WEBVTT 1 00:09:25.900 --> 00:09:27.240 Gisele Crawford she/her: Make sure that 2 00:09:28.510 --> 00:09:38.079 there's no video you don't wanna like, start the video of the room. That's for the room. Okay. So let's check that the microphone. 3 00:09:38.420 --> 00:09:47.759 Gisele Crawford she/her: I think it would be this 4 00:09:47.910 --> 00:09:53.420 Gisele Crawford she/her: logitech rally audio for the microphone. That's those right there 5 00:09:54.030 --> 00:10:39.070 Gisele Crawford she/her: unmute for now. 6 00:10:56.800 --> 00:11:04.339 Gisele Crawford she/her: Well, yeah, yeah. Moved in on Monday. It's lovely to see you all. 7 00:11:04.790 --> 00:11:15.610 Gisele Crawford she/her: We are gonna start out with introductions, so we all know each other. But we also have 2 questions. And one of them is, what's your experience with qualitative 8 00:11:16.120 --> 00:11:23.729 Gisele Crawford she/her: data, collection, analysis, etc. And then the other one is what you're like. Why, you're here today what you're interested in getting out of discussion. 9 00:11:24.280 --> 00:11:26.949 Gisele Crawford she/her: Yeah, so I'm Alison. 10 00:11:27.460 --> 00:11:29.380 Gisele Crawford she/her: I haven't. 11 00:11:29.890 --> 00:11:47.109 Gisele Crawford she/her: I'm actually working on a qualitative study right now with Wake County, which is where Capital Raleigh is working with families. And to think about what have they defined? Childcare quality? And it's my first ex deep, deeply ex deep experience. 12 00:11:47.120 --> 00:11:51.019 Gisele Crawford she/her: with a bilingual, all but completely bilingual 13 00:11:51.610 --> 00:11:57.339 Gisele Crawford she/her: set of community pis, which has been awesome and hard. 14 00:11:58.170 --> 00:12:02.550 Gisele Crawford she/her: Yeah. And so now we're trying to figure out how we do analysis together. 15 00:12:04.910 --> 00:12:15.729 Gisele Crawford she/her: And Sarah Daniel, Russia! I am the page and my 16 00:12:16.160 --> 00:12:28.359 Gisele Crawford she/her: educational academic backgrounds in the humanities, and I moved here from there. So my entire background is in qualitative until I started working with a lot of people who are much more quantitative focused 17 00:12:28.360 --> 00:12:48.329 Gisele Crawford she/her: Demi and IA couple of months ago. Presented a very mixed methods. Approach conference paper for you. They'll talk about a little bit. So my experience working with the led community and qualitative person in the room. 18 00:12:48.810 --> 00:12:56.520 Gisele Crawford she/her: So that's kind of where I am and why just I'll ask me to be kind of a respond in this group. 19 00:12:58.280 --> 00:13:13.210 Gisele Crawford she/her: Carly Lamb, I'm the lep for Educator Denver, and I would say, my qualitative is pretty surface level, like thematic coding. That's about it. Just based on the time to dig into it and the time to collect it is often 20 00:13:13.300 --> 00:13:19.850 Gisele Crawford she/her: not feasible. So just hear a little bit more about that, and also to hear about what we're going to do with it. 21 00:13:20.130 --> 00:13:22.260 Gisele Crawford she/her: I'm Zach. I'm from 22 00:13:22.490 --> 00:13:29.660 Gisele Crawford she/her: Washington, DC, experience is qualitative data is vast 23 00:13:29.680 --> 00:13:35.940 Gisele Crawford she/her: across multiple evaluations from child care partnerships and 24 00:13:36.660 --> 00:13:40.149 Gisele Crawford she/her: evaluations of non 25 00:13:40.480 --> 00:13:49.070 Gisele Crawford she/her: non local non American contact in terms of practices and thanks a lot. Matt, from 26 00:13:50.740 --> 00:13:53.169 Gisele Crawford she/her: ethnographic to the rule report before 27 00:13:53.580 --> 00:13:56.170 Gisele Crawford she/her: private theory, all that kind of stuff. So 28 00:13:57.140 --> 00:14:00.690 Gisele Crawford she/her: at way, too much training. 29 00:14:02.510 --> 00:14:14.109 Gisele Crawford she/her: I'm noreen knows me. My experience with qualitative research. I took a course graphics methods. 30 00:14:14.280 --> 00:14:15.449 Gisele Crawford she/her: and, you know. 31 00:14:15.590 --> 00:14:29.099 Gisele Crawford she/her: went way way deep on a project and then I started when I started at Fpg, I have done more of the kind of thematic coding, you know, like the more surface stuff that falls under the mixed methods. 32 00:14:29.610 --> 00:14:33.469 Gisele Crawford she/her: focus groups, you know those sorts of things on lots and lots of projects. 33 00:14:34.810 --> 00:14:44.330 Gisele Crawford she/her: And what do I hope to get out of the session? Ii hope we start doing more of this in the network. So I'm I'm glad we're having this conversation, and we can think about this and and try to do more. 34 00:14:46.310 --> 00:14:50.139 Gisele Crawford she/her: Good morning. I'm Dean Dobbins, Lep for Chicago 35 00:14:50.200 --> 00:14:58.790 and I am excited about qualitative research. I think that's more what I would like to think of myself as more qualitative researcher. 36 00:14:59.120 --> 00:15:10.750 Gisele Crawford she/her: And I think that it's important to include qualitative research in our in our bag of tricks. Because I think it really helps us understand context, it helps us. 37 00:15:10.760 --> 00:15:19.040 explain things to folks who aren't necessarily researchers. They want stories. And so I'm really excited about hearing about what what's going on. 38 00:15:19.180 --> 00:15:48.029 Gisele Crawford she/her: Okay. Hello, everybody. My name is Michelle. I'm a part of the Washington Gucci and P. Team. For previous experience of a post back. I did some qualitative research on resiliency for hurricane survivors in the Bahamas, which is really interesting. And coming up, we're going to be working on a promise project that has to do with qualitative data. So I'm here because I think it would be really useful to observe as much information as possible. To carry with me just really to learn a lot about 39 00:15:48.040 --> 00:16:17.380 Gisele Crawford she/her: Hi. Everyone. My name is Kamiya Alderman. I am Lp. For Washington, DC. As well as far as my experience for qualitative research, I would say most of my undergrad experience was interacting with qualitative data and learning about that. And I did some of my case study and similar to what you are said. It's important that we 40 00:16:17.380 --> 00:16:26.930 Gisele Crawford she/her: listen to other people's stories and use that into our research of her contacts. So I hope to learn more about that and learn about your guidance. Experience. 41 00:16:28.690 --> 00:16:35.039 Gisele Crawford she/her: Hi, everyone. My name is Clairville Lep, from Lincoln, Nebraska. 42 00:16:35.220 --> 00:16:49.280 Gisele Crawford she/her: I have been working on a project using qualitative data where we where we looked at teachers, pedagogical reasoning in early childhood, using simulated, recall interviews and kind of 43 00:16:49.410 --> 00:16:58.539 Gisele Crawford she/her: doing thematic coding, to understand how teachers define and and understand language, and how that links to their language practices 44 00:16:58.550 --> 00:17:15.929 Gisele Crawford she/her: and and doing qualitative studies around that building out of framework for that. So I'm I'm pretty passionate about qualitative research. I think it's it's important to to complement quantitative data. And so that is kind of why I'm here today. 45 00:17:16.900 --> 00:17:25.939 Gisele Crawford she/her: Hi, everyone. My name is Demi Siskand. And I'm a research scientist at star early, which is the national Coordinating office for the editor network. 46 00:17:26.020 --> 00:17:39.200 Gisele Crawford she/her: My experience with qualitative data, I would say, is more in the mix methods. Realm. My dissertation with mixed methods and a lot of the work that I do in my current position, or 47 00:17:39.200 --> 00:17:59.409 Gisele Crawford she/her: you know, applying for other brands uses a mixed approach. And so yeah, like, Sarah said before we partnered together, and we feel like I've learned so much from you about qualitative data. So that's one of the reasons why I'm here is to learn more about how we better integrate it into the network. I think you know, we collect a lot of 48 00:17:59.460 --> 00:18:08.369 Gisele Crawford she/her: quantitative data at a national level. But I would love to collect some qualitative data and a way to supplement some of the findings that we have, so 49 00:18:10.640 --> 00:18:27.489 Gisele Crawford she/her: I'm glad of saints from Buffalo chatted fun. So I do. My background is I am school psychologist, and so I've done. Almost everything is quantitative, so other than having to take course and do something coding. I very little experience. But I will share a little story 50 00:18:27.640 --> 00:18:42.959 Gisele Crawford she/her: briefly, is that recently we went around and we did data. Discussions with all of our grantees are our major grantees, and one of the things that became very clear to me when we asked them about evaluation was, they're saying, when you, even when you, even when you translate 51 00:18:43.020 --> 00:18:44.850 Gisele Crawford she/her: quantitative questions. 