a7.+Doctoral+Assessment+2010

  **Developing Self-Regulated Learners: Exploring the Role of Secondary Schools **  **Prue Salter University of Technology Sydney **           <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">This paper outlines my intended doctoral research into how contemporary Australian secondary schools can foster the development of self-regulated learners in the context of the 21st century learning environment.Through an initial online survey followed by a qualitative multi-case study approach, I will explore approaches taken by schools as well as stakeholders’ attitudes, beliefs and experiences of the development of self-regulated learning in contemporary secondary education in the context of the 21st century learning environment. I also will examine the perception of the efficacy of the ‘fit’ of these 21st century perspectives within the scaffold of secondary students’ formal and informal learning environments, and explore what a contemporary framework might look like that could guide schools in formulating a comprehensive school-wide approach to developing self-regulated learners.In this paper I will outline the significance of this research, insights from the relevant literature and explain the methodological approach that will be taken. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">**//Contents//** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> [|1. Research Problematic] [|2. Background and Context] [|3. Conceptual Framework and related Literature] [|4. Methodology] [|5. Ethical issues] [|6. Research plan, timetable, writing outcomes] [|Reference List] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> ==

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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">What is happening in schools that supports the development of contemporary students as self-regulated learners of the curriculum? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">What is the impact of technology on self-regulated learning in this context? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">What are stakeholders’ attitudes, beliefs, experiences and perceptions of the development of self-regulated learning in contemporary secondary education? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Schools today are amazing places. Australian school systems have worked hard to move away from the rote learning, didactic, teacher-centered teaching style of our parents and grandparents generations, to a school system that is more student-centered, values creativity and originality, and allows exploration, discovery and co-operative learning. We want our students to exit the school system having experienced a range of learning opportunities and experiences and having developed a suite of varying skills. Many of these experiences and skills will not necessarily be measured or tested by current assessment systems – nor is it necessary that they all be tested.But our current assessment system has implications for the types of skills students need to achieve their academic potential in the school system. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Academic achievement does not necessarily equate to success (however one may define this) in later life. However, the assumption behind this research is that helping students to achieve their own personal academic potential is worthwhile. Despite the changes in our schools, our students are still required to undergo assessments that have not changed significantly from those experienced by generations before us.Equipping students with skills that help them navigate the mire of school academic expectations and assessments in a way that makes their school experience more efficient, less stressful and ultimately more rewarding, is also assumed to be a worthwhile pursuit. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Fostering the development of students as self-regulated learners of the curriculum is but one ingredient in the recipe of students achieving their personal academic potential.Other contributing factors are, for example, teachers and teaching style and a supportive learning environment.This means that just because student is a self-regulated learner, they may not necessarily reach their academic potential – other factors come into play as well. And just because a student is not a self-regulated learner, does not mean that they will not reach their potential either.Instead, the position taken is that fostering self-regulated learning skills gives students a greater chance of reaching their academic potential in a more efficient and effective way than those without these skills. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">This is not to lessen the value that should be placed upon the development of areas such as creative and critical thinking skills.Instead this research recognizes that although the school system is not all about assessment, assessment is part of the reality of life in schools and that by recognizing this as an area where some students may need assistance, we can work towards helping all students have a more positive experience in their school years. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">An important distinction is that the research is focusing on self-regulated learners ‘of the curriculum’.Students may be very self-regulated when it comes to other areas such as learning a favourite musical instrument or learning to surf. This research is looking at the development of self-regulated learners in the context of the school curriculum. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Of course it is not solely what is happening in schools that develops students as self-regulated learners of the curriculum. Students may develop these skills in primary school, through experiences or modeling with friends or relatives, external courses, personal trial and error. Some students may have personalities and personal traits that make it easier or more natural for them to develop these skills than others. This research is exploring what sorts of things schools CAN do, what is in the realm of possibilities for schools to foster this development, particularly for those who through a combination of circumstances, means that the school is their most likely source of developing these skills. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Through exploring the views of the stakeholders, we can uncover what is happening in schools in this area and perceptions of the effectiveness of these efforts – whether it be explicit and formal ‘learning to learn’ courses, informal learning environments or perhaps the totally unexpected, for example a ‘sink or swim’ mentality that violently precipitates development of these skills.It will also be interesting to examine this topic by looking at the ‘whole school’ approach – what is happening in schools as a whole that develops students as self-regulated learners. 

