Author: aeodeneal
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Learning R for quantitative analysis
As I’ve discussed before, I learned to use the R programming language (using RStudio IDE) to conduct the quantitative analysis for my EdD degree. In this post, I’ll outline how I learned what I learned, and what I used that knowledge for. All the code I wrote is viewable in the GitHub notebook found here.…
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Tableau dashboard: car sales in the US
In addition to working on SQL projects, I have been learning to work with visualizing data in Tableau on my Tableau Public profile. I am early in this journey but excited about getting the practice in! The picture on the front page of my site is from the first dashboard I created using Tableau. Similarly…
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Data projects I’ve been working on
Since my post in August where I described my long-term aim to move into working with data full-time, I’ve been working relatively hard to ‘upskill’ myself so that I could actually do the kinds of jobs I’m applying for. I have been learning to write SQL queries in PostgresQL, so that’s the syntax you’ll see.…
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Where am I in my EdD journey?
I know it’s been a while since I wrote about my doctoral journey. In this post I’ll summarise where I’m at so far… Previous posts on this can be found here. Data collection & analysis I completed my data collection in the summer of 2023. This included four focus groups, six psychometric testing questionnaires (three…
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What’s next?
In April 2024, I made the decision to transition out of teaching, and I finished my roles at my school in July 2024. The main reason for this is the desire to strike a better balance between my work life and my personal life; whilst I didn’t go into teaching expecting an easy ride, knowing…
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Assessing progress at Key Stage 3
This post summarises the system I used to analyse KS3 data at my school so that I (and class teachers in my department) could intervene with students where appropriate, and report to parents about their child’s progress.
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Students’ views on competence and other factors affecting motivation
In this blog, I will briefly outline what students said about competence in relation to target grades and other factors. Please note that student names have been changed for anonymity. Target grades don’t match perceived competence At several points through the focus group, students identified that there was a disparity between their target grades and…
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Autonomy, time-management and homework-setting
Following coding data from focus groups according to the three main aspects of self-determination theory (as well as a few other common factors that have arisen through reading the transcript), I have started sub-coding data too. The first sub-code (under the ‘autonomy’ main code) relates to time-management and homework-setting, and I’ll outline how students from…
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What makes effective whole-class feedback?
I recently delivered a short talk as part of our whole school INSET on effective feedback. In my section, I talked specifically about how to use misconceptions and common errors to provide whole-class feedback. In this post I will outline the points I made to explain this with some examples for Physics and Sociology. Both…
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Data collection round 1 – psychometric testing for motivation types
It’s finally started! On Thursday 22nd September 2022 I started the data collection phase for my main doctoral study. Since then, I have conducted a focus group (which will take far longer to analyse in any useful detail), but in this post I’ll outline some of the headline findings from the first of three psychometric…
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