52 00:18:45.520 --> 00:18:53.469 Gisele Crawford she/her: there's that lack of understanding. And so it's become very clear to me that we need really to dig more into qualitative data just because 53 00:18:53.490 --> 00:18:55.579 Gisele Crawford she/her: of that level of understanding 54 00:18:55.610 --> 00:19:11.450 Gisele Crawford she/her: and really clarify because they say what, even when you translate it, the translation of the times is lacking, and so my hope would be to learn more about qualitative data, and really especially use it with populations that do not have an English speaking background. I think we're we've been missing something. 55 00:19:13.300 --> 00:19:27.520 Gisele Crawford she/her: Morning. My name's Karen, and I'm the Milwaukee, and I, too, here, Laval doing simulated interview, because that's what I did my dissertation 56 00:19:27.650 --> 00:19:49.300 Gisele Crawford she/her: many years back. And and it was, you know, a long process in terms of all the at that point. Trans. You know, doing all the the you know not created collect with the transcribing of all the data and then coding the data and training people with coding. And I continue to do next methods. I've also done some qualitative studies. 57 00:19:49.300 --> 00:20:09.580 Gisele Crawford she/her: I haven't used in vivo, but I've had partners that have done the actual in vivo, and I'll say it. But I have not many doctor students, and the shift is really happen. It's in school psychology toward qualitative. So I would say, now, about half of my doctoral students 58 00:20:09.580 --> 00:20:35.120 Gisele Crawford she/her: are wanting to do qualitative, and they done qualitative studies and sharing their committee. I've learned from them, but it's a very different process, and I would agree with the whole movement towards translation. And you know, you know, moving toward more translation type approaches and research and implementation science. I think the work that we're doing it is going to be more responsive in the Rpp. 59 00:20:35.120 --> 00:20:41.990 Gisele Crawford she/her: To, you know, to take on some of the qualitative models. So it's timely to be doing this, and I look forward to learning from others. 60 00:20:43.530 --> 00:20:46.629 Gisele Crawford she/her: Well, I'm so excited to see all of you here, and 61 00:20:46.670 --> 00:20:55.250 Gisele Crawford she/her: just hearing what you all have done, and and knowing what a wealth of expertise we have. I feel like the sessions already. Success. 62 00:20:55.350 --> 00:21:00.879 Gisele Crawford she/her: So I feel like we've just established our qualitative methods working group for educator 63 00:21:01.280 --> 00:21:03.510 Gisele Crawford she/her: and hopefully, we'll get bigger. 64 00:21:03.920 --> 00:21:17.780 Gisele Crawford she/her: I'm Giselle, and interacting with all of you in my role here at Fpg. I came to Fpg out of anthropology so undergrad and Master's degree in anthropology 65 00:21:17.800 --> 00:21:20.379 Gisele Crawford she/her: and and actually 66 00:21:20.410 --> 00:21:22.629 Gisele Crawford she/her: came here in 90 97 67 00:21:22.940 --> 00:21:37.229 Gisele Crawford she/her: to work on the revision of the Echo's, the early childhood environment rating scale. And I came with a certain amount of frustration, actually, with the 19 nineties sort of fad for rapid qualitative assessment which seemed to really me really just shoddy. 68 00:21:37.570 --> 00:21:47.609 Gisele Crawford she/her: And so so, even though I had this deep love for traditional ethnography, it was sort of a relief to me to come and work on the rating scale. 69 00:21:47.770 --> 00:21:49.429 Gisele Crawford she/her: which I felt was 70 00:21:49.610 --> 00:21:58.609 Gisele Crawford she/her: prov structure to something like a short observation of 71 00:21:59.080 --> 00:22:02.370 Gisele Crawford she/her: complex environment, like a childcare classroom. 72 00:22:02.580 --> 00:22:15.239 Gisele Crawford she/her: And so I sort of had this movement into. If we're doing something rapid, then I want it has to be rigorous, and we want something like rating scales that allow you to see the the breadth and the diversity of what happens across different settings. 73 00:22:15.450 --> 00:22:18.560 Gisele Crawford she/her: but I have 74 00:22:19.200 --> 00:22:22.929 Gisele Crawford she/her: since then in my career at Fpg. 75 00:22:23.310 --> 00:22:24.450 Gisele Crawford she/her: kind of 76 00:22:25.200 --> 00:22:32.200 Gisele Crawford she/her: gravitated tour projects that we're looking more at full constructing knowledge. I worked on a study of 77 00:22:32.260 --> 00:22:51.900 Gisele Crawford she/her: best practices early on that was trying to look at actually, communities that valued child care programs that didn't map on to the known measures like the Echo's and what those communities valued about those programs that didn't seem high quality according to the received knowledge. So I've sort of tried to keep 78 00:22:52.190 --> 00:22:58.419 Gisele Crawford she/her: keep my qualitative brain working even as I've worked on all these quantitative studies at Fpg. 79 00:22:58.670 --> 00:23:11.709 Gisele Crawford she/her: so I will say, while that best practice study, for example, was very interesting, very rewarding. We learned a lot of rich information. It was not successful in terms of publication. 80 00:23:11.930 --> 00:23:15.090 Gisele Crawford she/her: So as I've heard 81 00:23:16.580 --> 00:23:21.290 Gisele Crawford she/her: folks in education talking more and more about an interest in 82 00:23:21.570 --> 00:23:25.520 Gisele Crawford she/her: qualitative data, I've thought, and I think. 83 00:23:25.600 --> 00:23:37.470 Gisele Crawford she/her: Sarah and their registration for this meeting indicated. Let's you know, I love. If we could have talk, talk about qualitative methods, and particularly how we publish our qualitative studies. 84 00:23:37.480 --> 00:23:38.670 Gisele Crawford she/her: So 85 00:23:38.980 --> 00:23:51.249 Gisele Crawford she/her: this is not new ground necessarily for educate research. We, of course, use open and survey questions in our 86 00:23:51.450 --> 00:24:03.760 Gisele Crawford she/her: surveys that we do annually and in our interviews, and we use those are used locally, I know, for program improvement and for understanding family strengths and needs and building relationships. 87 00:24:03.960 --> 00:24:30.719 Gisele Crawford she/her: Across schools. There have been various qualitative or mixed method studies Noreen was involved in one on data, utilization and others were involved in one on daily engagement. Again, really important studies that produce a lot of insights. They produce reports. There weren't actually publications out of those studies. We know about the recent interview project with leaders on racial equity work. We have a 88 00:24:30.720 --> 00:24:40.369 Gisele Crawford she/her: doctoral dissertation right now in progress using qualitative methods and we've heard about other studies that are happening locally and 89 00:24:40.400 --> 00:24:47.420 Gisele Crawford she/her: there's a mixed methods paper under review right now 90 00:24:47.570 --> 00:25:05.049 Gisele Crawford she/her: about our racial equity activities in our led. So we have some. We have some basis that we're building on. And I think we're looking to think, how can we one make more use across the network of the open ended survey responses. And how can we think about other studies 91 00:25:05.210 --> 00:25:08.580 Gisele Crawford she/her: that we can be doing? And will they be publishable. 92 00:25:08.900 --> 00:25:15.430 Gisele Crawford she/her: So you all are familiar with our research agenda for advancing racial equity. 