I’m having an out of town guest next week, so being the responsible doctoral candidate that I am, I decided to get a jump on next week’s assignments, even though they’re not due until Sunday the 24th. I posted this in my class forum yesterday at noon-thirty:
[FONT=Times New Roman][SIZE=1]Hatch (2002) provides a clear description of the different types of unobtrusive data that may inform a qualitative research study. For this assignment, I thought it would be easiest and most direct to make a list:[/SIZE][/FONT]
[FONT=Times New Roman][SIZE=1]1. Teacher Lesson Plans: Plans from before the noted increase in achievement may be compared with plans from the time of improvement (and after?) to see how changes in instructional techniques, the use of classroom materials, and desired learning outcomes affected student achievement[/SIZE][/FONT]
[FONT=Times New Roman][SIZE=1]2. Minutes from Department Meetings: May lead to insight on a new instructional series, new teaching technique, classroom activities to try, and other suggestions from colleagues.[/SIZE][/FONT]
[FONT=Times New Roman][SIZE=1]3. Student Work: When compared with lesson plans, may give a clearer understanding of when students had a “lightbulb moment” and understood concepts.[/SIZE][/FONT]
[FONT=Times New Roman][SIZE=1]4. Class Rosters/Seating charts: Perhaps where a student was sitting in class before the improvement was hindering his or her achievement (too far from the board, sitting next to a bully).[/SIZE][/FONT]
[FONT=Times New Roman][SIZE=1]5. IEP: A change in the plan, which surely the teacher followed, can have an effect on the student’s learning, even if the change was to a goal for another class.[/SIZE][/FONT]
[FONT=Times New Roman][SIZE=1]6. Letters/Emails/Communications from Parents: May lead to insight on a situation at home that affected a student’s performance at school. *Note: Hatch (2002) lists communication as a separate type of unobtrusive data (p.118), so maybe this doesn’t count as a document.[/SIZE][/FONT]
[FONT=Times New Roman][SIZE=1]7. Minutes from IEP or Student Assistance Team Meetings: Discussions on what works and doesn’t work with this student or the student’s strengths and weaknesses may have informed changes in instructional technique or activities.[/SIZE][/FONT]
[FONT=Times New Roman][SIZE=1]Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: State University of New York Press.[/SIZE][/FONT]
:yay: me for being thorough!
This morning, I discover that a classmate has posted this:
[FONT=Times New Roman][SIZE=1]1. Teacher Lesson Plans[/SIZE][/FONT]
[SIZE=1][FONT=Times New Roman]2. Minutes from Department Meetings[/FONT][/SIZE]
[SIZE=1][FONT=Times New Roman]3. Student Work[/FONT][/SIZE]
[SIZE=1][FONT=Times New Roman]4. Class Rosters/Seating charts[/FONT][/SIZE]
[SIZE=1][FONT=Times New Roman]5. IEP[/FONT][/SIZE]
[SIZE=1][FONT=Times New Roman]6. Letters/Emails/Communications from Parents[/FONT][/SIZE]
[SIZE=1][FONT=Times New Roman]7. Minutes from IEP or Student Assistance Team Meetings[/FONT][/SIZE]
[SIZE=1][FONT=Times New Roman]The student work compared over time would show the gains and the teacher should be able to see when the student began showing improvement. Student Assistance team meetings usually give suggestions and have the teacher keep data on how any of the suggestions worked so this would be another excellent way to view the progress.[/FONT][/SIZE]
And then, 1 minute later (our forum posts times next to our responses) responsed to my post, saying “good job, well answered”. :grrr:
WTF! Didn’t she just copy my answers??? She didn’t even bother to rename them or change the freaking ORDER of them! I looked back at all the other discussion postings, and she’s never posted prior to 3 days before the week’s discussion is due… but her post for (next) week was 9 days early. FURTHER, she responded to this week’s discussion (due this sunday) at 7:44pm… and her (copied) response to next week’s assignment was posted at 7:51. Sure didn’t take her long to write, did it?
I want to email the professor because I’m ticked off… so I didn’t, because I’m ticked off.
#1… Each week’s discussions is only 2.18% of our grade (yes, I figured it out, because I’m anal).
B… She didn’t copy my dissertation.
So will saying anything really make a difference, since it’s only 2.18%? And is it REALLY a big deal, since it’s just a discussion response?
Some of you might not think it’s worth fretting over, but I’m really really torn. The distinction of “Dr.” is a huge deal, and I’d hate to be held in company with people who I know are cheaters. Further, if she’s cheating now, isn’t that a good indicator that she’s cheating on the dissertation as well? OTOH, I know they’re cheaters out there, and that’s how life is. I don’t want to make enemies (in academia, that’s professional suicide), and I still have to work with this woman for the rest of class, about 2 more months. I don’t think the professor is on top of things enough to notice on his own, unfortunately, but I don’t want to professor to think I’m telling him how to do his job. I don’t want her kicked out of the program, which could be a likely consequence, but I do think a reprimand is in order.
Sorry this is so long. I need opinions on what to say, how to say it, and if I should say anything at all and to whom.