EXPLORING HOW CONVERSATIONS MEET TEACHER LEARNING NEEDS By Amber Heiserman ...

183 Pages·2012·0.86 MB·English

by  Amber Rowland

EXPLORING HOW CONVERSATIONS
MEET TEACHER LEARNING NEEDS

By
Amber Heiserman Rowland
B.A., University of Kansas, 2001
M.S.Ed, University of Kansas, 2003

Copyright 2012
Submitted to the Department of Curriculum and Teaching and the
Faculty of the Graduate School of the University of Kansas
In Partial fulfillment of the requirements for the degree of
Doctor of Philosophy

_____________________________________
Marc Mahlios, Ph.D., Chairperson

______________________________________
Chriss Walther-Thomas, Ph.D.

______________________________________
Phil McKnight Ph.D.

______________________________________
Suzanne Rice, Ph.D.

______________________________________
Marilyn Ault, Ph. D.

Date defended: ______________________________________
The Dissertation Committee for Amber Heiserman Rowland certifies
that this is the approved version of the following dissertation:

EXPLORING HOW CONVERSATIONS
MEET TEACHER LEARNING NEEDS

___________________________________
Committee Chairperson: Dr. Marc Mahlios

Date approved: ______________________
ABSTRACT

This study identified the content of educator conversations and determined how social
interactions contributed to participant learning. Data sources included videos from face-
to-face conversational sessions and individual, video stimulated-recall (SR) interviews
conducted virtually. Participants included fifth and sixth-grade teachers from five
Midwest school districts in which a large influx of classroom technology and professional
learning were being implemented. Data analysis was conducted through qualitative
research design using the constant comparative method. Findings indicated that teachers
use these conversations for (a) reflection, (b) sharing resources, (c) validation, (d) gaining
new knowledge, (e) lamenting their frustrations, (f) gauging their progress, (g) planning
for their future, (h) shifting their perspective, (i) problem solving, and (j) recognizing
growth areas. Each of these themes encompassed a different aspect of their professional
learning. These results contribute to the growing body of knowledge about the social
aspect of adult learning and the importance of including conversation in professional
development.

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DEDICATION
This dissertation is dedicated to my husband, Scott; my children, Adriana and
Brayden; my mom, Lynn; and my dad, Gary. You all served as my support network and
my motivating force. I will forever attribute the completion of this work to each of you.


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ACKNOWLEDGMENTS
I would like to thank the members of my committee for their guidance and
support. A special thank you goes to Dr. Marc Mahlios who helped me conceptualize
and polish this research. Our conversations helped me design “a good story.”
Marilyn, Melinda and Jana, I could not ask for a stronger leadership team.
Without your vision, trust and hard work, TRC would not be the professional learning
model that it is and these conversations would have never existed. I am grateful for the
opportunity to work alongside each of you. Jana and Sean, a special thank you for your
help with data collection, audio/video enhancements, and for creating the first movie and
song ever written just for me. Your kindness has served as great motivation. To Dr.
Jerry Chaffin who was a dear friend and mentor. He taught me to see the potential in all
possibilities, and his confidence helped jumpstart my research career.
Mom and Dad, being your daughter is an honor and a blessing. I would have
never attempted this journey without you. Your integrity and work ethic have always
inspired me to keep reaching higher. For all the time that you spent watching my
children while I wrote, for every encouraging word that kept me going, and for being the
best parents any child could wish for, I am forever grateful.
Adriana and Brayden, you may not remember the last few years of mommy
researching and writing, but if you ever sit and read this, I want you to know that the two
of you will always be my greatest work. Your love and laughter helped motivate me to
keep going. I am so proud to be your mom. Continuously pursue your potential; you
never know where it might take you.

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To my husband Scott, you helped hold the ladder while I hung this moon. I am
grateful for your unwavering support and your steadfast confidence. Your
encouragement and patience throughout this process helped me persevere. Thank you for
being an exemplary father and my best friend. Your love gives me strength.
Finally, to all of my family and friends who supported me in this endeavor,
especially my sister Sommer; my brother-in-law Cameron; my precious nephew Elijah;
my grandparents Bill and Betty Bunce; and my grandparents Dale and Charlotte
Heiserman, I am grateful for your faith in my ability, your words of encouragement, and
the honor it is to know each of you.