93 00:25:15.790 --> 00:25:25.250 Gisele Crawford she/her: and I just wanted to pull out some of the ways that that research agenda kind of supports our push for qualitative research. So 94 00:25:25.270 --> 00:25:34.139 Gisele Crawford she/her: we're seeking to interrogate policies and systems. We want to center the voices of all the members of our community. 95 00:25:34.400 --> 00:25:46.719 Gisele Crawford she/her: and so I'm among our led network. I certainly have heard a growing openness to kind of Co constructing knowledge with our network as a whole in our communities. 96 00:25:46.840 --> 00:25:54.540 Gisele Crawford she/her: but certainly a need among our researchers to understand how research that is maybe not generalizable 97 00:25:54.780 --> 00:25:58.549 Gisele Crawford she/her: may be actionable and actually, in a conversation just to 98 00:25:58.630 --> 00:26:16.169 Gisele Crawford she/her: couple of weeks ago, with one of our lead leps, we were mentioning that we would have this session, and the comment immediately was, well, the qualitative research is not generalizable, and I said, Yes, but it can still be actionable. So I hope, in our exploration today of the staff responses 99 00:26:16.210 --> 00:26:18.090 Gisele Crawford she/her: to open ended questions. 100 00:26:18.400 --> 00:26:22.989 Gisele Crawford she/her: We can. We can do several things, or we can decide how to spend our time. 101 00:26:23.160 --> 00:26:33.510 Gisele Crawford she/her: I hope that what I'm going to share with you about my sort of initial analysis with Allison as a wonderful colleague 102 00:26:33.840 --> 00:26:46.510 Gisele Crawford she/her: may contribute to our network dialogue around race, and how our, how our schools, communities are talking about race to identify whether we may have results that would be worth trying to share with the broader field 103 00:26:46.810 --> 00:26:53.179 Gisele Crawford she/her: may help us think about future studies studies we want to do. And then also, just alongside that. 104 00:26:55.070 --> 00:26:56.160 Gisele Crawford she/her: how 105 00:26:56.280 --> 00:27:01.229 Gisele Crawford she/her: getting some insight into how qualitative methods might work within our network. 106 00:27:01.970 --> 00:27:18.800 Gisele Crawford she/her: Not necessarily on this talk on other topics. So I'll quickly review you. All are familiar with our staff surveys in 2022 spring of 22. We added new questions on racial, cultural socialization of children. 107 00:27:19.090 --> 00:27:24.750 Gisele Crawford she/her: And you're aware of the that established scale that we use that 108 00:27:26.230 --> 00:27:29.529 we analyze using 3 sub scales. So 109 00:27:29.900 --> 00:27:40.160 Gisele Crawford she/her: asking teachers about activities that they do with children. And those form the sub scales of cultural socialization. So things like sharing books with children that with pictures that look like them. 110 00:27:40.220 --> 00:27:53.789 Gisele Crawford she/her: preparation for bias. So talking to children about people's, you know, people not treating them fairly because of their race promotion of mistrust. Warning children about playing with people from another racial group. 111 00:27:54.190 --> 00:28:03.910 Gisele Crawford she/her: and then following that scale, we did a very open, ended question if you would like to share additional thoughts about this topic, please do so here. And of the 112 00:28:03.940 --> 00:28:14.170 Gisele Crawford she/her: 782 staff who responded to this survey as a poll. 191 folks wrote something in that 113 00:28:15.260 --> 00:28:22.890 Gisele Crawford she/her: space. And so we intentionally wrote that question to be as open-ended as possible. 114 00:28:23.110 --> 00:28:26.589 Gisele Crawford she/her: because we knew that we 115 00:28:27.820 --> 00:28:37.530 Gisele Crawford she/her: didn't know what it was we should be trying to learn more about. So sort of the the initial research question behind that open, ended question was, what should we be trying to learn more about? 116 00:28:38.000 --> 00:28:43.680 Gisele Crawford she/her: So in starting to examine those responses? 117 00:28:44.160 --> 00:28:52.920 Gisele Crawford she/her: we just as you do. As you all know, all of you have experience with this. The first thing you're doing is just reading and rereading and trying to kind of immerse yourself in the date. 118 00:28:53.080 --> 00:28:56.509 Gisele Crawford she/her: so doing, an initial reading of responses and doing some memoiring. 119 00:28:56.740 --> 00:29:02.899 Gisele Crawford she/her: And I think this this is a group with a lot of background. So I don't need to 120 00:29:03.210 --> 00:29:16.170 Gisele Crawford she/her: emphasize the importance of doing memos as you reading your work to try to. You know you have insights which you think will stay with you forever. But actually, so, you can track your kind of analytic thinking. 121 00:29:16.370 --> 00:29:19.900 Gisele Crawford she/her: and then consultation with a group of colleagues here 122 00:29:20.260 --> 00:29:25.989 Gisele Crawford she/her: to develop some preliminary codes. And that's how we kind of 123 00:29:26.420 --> 00:29:38.640 Gisele Crawford she/her: clarified our thinking that what we wanted to code our data on the view, to discovering network strengths. avenues for support and program improvement, any possible results to share with the field 124 00:29:38.730 --> 00:29:41.199 Gisele Crawford she/her: new questions to explore, and then 125 00:29:41.280 --> 00:29:47.610 Gisele Crawford she/her: insights into how we can think about utilizing responses like these and other qualitative data. 126 00:29:49.700 --> 00:30:00.580 Gisele Crawford she/her: So we knew. you know, as you all have had you, you have much experience with this. We had. We knew that going in, that there would be 127 00:30:00.790 --> 00:30:09.010 Gisele Crawford she/her: certain codes we would have. So we knew we were going to be looking for any statements that are specific educational concerns my director blah blah blah 128 00:30:09.270 --> 00:30:11.290 Gisele Crawford she/her: or educate celebrations. 129 00:30:11.630 --> 00:30:19.149 Gisele Crawford she/her: We knew because of the way we designed this other survey questions. We were interested in cultural socialization, so 130 00:30:19.160 --> 00:30:29.610 Gisele Crawford she/her: supporting children's self-concept around their own racial ethnic group, and also respecting others valuing diversity. So talking to children about groups who are different from them. 131 00:30:30.130 --> 00:30:34.529 Gisele Crawford she/her: So those are some sort of a priori codes. And then 132 00:30:34.580 --> 00:30:40.620 Gisele Crawford she/her: There were also codes that emerged from the data. So one came out pretty strongly. Was 133 00:30:40.780 --> 00:30:44.840 Gisele Crawford she/her: staff concerned about not being able to celebrate holidays at school. 134 00:30:45.240 --> 00:31:10.159 Gisele Crawford she/her: So that wasn't one that we necessarily were expecting. But it's one that we definitely realize we should be paying attention to. And then there's a lot of a lot of talk about families, and particularly people saying we should be deferring to families on this and those varied in strength from people who are like. We should not be talking about this school. They should talk about this phone versus it's parents who should leave. We gotta make sure we wanna. And what do parents want us to say or do or not do? 135 00:31:10.640 --> 00:31:20.319 Gisele Crawford she/her: And so ultimately we came up with 10 categories and 29 codes, which is a lot of codes for 191 statements of one to 3 sentences. 136 00:31:20.920 --> 00:31:34.919 Gisele Crawford she/her: But, you know, in looking at the literature, we decided that for the purpose that we're doing really want to err on the side of capturing everything. You know, there's some approaches to qualitative analysis where people do line by line coding. 137 00:31:35.160 --> 00:31:45.470 Gisele Crawford she/her: So we thought, we're going to take the approach of having lots of codes and then working with those codes to try to find themes, or or find some 138 00:31:45.530 --> 00:31:47.850 Gisele Crawford she/her: some things to pursue with our analysis. 139 00:31:49.280 --> 00:31:54.369 Gisele Crawford she/her: So sample of our codebook and I brought a couple of copies of the codebook, our current 140 00:31:54.480 --> 00:31:58.469 Gisele Crawford she/her: current draft codebook. I think we're on version 5. 