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<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">The significance of this proposed research is characterized by the unique lenses through which the field of self-regulation is examined, moving towards ideas for a framework to guide the development of self-regulated learning approaches in schools in the context of 21st century learning environment. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Although previous research has focused on defining the complexity of self-regulated learning, understanding the aspects and characteristics of a self-regulated learner and exploring specific contexts where self-regulated learning can be fostered, there are gaps in the research with respect to exploring from a school-wide perspective what is happening in schools to develop students as self-regulated learners, the impact of the 21st century learning environment and in particular technology on SRL and the perspectives of the stakeholders.This research aims to look at the well-trodden field of self-regulated learning through this fresh, contemporary tri-lens perspective as illustrated in Figure 1 below. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> Figure 1: Tri-lens perspective on self-regulated learning. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">regular subject matter classesplay a greater role in helping students develop effective learning and study strategies (Weinstein, Ridley, Dahl & Weiner, 1988). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">In 1996 Tait and Entwistle argued that perhaps institutions should establish an overall study skills policy which would lay out the responsibilities of each institution, faculty, and department in ensuring that students were adequately prepared for academic study. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">If, as Ertmer and Newby (1996) contend, a major function of schooling is creating ‘learners who know how to learn’, then their hypothesis that to achieve this goal schools need to “foster the development of strategic, self-regulated, and reflective learners” is difficult to refute. Boekaerts (1997) also states that a major goal of formal education should be to teach students self-regulatory skills that will guide students’ learning during schooling and beyond. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Despite Zimmerman’s argument that “the issue of how educators and parents can increase student levels of self-regulation is of central importance” (1986, p.308), to date the findings of the self-regulation learning field seem to have had little impact on the design and implementation of educational practices or intervention programs (Wang & Peverly, 1986). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">There are certainly challenges in implementation and development of such policies and an integrated, embedded approach to be considered, but without a framework the development of students as self-regulated learners is left to chance. A framework grounded in the previous research on self-regulated learning would give schools a starting point for policy development or amendment, and an approach to translating learning into effective instruction. Fostering the development of self-regulated learners is essential if our students are to sustain a pattern of self-directed life-long learning (Wang & Peverly, 1986). Zimmerman (2000) points out that personal discovery can lead to self-regulatory competence, but this path can be tedious, frustrating and ineffective for students. Therefore support of teachers and educational institutions is essential. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Perhaps schools themselves are not aware – while some actions may be explicit, there may be development taking place that is not immediately apparent due to the complexities of what defines a self-regulated learner. The significance of this research is that instead of exploring what schools should be doing or what can work in the classroom, the research will look at what is happening in schools as a whole. Understanding the role schools can play can inform school policy and impact positively on students’ outcomes and experiences of school, and help students who have trouble self-regulating their academic studying achieve a greater measure of academic success (Zimmerman & Martinez-Pons, 1986, 1990). <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">This research will explore the role schools can play in self-regulated learning and move towards a framework grounded in both the previous research on self-regulated learning and this new research on the current approaches by schools to give schools guidelines for further policy development and a way to bridge the gap between development of self-regulated learners as advocated by the literature, and the reality of implementation within the constraints of the school system. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> NEED FOR AN EXPLORATION OF SELF-REGULATED LEARNING WITH RESPECT TO THE 21ST CENTURY LEARNING ENVIRONMENT AND THE IMPACT OF TECHNOLOGY <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">It is also timely to explore what is happening in schools in the field of self-regulated learning given that the nature of the skills needed for students to achieve their academic potential at school may have changed with modern curriculum changes, new understandings about the learning process, and the advent of the digital generation culture. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">This means that the actual types of strategies needed by today’s students may be different from the traditional skills focused on in previous decades. Anderson and Balsamo advocate that today’s students “ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">require new literacies: cultural, technological, social, and epistemological” (2007, p.245). By examining self-regulated learning from this perspective new insights into the field may be developed. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">This leads to the question as to whether the current thinking on meeting the needs of self-regulated learning is still valid. Anderson and Balsamo paint a picture of a possible 2020 classroom and pose the question: “ How should these institutions change to address this generational disposition? “ (2007, p.245). Although ‘organizational skills’ may be found to still be a valid component of a 21st century self-regulated learner, what it means to be ‘organized’ as a student requires different literacies when we look at a student who uses a laptop to organize their notes as opposed to students in the past using folders. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Challenges faced by students have also undergone transformation. The incompatibility of (modern) achievement values and (post-modern) well-being values in a post-industrialised society, and the limited opportunities for students to integrate these values (Fries & Dietze, 2007), result in increasing conflicts for students: to do schoolwork or engage in leisure activities. With a wider range of potential distractions available, less parental supervision and control, well-developed self-regulation skills are vital for this generation. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Therefore it is also important to consider the role of technology in the development of self-regulated learners. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Sharples, Taylor and Vavoula (2007) see education in the mobile age as a way to extend the support of learning beyond the boundaries of the classroom. Previous thinking was that the nature of a self-regulated learner was essentially solitary. Entwistle and McCune (2004) explain that much greater prominence is now being given to collaboration of various forms – an approach that was previously challenging without the support of the Web 2.0 technologies now available. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> NEED TO EXPLORE PERSPECTIVES AND EXPERIENCES OF STAKEHOLDERS AND CHALLENGE ASSUMPTIONS ==