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TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION.............................................................................1
Statement of the Problem...........................................................................................2
Purpose ..................................................................................................................... 6
Summary .................................................................................................................. 6

CHAPTER 2: LITERATURE REVIEW AND
CONCEPTUAL FRAMEWORK ..............................................................................8

Conversation-Based Professional Development........................................................8
Teacher Learning Groups ......................................................................................12
Conversation-Based Professional Learning and Technology Integration ..............17
Researcher Interest ..................................................................................................19
Summary ................................................................................................................. 20

CHAPTER 3: METHODS ..................................................................................... 21
Research Questions .................................................................................................21
Research Participants and Sites ..............................................................................21
Pilot Study .............................................................................................................. 25
Data Collection .......................................................................................................28
Video Tapes and Corresponding Transcripts...............................................28
Observations and Field Notes......................................................................29
Interviews and Elicited Responses...............................................................29
Interview Protocol........................................................................................30
Interview Questions.....................................................................................31
Trustworthiness of Data...........................................................................................34

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Validity ................................................................................................................... 35
Researcher Bias and Reactivity...................................................................35
Intervention......................................................................................35
Triangulation....................................................................................37
Respondent Validation.....................................................................38
Peer Review/Inter-rater Reliability..................................................38
Ethical Issues ..........................................................................................................39

CHAPTER 4: RESULTS........................................................................................40
Overview ................................................................................................................. 40
Research Process......................................................................................................42
Step 1: Overview .........................................................................................42
Step 2: Initial Coding of Conversations and Corresponding
Field Notes.......................................................................................44
Step 3: Clip Creation....................................................................................44
Step 4: Interview and Corresponding Field Notes ......................................45
Step 5: Initial Coding of Interviews, Field Notes........................................46
Step 6: Summary and Analysis....................................................................46
Reliability Verification................................................................................47
Context .................................................................................................................... 47
Setting ..........................................................................................................48
Participants ..................................................................................................48
Sixth Grade Conversation............................................................................50
Sommer............................................................................................52

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Lijah.................................................................................................56
LeeAnn.............................................................................................60
Justine..............................................................................................64
Linda................................................................................................69
Cammy.............................................................................................74
Adriana.............................................................................................78
First Fifth-Grade Conversation....................................................................81
Jane..................................................................................................81
Shelly...............................................................................................86
Ruth..................................................................................................90
Julie..................................................................................................94
Betty.................................................................................................98
Kathie.............................................................................................102
Charlotte.........................................................................................106
Second Fifth-Grade Conversation..............................................................109
Lynn...............................................................................................111
Brayden..........................................................................................116
Lindsay...........................................................................................118
Themes .................................................................................................................. 122
Subthemes..................................................................................................122
Validation.......................................................................................123
Reflection.......................................................................................123
Sharing...........................................................................................124

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Frustrated Lamentation..................................................................124
Problem Solving............................................................................125
Futuristic Planning.........................................................................126
Gleaning Information.....................................................................126
Perspective Shift............................................................................127
Gauging Progress...........................................................................128
Derivation of Broad Themes......................................................................128
Interpersonal Functions..................................................................130
Intrapersonal Functions..................................................................130
Learning in Grade Level Conversations................................................................131
Learning.....................................................................................................132
Unique Aspects of Interschool Conversations............................................133
Researcher Influence..............................................................................................135
Intrapersonal Results from Observations of Interpersonal Speech........................138

Chapter 5: DISCUSSION.....................................................................................141
Summary of Findings.............................................................................................142
Discussion of Results.............................................................................................143
Content of Grade Level Conversations......................................................146
Reflection.......................................................................................146
Frustrated Lamentation..................................................................146
Sharing...........................................................................................147
Problem Solving............................................................................148
Validation.......................................................................................149

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