141 00:31:58.700 --> 00:32:03.299 Gisele Crawford she/her: So, for example, 142 00:32:04.560 --> 00:32:10.080 Gisele Crawford she/her: the bottom row, you see there family, the Code Category Family and the subcode of challenge. 143 00:32:11.800 --> 00:32:18.310 Gisele Crawford she/her: we only had a couple statements like this. So this 144 00:32:18.540 --> 00:32:28.859 Gisele Crawford she/her: respond and telling us beliefs begin in the home which can offer challenges in the classroom because parents are the first teachers. Some racism can be generational, or a couple of other comments like that, like 145 00:32:29.420 --> 00:32:32.519 our trouble is our. You know we have families who are teaching 146 00:32:33.050 --> 00:32:35.820 Gisele Crawford she/her: who are promoting mistrust. Shall we say 147 00:32:37.560 --> 00:32:40.680 Gisele Crawford she/her: this for me is an example of 148 00:32:41.020 --> 00:32:58.579 Gisele Crawford she/her: of how we get to think differently when we're doing qualitative research. So the fact that only a couple of folks said this doesn't mean you discarded in doing qualitative analysis, you get to pay attention to those things, and we can talk more later about how those sort of unique voices may be. 149 00:32:58.710 --> 00:33:05.719 Gisele Crawford she/her: Maybe relevant in in doing analytic work with your coded data. But 150 00:33:07.670 --> 00:33:11.439 Gisele Crawford she/her: you know, I'm I'm reminded in doing a draft paper for a class 151 00:33:11.640 --> 00:33:23.590 Gisele Crawford she/her: where I was saying this, many people said this, and only this. Many said this and this many said this, but they were only through this subcode, and the Professor just put a comment that said, What is the significance of these numbers to you? I was like. 152 00:33:24.530 --> 00:33:25.610 Gisele Crawford she/her: nothing. 153 00:33:25.820 --> 00:33:30.470 Gisele Crawford she/her: Okay, I need to get out of that mindset of what did the most people say? 154 00:33:30.840 --> 00:33:37.500 Gisele Crawford she/her: And just think differently about what? what we can do with 155 00:33:38.040 --> 00:33:42.069 Gisele Crawford she/her: sort of those unique statements that emerge in our data. 156 00:33:42.570 --> 00:33:45.169 Gisele Crawford she/her: So these are the categories that we came up with 157 00:33:46.140 --> 00:34:01.130 Gisele Crawford she/her: age. So comments that refer to the young age of the kids and those we have sub codes of too young. Various ways. Teachers are saying they're too young to understand this, and another one of never to early where teachers were talking about. Why, it's never too early to talk on this. 158 00:34:01.560 --> 00:34:12.649 Gisele Crawford she/her: Comments on the survey questions. We just thought people. Some of the folks are telling us something about the survey questions themselves. So we'll capture that for whatever is useful to us. 159 00:34:12.760 --> 00:34:26.110 Gisele Crawford she/her: And then we mentioned cultural socialization, one's own race respect for others by diversity, others. Disposition. So teachers sharing something about their professional dispositions, their commitments. 160 00:34:26.320 --> 00:34:38.409 Gisele Crawford she/her: the ways they see difficulties. And then anything of specifically about education care families. We talked about practices, so talking about their black history month, or talking about how they use books. 161 00:34:38.710 --> 00:34:40.560 and then this category of none 162 00:34:40.590 --> 00:34:43.479 Gisele Crawford she/her: which we'll talk about a little later as well. 163 00:34:44.949 --> 00:34:46.150 Gisele Crawford she/her: So 164 00:34:46.260 --> 00:34:49.370 Gisele Crawford she/her: I think 165 00:34:49.580 --> 00:34:55.260 Gisele Crawford she/her: probably we're all familiar with the thought that it's easy to 166 00:34:55.600 --> 00:35:01.329 Gisele Crawford she/her: some of you referenced how time consuming this work is how hard it is, first of all collect and then to 167 00:35:01.410 --> 00:35:02.670 Gisele Crawford she/her: do anything with it. 168 00:35:03.290 --> 00:35:13.229 Gisele Crawford she/her: And I think for many folks, they code data. And that's sort of as far as they get. And a wise woman reminded me. 169 00:35:14.270 --> 00:35:18.310 Gisele Crawford she/her: Coding is not analysis. Coded data is a data set. 170 00:35:18.680 --> 00:35:24.189 Gisele Crawford she/her: and then you have to do some sort of analytic process to make sense of that data set. 171 00:35:24.630 --> 00:35:25.880 Gisele Crawford she/her: So 172 00:35:25.900 --> 00:35:36.070 Gisele Crawford she/her: Allison, bless her! Has made space and time this semester to work with me on our thinking about this, and 173 00:35:36.340 --> 00:35:39.020 Gisele Crawford she/her: did some. 174 00:35:39.690 --> 00:35:44.100 Gisele Crawford she/her: We did some independent coding to kind of check our 175 00:35:44.290 --> 00:35:59.100 Gisele Crawford she/her: come to some consensus and make sure our codes were working and we're using them similarly. Once we were sort of happy with our coded data, we decided we could do a few things. So one was 176 00:35:59.320 --> 00:36:08.049 Gisele Crawford she/her: to start building some tables of coded data related to our goals. So just for example. 177 00:36:08.690 --> 00:36:20.359 Gisele Crawford she/her: can't read this very well. But I thought, well, let's look at educate concerns and see what other codes we coded alongside, educate concerns, and just see if something emerges from 178 00:36:20.540 --> 00:36:27.129 Gisele Crawford she/her: taking a look at those so as you can see from the right hand column. That's where one thing that comes up a lot is holidays. 179 00:36:27.480 --> 00:36:34.879 Gisele Crawford she/her: and all kinds of comments about. I wish our center could celebrate cultural differences. Talk about holidays, but we're not allowed to. 180 00:36:35.090 --> 00:36:37.760 Gisele Crawford she/her: and some of them are 181 00:36:38.950 --> 00:36:42.769 Gisele Crawford she/her: combined with an appreciation. I think we had a great black history month. 182 00:36:42.870 --> 00:36:49.889 Gisele Crawford she/her: thanks to family engagement staff, and 2 people who were named, whose names and took out, would love to see more Hispanic representation. 183 00:36:51.270 --> 00:36:52.380 Gisele Crawford she/her: So 184 00:36:53.320 --> 00:37:03.660 Gisele Crawford she/her: this was certainly interesting. And I think the major thought that emerged from it was, okay. There's something here about holidays that we maybe wanna think about how to address. 185 00:37:04.950 --> 00:37:14.739 Gisele Crawford she/her: So another thing we thought we try is checking for narratives by school or race. You know, if you're doing interview study, one of the things you can do is pull narratives. So 186 00:37:14.930 --> 00:37:31.440 Gisele Crawford she/her: individuals, I think some of you, in talking about your your qualitative research experience talked about thinking about an individual's story. And in, you know, public health research. There's lots of stories about like people's story of their illness, people's story of their treatment and recovery. 187 00:37:32.080 --> 00:37:36.729 Gisele Crawford she/her: So we don't have that because we have these very short responses. But I thought, maybe there's a story by school. 188 00:37:38.040 --> 00:37:41.669 Gisele Crawford she/her: So looked, started looking at school responses. 189 00:37:41.960 --> 00:37:43.180 Gisele Crawford she/her: And 190 00:37:43.230 --> 00:37:54.750 Gisele Crawford she/her: the first one I looked at was a school where the respondents said I would like to implement more discussion on race and culture in the classroom. But I'm worried, as Director told us, not to point out differences in children. 191 00:37:55.390 --> 00:38:00.799 Gisele Crawford she/her: So I thought, oh, I wonder what the other folks at that school talked about. 192 00:38:01.410 --> 00:38:10.379 Gisele Crawford she/her: and they talked about a lot of things they talked about needing more support. They talked about things they're doing that feel successful. 193 00:38:10.570 --> 00:38:20.680 Gisele Crawford she/her: They had some specific concerns, and they talked about their own sort of commitments in this area, you know, people made general statements sort of conceptual statements about race. 194 00:38:21.230 --> 00:38:25.849 Gisele Crawford she/her: so they sort of in this school. 