Qualitative Intervention Research Methodology

Original Study:  

Vincent, C., & Warren, S. (1999). Responding to Diversity? Refugee Families and Schools.  Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED434971&site=ehost-live.

Abstract

This paper reports on a qualitative project conducted in the United States, which focuses on links between refugee families and the schools their children attend. The project attempted to study the relationships between refugee parents and education professionals, in order to identify factors that encourage or hinder the strengthening of home-school contact and communication. The research involved a study of six elementary schools across the country, in highly diverse areas (New York, NY; Miami, FL; Philadelphia, PA; Clinton, MD; Oakland, CA; San Antonio, TX). Data were collected from parents, teachers, and others about the relationship between home and school. School practices and teacher attitudes are described, and the issues are considered in the context of recent public sector reforms, particularly in education policy and practice.

Statement of Purpose/Research Question

            Vincent and Warren sought to fill in the gap when it came to the body of research describing challenges immigrant youth faced when they arrived in the United Kingdom.  The purpose and research question of the original study was to focus on school resources available to refugee populations.  The authors discuss how "survival issues" (e.g. basic needs) of students affect their education, and about the home-school connection among students.

Replication and Extension

            The researcher, a Haitian American female teacher from the mid-Atlantic region of the United States, sought to replicate and extend that original study.  Thus, some of its aspects were altered.  For example, the targeted country being studied changed from the United Kingdom to the United States of America.  In addition, rather than having four sample schools (in two different school districts), the researcher chose to sample six schools across the country, located in highly diverse areas.

Research Design

This qualitative study used focus groups, observations, and interviews to collect data from parents, students, and teachers.  Participants were first observed conducting their normal everyday activities, without intrusion from the researcher.  Next, individuals were chosen to discuss their role as a parent, student, or teacher, and how they feel that the school could better aid their ESL (English as a Second Language) population, mainly comprised of immigrant students, and students born to immigrant parents.  Finally, focus groups of approximately seven people (including parents, students, and teachers) were pulled together, to discuss the perceived roles of each of the constituents, and how each subgroup should work together in the best interest of students.  Information from the focus group was then disseminated to parents, students, and teachers.

Sample

            For this study, the sample consisted of six elementary schools located in highly-diverse regions of the country.  The racial and gender makeup of each school is listed in Table 1.1.

Table 1.1  Racial and Gender Makeup of Student Body (2007)

            Teacher certification was also studied, since this was a factor that the current researcher predicted might have some influence on teacher attitudes.  The rates of the various certifications are listed in Table 1.2.

Table 1.2  Teacher Certification Rates by School

            *According to the Prince Georges County Public Schools website:

The Resident Teacher Program is an Alternative route to Certification for talented individuals who have not been teacher trained but have a strong desire to work with our young people.

Procedures

            Phase I:  Six trained coders observed each ESL teacher at each school while he/she worked with students for a minimum of four hours a day, every Monday and Wednesday afternoon from February 1, 2008 to February 29, 2008.  Each coder collected anecdotal information on the dynamics between teacher and student, and took note of the students' responses to the teacher's verbal and non-verbal cues.  Special attention was given to students who had problems performing academically on-grade level.  A separate, confidential file was kept on each student.  Codes were assigned to various classrooms, to explore any correlation between teacher certification and their attitudes towards students.

            Phase II:  From March 1, 2008 to March 31, 2008, each ESL teacher from each school was interviewed, and was asked to answer a variety of questions, regarding their attitudes toward their jobs and toward the children.  Questions were based on the Policy Analysis for California Education's survey (Pace 2005).  Next, four Phase I students from each school were selected randomly to participate in interviews, where they completed the ESL Needs Survey (Spicer 1989), and added their own comments on their instruction.  At this time, two parents from each school (whose children participated in Phase I) were also selected randomly, and answered questions from the ESL Needs Survey, especially in the area of relations between their home and the school.

            Phase III:  From April 1, 2008 to April 30, 2008, the coders conducted school-wide focus group to discuss strategies to further assist students and families in the ESL program.  The school's focus groups included ESL teacher(s), as well as students and parents involved in Phase II.  Here, the members reviewed the anonymous responses given to the ESL Needs Survey, and discussed ways to solve the apparent concerns.  The coder took notes, and recorded each proposed solution to a given problem.  Once all solutions had been discussed, the focus group voted on the best way to proceed for each issue.

            At each school, recommendations from the focus group were disseminated to all affected teachers, parents, and school administrators.  The various proposals were discussed at the next PTSA (Parent Teacher Student Association) meeting, then compiled.  Finally, proposals were forwarded to officials of the respective school systems to address issues of education policy and practice.

REFERENCES

2007 Maryland Report Card: Prince George's County - Clinton Grove Elementary. Retrieved from http://www.mdreportcard.org/Demographics.aspx?K=160906&WDATA=School.

Heath, A. W. (1997).  The Proposal in Qualitative Research. Retrieved from http://www.nova.edu/ssss/QR/QR3-1/heath.html.

Listeningforweb.pdf (application/pdf Object). Retrieved from http://www.cftl.org/documents/2005/listeningforweb.pdf.

PGC Resident Teacher Program. Retrieved from http://www.residentteacherprogram.org/rtpMain.aspx?M1=1&M2=0.

Spicer, S. L., & and Others. (1989). Statewide Survey of ESL Student Populations: Overview.

Vincent, C., & Warren, S. (1999). Responding to Diversity? Refugee Families and Schools. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED434971&site=ehost-live.