 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Prensky (2004) divides the world into digital natives, those who have grown up in the digital world, and digital immigrants, those who did not grow up in the digital age and either do not speak the language or perhaps speak it with a distinct accent. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Bennett, Maton and Kervin (2008) however challenge the widely accepted notion of a digital generation with a set of accepted characteristics. Their argument is based on the lack of empirical evidence, sound research agenda and the dramatic and descriptive language. The call is not to reject the concept, but to investigate these claims more deeply before accepting them. Jones, Ramanau, Cross and Healing (2010) emphasize that there is no evidence for a ‘net generation’, the focus should be more on skill level rather than age and generation. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Despite this divergence in views, the literature does argue convincingly that there are common characteristics to be found in those students who are immersed in the technologies of the 21st century learning environment. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">They are social networkers and constant communicators (Bensmiller, 2005)whose identity is expressed through technology (Huntley, 2006). As multi-taskers and media meshers (Kaiser Family Foundation, 2005) they like to work collaboratively, learn in their own time on their own terms about ‘real-life’ issues that are important to them and preferably through a process of discovery. (Oblinger & Oblinger, 2005). The challenge is keeping them actively engaged through structured activities that permit creativity and individual expression (McGlynn, 2005). <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Anderson and Balsamo paint a picture of a possible 2020 classroom and pose the question: “How should these institutions change to address this generational disposition? “ (2007, p.245).



<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Had I been asked to describe my epistemology twenty years ago I would have undoubtedly classed myself firmly as an objectivist with a positivist perspective – all knowledge is a pre-determined truth that exists independently of all factors and can be measured reliably (Merriam, 1998). However, my experiences and interactions in the world have modified this viewpoint to the belief that while certainly there do exist particular and specific types of knowledge in the world that can be quantified and measured, that can be counted and categorized, this is certainly not the case with all types of knowledge, and statistical analysis alone often does not lead to the richer, deeper understanding that I am interested in exploring in this research project. My belief is that with many types of knowledge, the way we view the world, the interpretations we place upon our observations, are all influenced by the interactions, perceptions and social context through which these perceptions are formed resulting in multiple views of a single situation.Therefore my current view of the world, and the way this viewpoint has evolved, places me in the camp of constructivism (Guba and Lincoln, 1989; Lincoln, 1990). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Constructivists believe there is no objective truth waiting to be discovered, instead meaning and our sense of reality is socially constructed through our interactions and interpretations of the world around us and therefore may differ from one person to the next (Guba and Lincoln, 1989). Thus constructivism as an epistemology lends itself well to an interpretative perspective. Crotty describes the interpretivist approach as looking for “situated interpretations of the social-life world” (1998, p.67). This perspective urges the researcher to be vigilant about making assumptions and taking into account the effect of individual experiences and interpretations. Merriam (1998) explains that the interpretivist approach seeks for a deeper understanding of a situation, experience or phenomenon with knowledge gained through an inductive mode of inquiry and exploration.This perspective is suitable for my research project as I seek to gain a deeper understanding of self-regulation and the perspectives of the stakeholders in the school context. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">In order to explore this topic, a qualitative approach will be essential. Qualitative research attempts to explore, describe and understand human experience in depth. Lichtman, 2010).The holistic nature of qualitative research is another reason why this approach is relevant for my research question. Lichtman states that qualitative research involves the study of a situation in its entirety, typically looking at a variety of data. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Data collection will be in two phases, an initial online survey, followed by multiple case studies. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">The data collection will begin next semester with an extensive online survey of all schools that meet the selection criteria, which I will cover shortly. The purpose of this survey will be three-fold: initial data collection for the research questions, to uncover innovative, interestingand diverse approaches to self-regulated learningto aid in case selection, and to inform the data gathering process for the case studies. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">This will then be followed by multiple case studies. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Although the methodology I have chosen within this perspective is that of multiple-case studies, I had originally considered using a grounded theory methodology (Glaser & Strauss, 1967) as the systematic and rigorous approach does have some appeal. However it is not the development of an overall generalized theory that is the aim of this research, instead the understanding of what schools are doing will contribute towards ideas for a more flexible framework that can be adapted within the constraints of individual schools.Yin (2009) believes that a point of difference between case study and methods such as ethnography and grounded theory is that these latter methods avoid specifying any theoretical propositions at the outset of the inquiry.In this research the direction of the study is guided in the initial stages from theoretical propositions developed from an examination of literature in the area of self-regulated learning, thus fitting with Yin’s concept of a theory as a “sufficient blueprint for your study” (2009, p.36). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">There is much debate as to where case studies lie in the categorization of methodology. Crotty (1998) argues that a case study is a method as opposed to a methodology. Apart from the terminology issues, a criticism of the case study is that it does not have strong theoretical underpinnings (Lichtman, 2010). However, Merriam (1998) defends the case study as an approach that allows the researcher to gain an in-depth understanding of a bounded system: “Anchored in real-life situations, the case study results in a rich and holistic account of a phenomenon” Merriam (1998, p.41). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">The choice of a case study methodology is determined by the aim to look at self-regulated learning in the social context of the school (Yin, 1984), as it is the relationship and dynamics between these and the situatedness of the phenomena that is at the heart of the research question.Observing effects and dynamic interactions in real contexts is one of the strengths of the case study approach (Cohen, Manion & Morrison, 2000). Stark and Torrance (2005) argue that strength of case studies is they take multiple methods and data sources to explore or interrogate the social context. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Yin states “case studies are the preferred method when (a) “How” or “why” questions are being posed (b) the investigator has little control over events, and (c) the focus is on a contemporary phenomenon in a real-life context” (2009, p. 2) and “the distinctive need for case studies arises out of the desire to understand complex social phenomena. In brief, the case study method allows investigators to retain the holistic and meaningful characteristics of real-life events” (2009, p.4). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">While not an ethnography per se, that is, setting out to document the culture of each school considered, this approach is informed by some elements of ethnography. This is not a total immersion in the research object world (Hammersley, 2008) nor is there participant observation (Van Manen, 1994). Stark and Torrance (2005) explain that case study is not only aligned with, but also derives much of its rationale and methods from, ethnography. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Within the methodology of a case study, the methods I use will draw from those commonly associated with ethnographic studies and will range from semi-structured interviews and group interviews, to focus groups, questionnaires, non-participant observations and document gathering, as it is essential to obtain multiple perceptions to clarify meaning and verify interpretations (Stake, 2005). As Denzin and Lincoln (1998) point out, the use of multiple methods to collect data in qualitative research is a reflection of an attempt to move towards an in-depth understanding of individual points of view. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Yin’s definition of a case study is as follows (2009, p18): <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">A case study is an empirical inquiry that <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">investigates a contemporary phenomenon in depth and within its real-life context, especially when <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">the boundaries between phenomenon and context are not clearly evident <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">The case study enquiry <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">copes with the technically distinctive situation in which there will be many more variables of interest than data points, and as one result <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">relies on multiple sources of evidence, with data needing to converge in a triangulating fashion, and as another result <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">benefits from the prior development of theoretical propositions to guide data collection and analysis. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">There are many different ways to classify types of case studies as shown by Yin (1989), Stake (1995) and Merriam (1998). From Yin’s categorization this research could also be viewed as a combination of a descriptive and exploratory case (used to develop new hypotheses) (Yin, 1994).However, the type of case study research I will be undertaking is best described by Merriam’s (1998) classification of an interpretative case where rich thick description is used and conceptual categories are developed around theoretical assumptions. In this type of case, “the researcher gathers as much information as possible about the problem with the intent of analyzing, interpreting or theorizing about the phenomenon” (Merriam, 1998 p.38), an approach that supports my research questions.This is similar to Stake’s view of an instrumental case study where the purpose is to go beyond the case (Stake, 1995). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">The decision was made to use multiple cases as this gives a greater scope for analysis of self-regulated learning in schools and a broader base for framework development. Stake (2006) explores the design of multi-case projects and explains that for multi-case studies we have needed a word to represent the collective target – Stake uses the word ‘quintain’ to represent the object or phenomenon or condition to be studied across the individual cases, a target, but not a bullseye. It is what the cases reveal about the overarching object of the research that is of interest – what it is that the researcher seeks to understand more thoroughly, in this case the role of the school in developing self-regulated learning. We begin with the quintain, and select cases to study that will shed light on aspects of this quintain, examining similarities and differences between cases with respect to the quintain. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> The cases for the case studies will be chosen to represent a diversity of approaches to fostering self-regulated learning in schools (Lichtman, 2010). This sort of purposive (Chein, 1981) or purposeful (Patton, 1990) sampling is based on the assumption that in order to gain insights and understandings, the researcher must select information-rich samples that will provide the best opportunity for learning about the area of interest (Merriam, 1998). Lichtman also makes an important point – it is not the number of individuals that are studied that is critical, rather “it is the nature of the study and the degree to which you explore complex in-depth phenomena that distinguishes qualitative research” (pp.17-18). