Data Collection Methodology

What ways can we improve home-school connections?

Data Source
Professional
Literature

Reflective
Journaling/Observati
ons

Data Collection Plan

Timeline/Pla Intended
n for
Learning/Purpose
Collection
SeptemberThrough the
November
literature, I intend
2016.
to learn
Ongoing
background
research of
information about
professional my topic, and any
literature
barriers programs
and
experience when it
resources
comes to hometo inform
school
my work (3connections.
4 articles a
Literature will
month).
guide my
understanding,
analysis, and
implications for
next steps.
Literature will also
inform my
understanding of
the needs and
considerations of
at-risk populations
and the influence
that has on homeschool
connections.
OctoberNovember
2016.
Running
log. Ongoing. As
parents
enter/exit/

Observations will
shape my
understanding of
the types of
connections
families and staf
make on a daily
basis.
Observations will

Adaptations/Change
s made during Data
Collection Period
Journal articles were
informative and
helped shaped my
understanding of
the topic. Research
informed my
decisions when
shaping questions
for my interviews
and questions.
Additional research
on the types of
clients we service
was added in
consideration of the
needs and stressors
many of our familys
face.
Understanding
these stressors can
aid in creating an
environment that is
supportive of their
needs.

My dual-entry
journaling approach
was better than I
expected. Initially
my goal was to
simply capture
moments of
interaction.
However, what I

engage
throughout
the
program.

Checklists

OctoberNovember
2016. At
least 2
observation
s will take
place
weekly

include demeanor
was able to capture
and interactions
were unplanned
that will help me
events/episodes
understand the
that revealed more
parents in our
of what my original
program. Analysis question was rooted
of interactions will
in. The
be measured to
raw/awkward/abrasi
see what impact
ve experiences were
those interactions
best captured
have on the
through journaling
climate of our
than any other tool.
school.
Observations will
shape my
understanding of
the messages the
program and
administration is
communicating to
families. How are
we, and what are
we
communicating/say
ing to our parents
while they are in
the building? What
are the parents
communicating
while they are in
the building?
Learning more
about who our
client-base is an
intended goal of
my dual-entry
reflective
journaling process.
Checklists will take Checklists were not
the place of
as easy to do as I
photos. A written
envisioned. Parents
log of interactions
enter the program
will give me a
at staggered times.
snapshot of what
Coordinating my
takes place during
observations with
drop of and pick
participating

during
drop-of and
pick up
times.

Interviews

OctoberNovember
2016. 23parents
and 2-3
staf will be
engaged in
individual
interviews
between
weeks 2
and 6.

up times. For
example, I will be
looking to see how
often, and what
types of things
staf and families
are talking about?
Are the
interactions
engaging,
supportive, an
extension of the
classroom
curriculum, etc.?
Types and tone of
communication
amongst staf and
families (i.e. body
language, words,
tone, eye-contact,
physical proximity,
etc.) will be
observed. What
are they talking
about? Language;
is it professional
and courteous.
Interviews are an
opportunity for me
to gain insight into
parent and staf
expectations,
thoughts, and
opinions about the
program and their
level of care,
concerns, and
engagement. I will
learn of barriers,
that may support
research, and
gather information
on how each group
views their needs
and measure that
against the current

parents was not

something I could
plan for. I found
myself popping into
a classroom as I
noticed parents
entering the
program. I was not
able to get as many
as planned;
however, I was able
to capture
snapshots of their
interactions, and
even observed
similar patterns
between
classrooms.

Coordinating
interviews was a bit
more challenging
than I thought it
would be. There
were more variables
than I originally
anticipated. My
time is accounted
for diferently in my
new position; senior
management (local
and corporate)
make visits to the
program that shift
plans on a dime. In
addition, parents
did not keep
appointments, and

culture of the
program and what
is needed (if
anything) to
improve the
partnership
between families
and the school.

Questionnaires

October
2016.
Surveys will
be
distributed
to parents
and staf
weeks 1-3.

staf that I really

wanted to interview
shied away from the
process.
Notably, the
responses were not
nearly as negative
as I thought they
would.
To my benefit, the
timing of the project
aforded me an
opportunity to
connect with
families and staf at
a critical time in my
role at the program.
Questionnaires will
My initial hopes
provide information were that a majority
on what parents
of the families and
and staf value as
staf would
important to
participate. Instead
building a
I was able to glean
successful homeonly a small
school connection, sampling of parents
how they assess
and staf to
the current climate
participate in the
of the program,
process. I am not
what they value
overly disappointed
and like about the
because the time
school, and areas
and information
they would like to
gained was
see improvement.
insightful for me.

Home-Connection
Curriculum Review

October
and
November
2016.
During
weeks 1
and 5
review
schools
HomeConnection
Curriculum.

Review of parent
boards, lesson
plans and
curriculum to learn
more about the
schools HomeConnection
curriculum. Is the
school
implementing it?
Is it beneficial to
building strong
home-school
connections?

Each month
teachers are given a
curriculum guide
and calendar with
activities that
connect families
with the program.
Upon review of the
lesson plans and
classroom
environments
neither revealed
evidence of
connecting the
curriculum
expectations that I
could review as part
of my research
process.