195 00:38:26.130 --> 00:38:40.370 Gisele Crawford she/her: There was a sense that people really varied in their skills and dispositions in this area. The comment about the director sort of fit in with the sort of need support, and the holidays groups as a kind of a cry for more understanding of best practice in this area. 196 00:38:40.630 --> 00:38:47.700 Gisele Crawford she/her: But at this very school there were respondents who sort of demonstrated that there are ways to support this work 197 00:38:47.730 --> 00:38:51.029 Gisele Crawford she/her: beyond celebrating holidays and pointing out difference. 198 00:38:51.570 --> 00:38:54.959 Gisele Crawford she/her: So that moved us our thinking off a little bit. 199 00:38:55.610 --> 00:39:07.850 Gisele Crawford she/her: And then we thought, you know, we need to build a table of responses where we we have a row for every response, and a column for every code that we have. So we can really get us, and we can sort of test impressions that we have. 200 00:39:08.270 --> 00:39:26.470 Gisele Crawford she/her: And one of the impressions that I wanted to test was, I had noted that some of the respondents were, in a sense asking for something they were saying. We need more training. We need help in this area, or we need more books, or I wish our school could have Pd. And some of them it was more sense of I don't know. 201 00:39:26.880 --> 00:39:39.330 Gisele Crawford she/her: I don't know what's appropriate for children at this age, or maybe framed more in a sense of I feel like I know, but I feel like my colleagues. We need as as a classroom, as as a school, we need more help. 202 00:39:39.510 --> 00:39:41.800 So in creating that table 203 00:39:41.990 --> 00:39:44.530 Gisele Crawford she/her: using X's for 204 00:39:44.730 --> 00:39:56.740 Gisele Crawford she/her: respondents who are imparting information, we're saying, these children are too young versus an O for someone who's sort of seeking more information like, I wish I knew what to do with children of this age. 205 00:39:58.750 --> 00:40:01.200 Gisele Crawford she/her: and the next section is going to. Really. 206 00:40:01.710 --> 00:40:06.200 Gisele Crawford she/her: that's the piece that I'm now going to build on it in an attempt at a results section. 207 00:40:06.490 --> 00:40:15.270 So results didn't really readily emerge under those themes that I had initially identified of like imparting information versus seeking information. 208 00:40:16.780 --> 00:40:30.649 Gisele Crawford she/her: so statements seeking information were things like, I'm not sure I know enough to know the benefits or disadvantages of diagnosis. I'm a little unsure where the boundary lies when it comes to teachers sharing versus families. 209 00:40:32.240 --> 00:40:42.659 Gisele Crawford she/her: Then there were statements that were imparting information, but that were saying we desperately need more training. So that's that's a teacher who knows something, but what she knows is we need help. 210 00:40:43.300 --> 00:41:00.900 Gisele Crawford she/her: I like the 91 from doing this work. It's so tempting when you do this that you want to just pull out these quotes that you like so much. And you have to really keep going back and testing yourself like much as I like that, I have to make sure it really represents something work about the data set as well. 211 00:41:02.020 --> 00:41:06.580 And then there are some of the statements imparting information to me 212 00:41:06.970 --> 00:41:10.410 Gisele Crawford she/her: indicated room for growth. and I think that's 213 00:41:11.590 --> 00:41:15.289 Gisele Crawford she/her: one of the things as qualitative researchers that we 214 00:41:15.540 --> 00:41:25.099 Gisele Crawford she/her: sort of come to terms with, which is. yes, we want to center the voices of the people who are talking to us. We also have to realize that. 215 00:41:25.130 --> 00:41:34.959 Gisele Crawford she/her: especially in doing something like trying to write a paper. It's also my voice like this is my analysis of what people are saying. So II have to. 216 00:41:36.220 --> 00:41:39.239 Gisele Crawford she/her: except that I'm not merely 217 00:41:39.390 --> 00:41:51.449 Gisele Crawford she/her: reporting what I think is on other people's minds. I'm I'm really saying what's on my mind when I hear from them. And so for me, all the 218 00:41:51.470 --> 00:41:53.580 Gisele Crawford she/her: concerned about holidays. 219 00:41:54.910 --> 00:41:59.579 Gisele Crawford she/her: you could say, Oh, teachers are letting us know we really need to celebrate holidays at school. 220 00:42:00.670 --> 00:42:11.979 Gisele Crawford she/her: My voice says the fact that teachers are concerned about what they can do in this area because they're not allowed to celebrate holidays tells me we have to help people know what else there is to do besides 221 00:42:12.040 --> 00:42:13.580 Gisele Crawford she/her: celebrate Cinco de Mayo. 222 00:42:14.940 --> 00:42:20.649 Gisele Crawford she/her: So this got me thinking about whether these data support 223 00:42:21.740 --> 00:42:24.340 Gisele Crawford she/her: something like the development of rubric. 224 00:42:24.800 --> 00:42:33.739 Gisele Crawford she/her: where in in previous projects I've worked on, we, one of the things we were doing was developing rubrics to help school communities think about 225 00:42:33.780 --> 00:42:44.259 Gisele Crawford she/her: their use of data. So we had developed some data utilization groups. And I thought, Let me see if it works to try to develop some sort of rubric around. 226 00:42:44.310 --> 00:42:59.200 Gisele Crawford she/her: whether it's professional competencies or school culture around race and cultural heritage in, or a chopper settings. So my first attempt was to say, Let me see if our remember, our 29 codes in our 10 categories. 227 00:42:59.510 --> 00:43:01.899 Gisele Crawford she/her: Do those codes somehow 228 00:43:03.280 --> 00:43:11.089 Gisele Crawford she/her: a line along a rubric. So I use categories and then try to say, alright, age. 229 00:43:11.270 --> 00:43:22.350 Gisele Crawford she/her: too young feels like sort of an emerging sense of this. So you're grappling with this. You're contending with it somehow. But you're coming up against the barrier, that the children are very young, and you don't know what to do. 230 00:43:22.610 --> 00:43:25.740 Gisele Crawford she/her: And then a developing competency may be. 231 00:43:26.120 --> 00:43:35.289 Gisele Crawford she/her: instead of deciding they're too young seeking information. Those folks whose quotes you saw earlier, who were saying, I'm not sure how to do this with people who are this young. 232 00:43:35.730 --> 00:43:41.780 Gisele Crawford she/her: and then those folks that we coded as never too early, who were telling us it's never too early to do this. And here's how I do it. 233 00:43:42.810 --> 00:43:51.379 Gisele Crawford she/her: So I looked at some of our categories that seemed to work. I looked at respect, others value diversity, and I felt like the subcodes that we had identified. 234 00:43:51.490 --> 00:43:56.159 Gisele Crawford she/her: didn't really follow along that rubric that they really sort of. Each of them 235 00:43:56.300 --> 00:44:04.490 Gisele Crawford she/her: fell along the rubric. so that pushed me to kind of another analytic step, which was to say, All right, let me take the actual quotes 236 00:44:04.550 --> 00:44:07.699 Gisele Crawford she/her: and see if they map along rubric. 237 00:44:09.040 --> 00:44:17.090 Gisele Crawford she/her: So I started looking at the statements that we had coded with the respect others value diversity 238 00:44:17.450 --> 00:44:18.690 Gisele Crawford she/her: category 239 00:44:19.950 --> 00:44:24.070 Gisele Crawford she/her: and saw. Okay. Being mindful, we are human beings. Kindness matters 240 00:44:25.500 --> 00:44:30.019 Gisele Crawford she/her: that seems like sort of a foundational thing. So 241 00:44:30.270 --> 00:44:40.229 Gisele Crawford she/her: one of the thoughts I had, and we'll you'll see in the following slide was to say, alright, I'm not very happy with this heading I've started with of not apparent cause that feels very judgment. 242 00:44:40.780 --> 00:44:47.660 Gisele Crawford she/her: and that maybe it's really something like conceptual or foundational. And then the next 243 00:44:47.810 --> 00:44:51.209 Gisele Crawford she/her: categories are more around practice. 