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">The selection criteria for the cases for this study will be as follows: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Schools will be Year 7-12 to observe the full range of experiences across the secondary school. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Schools will be located in the Sydney region as this is the geographical boundary for the study. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Schools will be selected where diverse approaches are being taken, including if possible some technology–mediated approaches.Stake (2006) suggests the multi-case researcher propose the question: ”Is the case relevant to the quintain?” (p. 23). It is important to note that the approach could also be that the school does nothing explicit, yet perceives that there is a high level of self-regulation among the students, in this situation this would be an interesting approach to explore what is happening in the school. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">The number of cases will depend on the diversity of approaches and perspectives uncovered.However, initial plans are to undertake five cases and to endeavour to include a school from each sector, although this is of secondary consideration to the approach taken. Although there is no way a single case study can be representative of all schools, to explore the role of the school in self-regulated learning using diverse schools will lead to a richer understanding of the phenomenon.However this condition is secondary to that of the approach taken by the school, it is only if there are two schools with similar approaches then the sector that the schools are from will become a distinguishing criteria. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Using this criteria, cases will be selected that have the most chance of enhancing understanding and exploration of the research questions (Stake, 2006). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">2010 Sem 1 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">DA/Ethics (UTS/DET) || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">2010 Sem 2 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Online Survey, fax & phone follow-up//(initial data for case selection & inform case study)// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Pilot for data collection/analysis (//case study protocol)// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Case Selection Document Gathering Set up data collection schedule || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">2011 Sem1 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Term 1: Online survey parents, teachers, online survey studentsduring school day <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Term 2: Interview Executives //(1 day per school)// || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">2011 Sem 2 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Term 3: Interview student groups and selected teachers//(1 day per school – selection from survey)// Term 4: Focus groups re framework //(1 day per school)// || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">2010 SEMESTER 2 __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">PRELIMINARY DATA COLLECTION – ONLINE SURVEY (PHASE 1) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">The initial survey of schools identified in the selection criteria above (to commence in the latter half of 2010 after ethics approval has been obtained) will be carried out by asking an executive in the school such as Director or Teaching and Learning or Deputy Principal to fill in an online survey. For those who do not take this option this will be followed by a fax, then a posted form and finally a telephone interview in an endeavour to find schools in Sydney within the case selection criteria with diverse approaches in the area of self-regulated learning. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Lincoln and Guba (1985) outline an effective approach to purposive sampling, to terminate sampling when no new information is forthcoming ie when saturation point is reached. If the research question was examining a ‘typical’ case this may be appropriate, however for this research question the more schools that can be accessed in this initial stage, the greater the chance of uncovering schools adopting innovative approaches in this area that can then be approached as participants in the case studies. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">This will involve approximately 350 schools. I have a database of contact details for these schools, have the skills to create and administer the online survey myself, and will use paid assistance in the collation of the data collected. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">This data will assist in the selection of the cases to be included and will also inform data collection processes and the focus for the case studies and provide preliminary data for both quantitative and qualitative analysis. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">”Researchers using case study without the aid of survey data to help focus their fieldwork are advised to do preliminary work before entering the field” (Stark & Torrance, 2005, p. 37). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">I have chosen to use both a survey, and preliminary work to aid in targeting the research questions. Therefore during next semester I will also undertake a pilot case study with one school to develop case study protocol, to test the procedural aspects of data collection and analysis and the approach to exploring the research questions. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">CASE SELECTION

The cases will then be selected on the above criteria, and approached to be involved for the following year. The schools participating will receive results of all research about their school in the form of a presentation with recommendations, and a document they can give to parents that explains all the things the school does to help their students. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Once schools have agreed, I will meet with the principals of each school to establish a contact person in the school, discuss timelines, collect documentation and information for pre-background analysis before data collection commences. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">PILOT CASE STUDY <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">During this semester I will also undertake a pilot case study with one of the schools considered, but not selected, to develop case study protocol and to test the procedural aspects of data collection and analysis.I have agreement from a school to be the pilot for this case study in September. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">SEMESTER 1 2011 __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">ONLINE SURVEY OF CASE STAKEHOLDERS (Term 1) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">During this semester parents, staff and students will be offered the opportunity to share their initial thoughts and views about self-regulated learning in their school in an online survey. Parents and teachers will fill out the survey in their own time, while students will be taken to computer labs to complete the survey. This will help to establish possible lines of enquiry, areas to explore, key people to interview, what to observe.I will employ an assistant to collate this data from the online entries. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">INTERVIEW EXECUTIVES (Term 2) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">I will also spend 1 day per school interviewing school executive teams individually. This will also help to establish possible lines of enquiry, areas to explore, key people to interview as well as establish a deeper understanding of the particular school environment and context. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Stake (2006) explains that for each day of data collection 6 days should be allocated for management and analysis. Therefore this semester a day per school means 5 days in total, and 30 days for analysis, approximately 1.5 days per week over the semester which is achievable as a part-time student. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">SEMESTER 2 2011 __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">The days per school in the second semester of 2011 will be spent interviewing key teachers or student groups identified in the survey – aiming for the breadth and depth of data collection that Merriam (1998) states is necessary for an effective case study. One-on-one semi-structured interviews with staff, group interviews if teams are involved in this area, group interviews with students and meetings with focus groups. All interviews are to be recorded and transcribed.Stark and Torrance (2005) suggest that interviewing a wide range of people is necessary so data can be triangulated, and that interview and observation schedules are necessary to ensure comparable data is collected from multiple sites. Taking extensive field notes is also a useful part of the data gathering process. Analysis will continue from this semester into the following year.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> Initial data analysis will be taking place during the data collection process, and continue during 2012 as results are analysed and reported. The concurrent nature of data collection and analysis is strongly emphasized by Merriam (1998). My data analysis will utilize approaches from a number of theorists. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Lichtman (2010) describes the 3 Cs of qualitative analysis: Coding, Categorizing and Concepts. Once the initial coding of transcripts takes place, the codes will need to be revisited, perhaps renamed, collapsed etc. These can then be sorted into categories and sub categories and these used to identify the key concepts that reflect the interpretation of the data gathered. I will also explore the idea of using Nivio as a tool to assist in the analysis as it streamlines the coding process and allows days to be organized into nodes with branches. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Miles and Huberman (1994) outline their subprocesses for data analysis: data reduction, data display, conclusion drawing and verification.Data reduction is where data is selected, condensed and refined as per the conceptual frameworks. Data is then displayed in a variety of forms (into arrays, creating a matrix of categories or data displays) to reveal the implications of the data. This then permits conclusions and meaning to be drawn from the data by exploring themes and patterns. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Merriam (1998) describes content analysis as a method to analyse data for insights, and points out that although categories may be initially determined, the process of analysis is inductive with new variables emerging throughout the study, so that raw data is coded and categories constructed simultaneously in an attempt to capture the characteristics of the data. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Dey’s (1993) approach is also applicable. In Dey’s approach data is resolved into components to reveal themes, using a 3 stage process of describing, classifying and connecting.In this model the researcher starts with a thick description of the data and the context. Categorizing the data helps to find meaning using themes and codes and allows patterns and connections to emerge. Coffey and Atkinson (1996) find this to be a strategic approach to the conduct of qualitative analysis. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Coffey and Atkinson (1996) explain coding as a means of generating concepts from data that must then be systematically explored to generate meaning.Coffey and Atkinson further explain that coding is not just data reduction, but also data complication- it is used to break the data into categories and to expand out meaning and should be thought of as essentially heuristic, a process of reflection. Data can then be displayed so that categories can be explored for patterns and themes, contrasts and paradoxes as one moves towards theorizing with the data. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Yin (2009) advocates the use of a replication strategy in multiple case studies where a conceptual framework is developed for the first case and then successive cases are examined to see if the pattern matches – similar to the grounded theory approach, although in this case the framework is developed as part of the data collection. The researcher needs to develop constructs from data then develop hypotheses, but replication is essential: each case must be treated as a separate experiment that confirms (or not) the hypotheses. “By attempting to reconcile evidence across cases, types of data, and different investigators, and between cases and literature increase the likelihood of creative reframing info a new theoretical vision” (Yin, 2009, p29). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Eisenhardt (2002) presents a road map or framework for building theories from case study research including tabular displays and graphs. Once cases are examined, the researcher should search for cross-case impressions and patterns, as to avoid false logic it is important to look at the data in many different ways. One tactic is to select categories or dimensions and then look for similarities within groups or in particular data sources across different cases. Therefore analysis of the data in this research will be both within-case analysis and cross-case analysis (Yin 2009). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">The following proposed structure may vary as the research unfolds but serves as a starting point.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Part 1: Findings from initial online survey. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

