Author: aeodeneal
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Target grades: what’s the problem?
In two weeks’ time, I will sit my viva voce (defense, for any US readers) for my EdD. I’ve not written for a while, and as part of my preparation I’ve decided to write about my thesis a bit to help distill my thinking and research, and the way I explain it. This will be…
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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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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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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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Lessons from Pilot 2
In a previous post, I wrote about what I learned from running a pilot study for my EdD, before the main study starts in September 2022. In a nutshell: it went terribly, and that was the best outcome I could’ve hoped for. You can read about this in a post I wrote about the first…
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