244 00:44:51.420 --> 00:45:09.379 Gisele Crawford she/her: So various cultural expressions should be promoted by the foods being served at the school as well feels like more sort of emerging practice. Like, Okay, I've I've passed from this foundational sense that this is important to now I'm trying to. I'm making an attempt to do something. I'm trying to figure out, how do I operationalize this at school? 245 00:45:10.970 --> 00:45:15.749 Gisele Crawford she/her: And then, as we move up to the developing and operational stages, we see 246 00:45:15.820 --> 00:45:23.700 Gisele Crawford she/her: the earlier we start having age, appropriate conversations around discrimination and social justice, the easier and more meaningful those conversations will be going forward. 247 00:45:23.870 --> 00:45:28.469 Gisele Crawford she/her: So for me, there's someone who not only values the importance of this. 248 00:45:28.980 --> 00:45:31.670 Gisele Crawford she/her: but knows what we're achieving 249 00:45:31.690 --> 00:45:44.110 Gisele Crawford she/her: by having conversations with children around sophisticated things like social justice, that we're preparing children to be people who can have these conversations as they grow and develop in life. 250 00:45:45.630 --> 00:45:49.269 Gisele Crawford she/her: So I kept going and thought, let me see if this keeps working as I map 251 00:45:50.930 --> 00:45:57.080 Gisele Crawford she/her: these comments into this rubric. And I thought, I'm gonna slash out, not a parent and try conceptual. 252 00:45:58.720 --> 00:46:13.179 Gisele Crawford she/her: So I was sort of interested in this. And I thought, Okay, we can see. Here's someone who's saying, you know, telling children at an early age, will we? Treating them different? It's creating self doubt, self, hate native people. Different backgrounds, damages their self image, create someone who's angry in a book. 253 00:46:13.740 --> 00:46:19.729 Gisele Crawford she/her: This is someone who's sort of contending with this at a conceptual level. Is this a thing that you do with children? 254 00:46:20.520 --> 00:46:37.960 Gisele Crawford she/her: Then I noticed a teacher saying, You know, in African American homes we have to teach children at a very young age about racial equity. So here's someone who's sort of at the level of saying, we do have to teach young children about this, but they haven't shared anything yet very specific about how you do that successfully with young children. 255 00:46:38.790 --> 00:46:53.309 Gisele Crawford she/her: So then, we have someone saying, I think telling children that racism exists is okay, not to tell that they are racist or any person is racist. But the experience is there in the world for some so felt to me like this is a person who's pushing their own thinking 256 00:46:53.660 --> 00:46:56.260 Gisele Crawford she/her: about having 257 00:46:56.880 --> 00:47:02.340 Gisele Crawford she/her: some challenging conversations in classrooms, and then that quote that I highly before. 258 00:47:04.100 --> 00:47:12.870 Gisele Crawford she/her: So this continued to feel interesting to me, but then I was sort of concerned about this notion of like a linear progression. 259 00:47:13.700 --> 00:47:16.840 So I thought, is there a different shape to this, instead of 260 00:47:17.180 --> 00:47:23.019 Gisele Crawford she/her: some sort of rubric. Is it some sort of map? And I thought, Well, let me think about why. 261 00:47:23.440 --> 00:47:39.279 Gisele Crawford she/her: why do I find this interesting. What do I think could be the utility of this? And to me it seems that it's useful across categories. So to think, to understand the thinking of our respondents, about age, about family, about their practice. 262 00:47:39.840 --> 00:47:48.000 Gisele Crawford she/her: It could also be an interesting way to look at schools. So for a school to be able to have a way to map their respondents, concerns and 263 00:47:48.630 --> 00:48:00.100 Gisele Crawford she/her: aspirations and statements, and gives and get a sense of where are folks in my school having some struggles? What are our sort of assets in our school? 264 00:48:01.190 --> 00:48:14.769 Gisele Crawford she/her: And then, is there a way to help us think about? Is there a is there a profile? If that's an appropriate word of people who have some more of these operational 265 00:48:15.020 --> 00:48:30.060 Gisele Crawford she/her: ideas to share, so their education level their years of experience? Is it somehow tied to their other? You know the job satisfaction that they report in the survey? What can we learn about school communities where people are having success or feeling able to explore these things. 266 00:48:31.490 --> 00:48:36.760 Gisele Crawford she/her: and ultimately you know this 267 00:48:36.860 --> 00:48:42.079 Gisele Crawford she/her: in this work. And then in looking at the responses about books that we'll hear about on Thursday. 268 00:48:42.390 --> 00:48:45.480 Gisele Crawford she/her: To me it's just interesting to 269 00:48:45.920 --> 00:48:58.189 Gisele Crawford she/her: hear more from, you know, practice leaders thought leaders, innovators within our network and amplify their voices more and realize that with all the challenges that people identify and are sharing. 270 00:48:58.320 --> 00:49:05.449 Gisele Crawford she/her: they have colleagues who have a lot of strength in this area and a lot of confidence and have things to share things to say. 271 00:49:06.230 --> 00:49:12.679 Gisele Crawford she/her: So it started instead of moving left to right, thinking, like building from a foundation up 272 00:49:14.100 --> 00:49:23.060 Gisele Crawford she/her: and trying to define this sense that maybe this conceptual foundational level is where people are sharing their aspirations of their fears 273 00:49:23.100 --> 00:49:24.560 Gisele Crawford she/her: around this work. 274 00:49:24.640 --> 00:49:33.360 Gisele Crawford she/her: that the emerging level is kind of coming up against those first steps, those barriers, you know. I have a teacher telling me I shouldn't speak Spanish. 275 00:49:33.550 --> 00:49:47.600 Gisele Crawford she/her: you know. How do you facilitate and model, being kind and accepting of all colors. That comment about food is being served, or we need books about cultural heritage. All seem to be sort of that, that emerging level of. Okay, we're trying to do this. And we realize we don't have the materials that we need 276 00:49:48.260 --> 00:49:58.470 Gisele Crawford she/her: and then developing the sense of increasing competency. We had a great black history month. We talk about diversity and how people are different. And they're all beautiful, and they all matter. 277 00:49:58.840 --> 00:50:03.789 Gisele Crawford she/her: understanding, cultural, you know, and home languages, how to respect others who are different. 278 00:50:05.140 --> 00:50:08.740 Gisele Crawford she/her: And then that operational level is where you'd have sort of 279 00:50:08.990 --> 00:50:16.059 Gisele Crawford she/her: dispositions plus practices that you're feeling successful about, plus the ability to articulate what you're doing. 280 00:50:21.560 --> 00:50:22.560 Gisele Crawford she/her: So 281 00:50:25.690 --> 00:50:37.229 Gisele Crawford she/her: that's sort of a sense of you know how far we've gotten and trying to look at those responses and think about how they might be useful for us as a network and in 282 00:50:37.510 --> 00:50:41.589 Gisele Crawford she/her: the tradition of qualitative research, we know, you know, we want to have 283 00:50:42.170 --> 00:50:50.430 Gisele Crawford she/her: engagement with our audience as active interpreters. So engagement here at Data camp thinking about 284 00:50:51.340 --> 00:50:59.899 Gisele Crawford she/her: where we might go forward with this work, or how it might. and give us insight into other kinds of work we want to do with qualitative methods. 285 00:51:00.240 --> 00:51:12.520 Gisele Crawford she/her: How this might be useful or part of dialogue with school leaders and educators? Can we utilize existing communities of practice? Can we do theoretical sampling for focus groups? Can we pull some 286 00:51:12.750 --> 00:51:23.039 Gisele Crawford she/her: of those folks with some of those operational comments, and hear more from them. learn more about their journey. 