- School 1, description and themes - School 2, description and themes - School 3, description and themes - School 4, description and themes - School 5, description and themes - Cross Case Analysis: concept categories for framework <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">- School 1, description, summary and framework - School 2, description, summary and framework - School 3, description, summary and framework - School 4, description, summary and framework - School 5, description, summary and framework - Cross Case Analysis: ‘best practice ideas’ for framework <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">- School 1, description, summary and framework - School 2, description, summary and framework - School 3, description, summary and framework - School 4, description, summary and framework - School 5, description, summary and framework - Cross Case Analysis’: ‘best practice ideas ’ for framework <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">- School 1, description and themes - School 2, description and themes - School 3, description and themes - School 4, description and themes - School 5, description and themes - Cross Case Analysis: commonalities, adjustments to framework <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">- School 1, narrative - School 2, narrative - School 3, narrative - School 4, narrative - School 5, narrative - Cross Case Analysis: suggestions for framework <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Part 2-5 align specifically with my subsidiary research questions and will be from the case studies. Within each of these I will use both a mix of description and analysis using the concepts from the theoretical framework generated through the literature review (Merriam, 1998). This analysis will provide rich description of each of the cases and uncover recurrent themes with comparisons across schools. This will be followed by a short narrative that creates a vignette of each school, to capture the essence of their approach to SRL, leading to ideas and suggestions for a framework for a whole school approach to developing self-regulated learners.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Part 2: Attitudes, beliefs and experiences of SRL. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Part 3: Approaches to addressing SRL needs (SWOT). **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Part 4: Perceptions of Effectiveness of Approaches. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Part 5: Technology and SRL **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Part 6: Final framework. **

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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Lincoln and Guba (1985) and Merriam (1998) discuss the debate in the qualitative research community about how to ensure naturalistic style research is valid and reliable.Different approaches have been proposed to deal with these issues such as Connelly and ’s (1990) alternative criteria of apparency, verisimilitude, and transferability for narrative inquiry. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Reliability is a difficult concept when dealing with human behavior and the goal of describing phenomenon, making it difficult to establish in the traditional usage of the term in a qualitative study (Merriam, 1998). More appropriate is Lincoln and Guba’s (1985) discussion on establishing trustworthiness ie persuading the audience that the findings are worth paying attention to. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Lincoln and Guba (1985) and Guba and Lincoln (1989) suggest ways that trustworthiness criteria of credibility, transferability, dependability and confirmability can be met. The table below details how this research will meet these criteria. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">CRITERIA || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">STEPS TO BE TAKEN IN RESEARCH PROJECT || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Credibility || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Prolonged engagement over a period of a year to provide scope, spending time learning the culture of each case, and taking time to look for any distortions that could creep into the data, exploring the data from different perspectives. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Persistent investigations to provide depth. The approach to the research ensures that a wide net is cast initially in order to identify the participants who are most relevant to exploration of the research question. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Use of peer de-briefing (systematically talking through the recess process) with the writing group I am involved in to explore aspects of the inquiry that may not have been surfaced. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Monitoring of progressive subjectivity and developing construction. Prior to engaging in enquiry researcher records what they expect to find and archives this information – allowing auditor to check and ensure not too much privledge is given to the original construction. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Member checks with the analytic categories and interpretations and conclusions being tested with the key people in each school. This will occur on both a formal and informal basis (eg. verifying what was said in an interview). || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Transferability || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Provide thick description, particularly in Part 6 of the findings, to allow the reader to establish a clear view of the context of the research. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Dependability || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Use of an inquiry audit for process and product, ensuring process followed good professional practice and products are consistent with raw data. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Confirmability || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Use of a reflexive journal to record a log of day to day activities, personal reflections and a methodological log. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Data management and storage with an audit trail consisting of raw data, data reduction and analysis products, data reconstruction and synthesis products, process notes, personal notes and instrument development information such as pilot forms, surveys, schedules. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> == <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">I will use the principles identified by Lichtman (2010) of ethical conduct as my headings for analyzing the ethical issues around my research. > - What is meant by self-regulated learning? > - That the purpose of the research is to understand the school’s role in developing SRL ie what the school does and how and why. To this end the research will seek out all the things the school does to foster this development (the research is looking to see what schools DO, not what they DON’T do). > -That the aim of the research is to use this understanding to help schools improve the way they help students become self-regulated learners. > With this understanding, they can then choose whether or not to give informed consent. The issue can be that in a school situation, firstly parental consent will need to be given and secondly they may feel coerced into participating. The option must always be available that even if an interview is granted, the situation is made clear to the participant that if they would rather not proceed with the interview that is their choice and this choice will also be kept confidential. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> = = <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> == <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">2010 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">SEMESTER 1 - Doctoral assessment - Submit ethics (UTS and DET)
