to actualize it. 

Determining Methods and Instruments 

Picking the best methods and instruments for the proposed research necessitates that the practitioner spend time looking at the related literature. Unlike traditional research, the practitioner at this stage is not necessarily looking to “fill a gap” in the literature or contribute something entirely unique to the field. Although this may occur, it is merely a byproduct of the research, not a necessity. The practitioner is strictly looking to understand whether this issue is common or uncommon and whether the question and objective are realistic and clear. Two to three weeks of closely reading the literature will support the next steps of the process: determining and developing methods and instruments. This literature review should include an exploration of the theories related to the topic, as well as other teacher research articles, blogs, and videos.  

There are several ways to approach the collection of data. Data can be collected by using instruments, like assessments, that are created by the practitioner him or herself, by school curriculum, even by students. Some of the ideal instruments practitioners can use to collect data include: 

• Pre- and post-tests, including multiple choice tests, short answers, true/false, matching, essays, or even projects and presentations 
• Surveys and interviews with students, parents, or fellow teachers and staff
• Reflections on activities, learning, and interactions (Sagor, 2005; Stringer, 2008).

A benefit to practitioners is that many collect data as a derivative of their work. Teachers, staff, and administrators collect data frequently to analyze student learning and teacher efficacy. It is useful to draw on this data rather than developing new instruments from scratch unless this makes sense for the research question. Selecting the right methods and instruments can take one to two weeks. 

Triangulation is a term that describes the collection and analysis of multiple data sources, rather than just one. The process of triangulation gives a more robust picture of the data that has been conducted and gives practitioners a clearer set of findings to work with based on a wide-angle view of the classroom and students (Sagor, 2005; Stringer, 2008). In other words, when a practitioner starts to collect data on his or her “why,” one data source is usually not enough. Multiple data sources are beneficial. 

Obtaining Institutional Review Board Approval 

Module 4 will explain the Institutional Review Board (IRB) approval process in depth. Essentially, if a practitioner intends to conduct research with students and potentially publish or share those results at a conference or in a journal or blog or book, it is necessary to obtain the okay from a group of individuals focused on the ethical treatment of subjects, including students. This process takes time. The IRB document is distinct to each accrediting body, but it contains similar components and should be seen as its own unique genre of writing. Familiarizing oneself to the genre and then drafting the IRB document and awaiting approval can take one to two months, perhaps more or less depending on the IRB panel and its processes. 

Engaging in Research 

This is where the fun begins! One of the most satisfying parts of practitioner research is starting to figure out the answer to the “why.” There are three primary steps at this stage:

1. Collect data
2. Analyze data
3. Reflect on data

The collection of data should take as long as is needed to get a deep understanding of the “why.” This can be as short as a single interview with a group of parents and students or the length of a two-week unit or as long as a quarter, semester, or school year worth of data from assessments. It can also include gathering and organizing archival data, or assessments, from previously taught units. This process can be short or long depending on the “whys” being asked. It can take one class period or several months. 

Analysis of data also depends on the scope and depth of the “why.” One solid afternoon of analysis might be useful here or it might require months of in-depth analysis of the themes that emerged from data collection. Analysis can occur in three ways primary ways for practitioners: 

1. Raw data scores
2. Patterns 
3. Codes (Sagor, 2005; Stringer, 2008).

Examining raw data scores might include looking at numerical scores from pre- and post-tests or from single assessments. It might also include more descriptive, or qualitative, raw data from student reflections, short answers, or essays. Practitioners may also look at instruction, learning, or behaviors patterns over a very specific time frame. Lastly, analysis may also include coding, or applying labels to certain categories of data that repeat over and over again. These categories help organize data and make sense out of the abundance of information collected (Sagor, 2005; Stringer, 2008). Analysis may take anywhere from one week to three to four months.

Reflection on data is important and is distinct from analysis (Dewey, 1910). Analysis is objective and takes a clear-cut approach to the data. For instance, analysis might include a comparison of pre-test scores and post-test scores after implementing a new inquiry-based science unit. However, reflection provides an opportunity for the practitioner to step back and take a subjective approach to the data. Reflection might include revelations into the analysis from the practitioner’s lens. For example, analysis will plainly indicate whether students improved on a math test pre- and post-test after implementing a new strategy to teach how to multiply binomials and polynomials. 

Reflection helps the practitioner consider additional factors that may have influenced the outcome of the data collection process like student absences, particular events occurring during the scope of the school day or week, or holidays occurring during the timeframe. Reflection can include journal writing during the process of the data collection, as well as after the data collection concludes. It might occur through thoughtful conversations with colleagues and subsequent writing sessions. Reflection is a necessity for every good practitioner researcher (Schön, 1983, 1987). Reflection can occur in tandem with analysis and may take anywhere from one week to three to four months. 

Finding the Right “Fit” 

Module 6 will focus on finding the right fit for the manuscript that emerges from the research. Some scholars would suggest drafting the manuscript first; however, picking a journal and writing for that journal specifically is important. Conducting practitioner research is unique. Not all journals in the field will be receptive to the topic and research method. It is important to identify the most ideal place to publish, the journal that will be most receptive to the findings gleaned from the research. One to two weeks are required at this stage. 

Developing and Publishing a Manuscript

Conducting and publishing practitioner research is tricky because the length and number of steps in the process may mean that the students have moved into another grade or into a new semester. It is important to realize though that the information learned and the reflections that emerge are valuable, whether the students are still “yours” – not just to the practitioner’s personal practice but also to the field at large. If a question about student learning or behavior has crossed one practitioner’s mind, it certainly has crossed another practitioner’s mind. 

The research and publication process is a lengthy one. Depending on the length and scope of the manuscript, it can take one to three months to develop. The publication process can be lengthy, depending on the journal selected. If the manuscript is accepted with no revisions or few revisions, the process can take six to eight weeks. If the manuscript is accepted with major revisions, the process can take two to three months. If the manuscript is rejected, the process must start all over again and can take upwards of a year or more to complete. 

Of note, many of these steps can and should happen concurrently. While the approximate timeline may seem to take years, and it may on occasion for larger projects, the process can move more swiftly if several steps are taken at once, as long as there is IRB approval in place to do so.

Suggested Readings

• http://www.partners4prevention.org/sites/default/files/sample_qualitative_budget_final.pdf
• http://www.researchfororganizing.org/index.php?page=timeline