287 00:51:23.820 --> 00:51:26.549 Gisele Crawford she/her: You know one of the 288 00:51:27.310 --> 00:51:30.140 Gisele Crawford she/her: challenging sort of practical considerations is. 289 00:51:30.370 --> 00:51:35.029 Gisele Crawford she/her: You all don't know who the respondent is 290 00:51:35.090 --> 00:51:37.120 Gisele Crawford she/her: for your staff surveys, but we do 291 00:51:37.250 --> 00:51:55.000 Gisele Crawford she/her: so. I know who these individuals are, and as I thought about oh, it would be neat to take some of these folks who had some of these really strong things to say and pull them together, and, you know, have a focus group or do some interviews with them, I thought, but that will reveal to them that we at Fpg. Know who they are like we know there. And and we just 292 00:51:55.230 --> 00:52:01.370 Gisele Crawford she/her: disclose that. I mean. we tell them that. But I think probably there are a lot of staff who don't realize that. 293 00:52:01.650 --> 00:52:06.359 Gisele Crawford she/her: And so it is a consideration to think like that'll be pointing out to people like 294 00:52:06.370 --> 00:52:08.949 Gisele Crawford she/her: some people actually can identify you 295 00:52:09.450 --> 00:52:14.490 Gisele Crawford she/her: binding with your response. So we'd have to think about that. There's always a lot to consider. 296 00:52:15.500 --> 00:52:22.879 Gisele Crawford she/her: And then to think about future studies. You know, we talked some today already about this pilot study that's coming up with the access. 297 00:52:24.290 --> 00:52:28.610 Gisele Crawford she/her: And the thinking around this rubric makes me think is, does it? 298 00:52:29.230 --> 00:52:34.110 Gisele Crawford she/her: Rather than something that is used at schools? Does it inform. 299 00:52:34.670 --> 00:52:41.590 say, an interview protocol? Where for the teachers participating in that protocol, do we do a series of interviews with them 300 00:52:41.930 --> 00:52:45.609 Gisele Crawford she/her: where this helps us think through what we try to get out of an interview 301 00:52:45.760 --> 00:52:54.129 Gisele Crawford she/her: and develop some narratives from those teachers participating in that pilot, about how change and dispositions and practices happens over time. 302 00:52:55.560 --> 00:52:59.999 Gisele Crawford she/her: And then I'm just interested in other kinds of studies like phenomenology. 303 00:53:00.170 --> 00:53:15.350 Gisele Crawford she/her: You know, hearing from people about their lived experience and just you know, not necessarily applied research, but basic research about how white supremacy and patriarchy play out in workplaces, including in educate 304 00:53:15.770 --> 00:53:19.000 Gisele Crawford she/her: and in their communities. So 305 00:53:19.240 --> 00:53:36.149 Gisele Crawford she/her: there's a we're many directions we could go in. But I'm very happy that Sarah agreed very recently to be a respondent for this session, so I'd like before we open it up. I'd like to hear from Sarah, and then open it up to everybody. 306 00:53:36.740 --> 00:53:50.159 Gisele Crawford she/her: You sent me your presentation. I was thinking. 307 00:53:50.160 --> 00:54:12.189 Gisele Crawford she/her: what are all of the ways that we are collecting qualitative data that we're not using? Because we and when I heard everybody's introductions to their backgrounds the the words I was writing down. I meant it when I said I was actually collecting data where I heard the word coding a lot in coding, ethnography, focus groups. I heard mixed methods. 308 00:54:12.380 --> 00:54:29.000 Gisele Crawford she/her: And then Giselle opened up with the idea of generalizability as a value that in social sciences, in education research, we value generalizability as something that we're all trying to get to. And then 309 00:54:29.130 --> 00:54:50.079 Gisele Crawford she/her: people who have received academic training in this field, your thought that, like the goal of collecting qualitative data, is coding, that the goal is to get it into the most quantifiable form you can get it into, so that then you can run the numbers on whatever messy thing people handed you. 310 00:54:50.360 --> 00:55:04.309 And we think, and it also narrows our idea of what actually we are collecting in terms of qualitative data. So we think of well, it's the responses to the surveys where we say, put your qualitative data here. 311 00:55:04.620 --> 00:55:20.810 Gisele Crawford she/her: But there's another set of qualitative data that every single site is collecting because we're required to. None of us are reporting it directly. We are only reporting our coding, and most of us aren't even thinking about it. How many people have ever done a class observation 312 00:55:20.960 --> 00:55:22.700 Gisele Crawford she/her: in this room 313 00:55:23.000 --> 00:55:30.949 Gisele Crawford she/her: other than me? So we do a lot, because we're dual language. And yeah, so when you open your class 314 00:55:31.370 --> 00:55:39.810 Gisele Crawford she/her: worksheet to fill out the form. there is an entire page for notes next to each cycle that you're putting 315 00:55:40.170 --> 00:55:43.050 Gisele Crawford she/her: and part of the training is. 316 00:55:43.190 --> 00:55:58.820 Gisele Crawford she/her: you are just gonna be sitting here writing notes before you ever do any coding. The process of doing class, the process of doing it? Or is the process of doing most classroom observation? Is, you begin by collecting a bunch of qualitative data, and then you take their rubric 317 00:55:58.890 --> 00:56:05.599 Gisele Crawford she/her: and you turn it into coding. and then we are only reporting the codes. So somewhere 318 00:56:06.630 --> 00:56:09.340 Gisele Crawford she/her: in a messy notebook in Spanish 319 00:56:10.300 --> 00:56:22.069 Gisele Crawford she/her: everybody has a secret pro of qualitative notes, and my guess is that I am not the only person that when I report back on class and iters 320 00:56:22.630 --> 00:56:33.000 Gisele Crawford she/her: I'm going back to my qualitative notes to provide them with examples of what justified that score. 321 00:56:33.720 --> 00:56:46.069 Gisele Crawford she/her: That. And I'm also looking for broader examples of what can I say about the classroom that got us 7 7 auditors in this difficult area. 322 00:56:46.070 --> 00:57:10.899 Gisele Crawford she/her: so that the other classroom can learn how to raise their scores, and I was looking through as I was talking for a good example of that, I didn't. Iters observation in a classroom that did very, very well in nature and science, and I realized that my example that got them to a 7 like the one that I circled and put an exploration point next to was, they found a spider 323 00:57:10.900 --> 00:57:19.060 Gisele Crawford she/her: in the gross motor room block box, so like the big blocks that you want them to have for blocks 324 00:57:19.120 --> 00:57:41.340 Gisele Crawford she/her: which also help them unbox but they they found Spider, and the way they responded to it was by talking to the children about being gentle with the spider, and how, you know, because the spiders are helpful and talking about being kind to animals, and that's one of the hardest things in nature and science 325 00:57:41.460 --> 00:57:45.380 Gisele Crawford she/her: to get all of those check marks when you're doing iters. 326 00:57:45.430 --> 00:57:46.750 So 327 00:57:46.860 --> 00:58:04.780 Gisele Crawford she/her: one of the thoughts is, what are we already collecting that we can use, and not always on its own. But as so, as you're creating both internal reporting and publication ready reporting. 328 00:58:04.820 --> 00:58:23.819 Gisele Crawford she/her: How do you use that qualitative data sometimes to some supplement your quantitative findings. So that's something that Demi and I were working on. As so Demi and I are working together on the Cares Committee, and one of the things appears is trying to do is to get those findings on 329 00:58:24.220 --> 00:58:34.710 Gisele Crawford she/her: on experiences of discrimination, advice of beyond our boundaries. So we got a a conference presentation 330 00:58:34.730 --> 00:58:58.320 Gisele Crawford she/her: accepted at Kriya, which is culturally responsive evaluation. It's a really cool conference. It's in downtown Chicago. I would love to see more and more education involvement there, because both it's like one of the main responses we got was people who are doing this in early childhood. People are doing this kind of diversity, equity and inclusion, oriented work 331 00:58:58.320 --> 00:59:07.960 Gisele Crawford she/her: with children that young and with the families of children that young and like. It's kind of they're all presenting on K to 12 or university level. And it really 332 00:59:08.040 --> 00:59:28.520 Gisele Crawford she/her: shifted their thinking to see people presenting on working in an early childhood environment. And also just you learn so much about where people are going and what the future of that kind of work is when you're looking at people who are often find it on the cutting edge, and also people who are not from the United States. It's international. 