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Do No Harm. My original thought was to select a case of a school where little was being done in the way of fostering self-regulated learning in order to contrast this with what other schools are doing. However, following the principle of ‘do no harm’, I instead decided to select cases where schools are doing worthwhile and interesting things. In this way I can highlight the good work they are doing, the output from the research can be used by the school to illustrate to parents all of the identified strategies the school uses to develop self-regulated learners.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Privacy and Anonymity. All identifying information of both individuals and institutions will be removed from my records. Schools will be identified only as Case 1, Case 2 etc. Participants will be identified via their role eg Principal Case 1.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Confidentiality. It is likely that during the interview and observation processes information will arise that people within the school might like to know. For example, if a large group of students has an issue with a particular teacher, a principal would of course be interested in knowing who that teacher was. However as the information will be collected from participants with the explicit understanding that it is confidential, all information will be protected, especially from other participants within the case study. It is important to be mindful that minors and those in vulnerable positions will be highly sensitive to information provided. If interviews are starting to move in personal or inappropriate directions, the strategy will be to halt the interview, suggest to whom the person should discuss this situation, then continue the interview on the lines of the research. If it becomes apparent that a person is in an emergency situation, then this will necessitate judgment as to whether confidentiality will need to be waived and if so to whom.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Informed Consent. It will be essential to ensure that participants understand the following:
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Rapport and Friendship. The environment must facilitate trust and cooperation but it is important the distinction of researcher, as opposed to friend, is maintained. Without this line information may be obtained unfairly due to a perception of a relationship – for example, the researcher is acting in the role of interested party, however the participant may mis-interpret this as an act of friendship and provide more information than they would normally have. Bassett, Began, Ristovski-Slijepcevic and Chapman (2008) suggest there are particular challenges when interviewing teens.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Intrusiveness.It will be important to estimate the time involved for schools and the level of disruption the research will incur to ensure that schools are fully informed before agreeing to be included as a case.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Inappropriate Behaviour. It is important to ensure not just that inappropriate behavior is not undertaken, but that there is no perception of inappropriate behavior. One of the steps is to ensure that the researcher is never alone with a small group of students, instead there is always a teacher present. It will also be important to complete the Working With Children safety checks.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Data Interpretation.Although all researchers have a lens through which they view the data, it is important to be transparent about perspectives taken and to ensure that the data represents in an accurate way what was experienced. Schools will be given the opportunity to read the write-up of the data and analysis and although changes will not be automatically made, differing perceptions will be discussed and changes potentially incorporated.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Data Ownership and Rewards. Cases will be appraised of the fact that they will not own the data. However, schools participating will be given a user-friendly report that details in a non-academic way all of the strategies their school undertakes that helps develop self-regulated learners. This can then be shared with the school community.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Timeframe **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Research Plan **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Writing Outcomes **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Writing Outcomes **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> ||

SEMESTER 2 - Ethics approval - Initial survey of Sydney schools - Pilot case study, development of case study protocol: procedural aspects of the data collection. - Case Selection - Document Gathering - Set up data collection schedule || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">DA proposal <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Incorporate changes from DA into doctorate draft <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Continue to work on intro/background,literature review and methodology chapter <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Poster at Teachers Guild in July <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Paper at AARE conference in November <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Analysis of online survey (Part 1) || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">2011 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">SEMESTER 1 - Interview Executives (1 day per school) - Online survey parents, students, teachers <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">SEMESTER 2 - Interview students and selected teachers (1 day per school – selection from survey) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Focus groups re framework (1 day per school) || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Analysis: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Part 2 -Attitudes (single case analysis) Part 3 -Approaches (single case analysis) Part 4 -Effectiveness (single case analysis) Part 5-Technology (single case analysis) Part 6 – Vignettes of each case <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">- Conference Paper FASS and also another conference to be determined (technology) - Journal Article(s) || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">2012/2013 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Analysis / Write up || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Part 2-5 - Cross CaseAnalysis Part 6 – Emerging Framework Hawaii International Conference on Education || == <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Crotty, M. 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