333 00:59:28.550 --> 00:59:52.039 Gisele Crawford she/her: There's a lot of work. By and about in ji indigenous populations that I was really unfamiliar with before going into it. So it really does expand things. And then we're coming in and talking about, etc. Here. But one of the things that we agree on sort of early, and putting together our Powerpoint and figuring out what we were, gonna say was that we need to 334 00:59:52.420 --> 00:59:54.739 supplement our graphs 335 00:59:55.080 --> 01:00:03.240 Gisele Crawford she/her: with some use of the qualitative data that we have both from survey responses and from 336 01:00:04.420 --> 01:00:13.519 Gisele Crawford she/her: there were reported experiences from west to page, specifically how they had received the data because our paper was on 337 01:00:13.890 --> 01:00:40.179 Gisele Crawford she/her: basically compares process in the first year and half to 2 years of developing those new questions, and then of using what came back to us from those 2 questions. So what frequently would come up for us is we're seeing an answer to these questions, but we don't know why we're seeing it. And one of the places that came up, and this kept coming up whenever we looked at those numbers whenever we shared those numbers with other Led's with practitioners 338 01:00:40.180 --> 01:01:04.679 Gisele Crawford she/her: was, so everybody has gotten professional development on the fact that you're supposed to be working with children from an early age on things like talking about culture. And then, when you ask people how old children should be before you start, you get a significant percentage who are saying, basically, no child should be doing this 339 01:01:04.730 --> 01:01:18.440 Gisele Crawford she/her: and the qualitative data that I had from working with West. Duke. Seth gave a possible answer. Why? Because when I shared that data with 340 01:01:19.170 --> 01:01:31.650 Gisele Crawford she/her: those staff members as part of our self assessment process and again recorded it, saying, Oh, this is actual data. That their response overwhelmingly was, We know this from Pd. 341 01:01:31.760 --> 01:01:43.010 Gisele Crawford she/her: but when you ask me on the spot. I personally don't answer that, even though I know what I should be answering. And then I thought that everybody else is going through that same thought process 342 01:01:43.560 --> 01:01:56.820 Gisele Crawford she/her: that there is a disconnect between what they're learning through their professional learning and what they're bringing into the room when they're getting that professional learning. And that that accounted for 343 01:01:56.860 --> 01:02:29.910 Gisele Crawford she/her: the discrepancies that we saw and the variation we saw in that particular graph full of quantitative responses. And the other thing that I just that I just got to present to the West Page Board, and I think they might have been one of the first to hear it from my own analysis was that there has been a significant shift from the first time we asked the question 2022 to the second time we asked the question, 2023, where there's still a wide range in the answers to the question on sort of what it should be doing. Cultural activities. 344 01:02:30.390 --> 01:02:45.250 Gisele Crawford she/her: where the number of staff, putting it completely out of the range of educators much lower. So a lot more of them are moving to saying, like at least 5 free K. Would need to start doing this, and the numbers who are still saying 345 01:02:45.250 --> 01:03:05.209 Gisele Crawford she/her: Either never, or kindergarten, and above is decreasing. So we're also seeing some kind of change, either in what they know they should be answering or what they're actually answering. But seeing the qualitative context helps us read those quantitative numbers, and I think, as we're thinking about 346 01:03:06.000 --> 01:03:12.960 Gisele Crawford she/her: qualitative work and also thinking about avenues to publication, one of the things to think about is 347 01:03:13.180 --> 01:03:20.109 Gisele Crawford she/her: is, how do we use our qualitative data so that we're not 348 01:03:20.760 --> 01:03:27.569 Gisele Crawford she/her: just crunching numbers in the papers. We're submitting, because I think one of the things that has been coming back. 349 01:03:27.760 --> 01:03:42.270 Gisele Crawford she/her: And this goes back to moving from generalizability to action, ability, and my other sort of mental shift is, we think of, like statistical significance. By the way you run it through the statistical software, is it? Say, like. 350 01:03:42.380 --> 01:03:49.530 Gisele Crawford she/her: you know, moving it from statistical significance to meeting like 351 01:03:49.970 --> 01:03:54.749 Gisele Crawford she/her: not, you know, is there a percentage change here. But is there something to say here? 352 01:03:54.840 --> 01:04:00.449 Gisele Crawford she/her: And often giving the qualitative context 353 01:04:00.460 --> 01:04:11.540 Gisele Crawford she/her: creates that sense that even if something smaller and conclusive, that there's meaning here that there's something to investigate, that there's something that we need to maybe ask in another way. 354 01:04:11.610 --> 01:04:34.630 Gisele Crawford she/her: And one of the things that comes back on that. And this is something that I've heard both at West do. Page and a lot of the different national conversations is when we look at staff members and families, experiences of discrimination within agric care that, like the numbers, are really really low. Very few people say they experience discrimination, but we don't find one experience of discrimination acceptable. 355 01:04:34.640 --> 01:04:46.930 Gisele Crawford she/her: If any staff member is feeling that that's still meaningful and that's still actionable, even if it's not statistically significant. And even if it's not generalizable. 356 01:04:47.760 --> 01:05:03.409 Gisele Crawford she/her: So I think one of the reasons we are feeling limited in our publication opportunities is because the field as a whole is moving towards the ideas of action, ability, and meaning. 357 01:05:03.450 --> 01:05:16.870 Gisele Crawford she/her: and we're still a little stuck, sometimes in generalizable and significant. So that's kind of where I went. Thank you, Sarah. 358 01:05:16.980 --> 01:05:18.899 Gisele Crawford she/her: that's correct. 359 01:05:21.520 --> 01:05:23.050 Gisele Crawford she/her: And I thought, Yeah. 360 01:05:26.030 --> 01:05:27.299 Gisele Crawford she/her: who's our audience 361 01:05:27.410 --> 01:05:30.610 Gisele Crawford she/her: for this work? Is it the people who read journals? 362 01:05:30.710 --> 01:05:34.910 Gisele Crawford she/her: Or is it our programs and our families? And 363 01:05:35.310 --> 01:05:43.880 Gisele Crawford she/her: you know. Are we thinking about? I'm I'm publications are great, right? They're they're important. They're they're what show that we have rigor, that our our work is important. 364 01:05:44.150 --> 01:05:47.130 Gisele Crawford she/her: But I'm also thinking, because we're talking about meaningful 365 01:05:48.270 --> 01:05:50.719 Gisele Crawford she/her: reasons to do this work. 366 01:05:51.170 --> 01:06:01.709 Gisele Crawford she/her: and not necessarily generalizability or statistical significance. Should we? Only we should be thinking about other ways to disseminate and share this information. 367 01:06:01.880 --> 01:06:29.550 Gisele Crawford she/her: for the practical reasons that we're collecting them right. And I know, like the insights, the educate insights. Kinds of journal. I mean, articles are important. Maybe there's more need for, like some of these webinars where we're talking to different types of audiences. Just II just wanted to push that, too, because I know it's really important to get into journals. And but maybe some of these types of things 368 01:06:29.630 --> 01:06:40.499 Gisele Crawford she/her: aren't necessarily the vehicles for journals, but vehicles for getting to the audiences that we are collecting the data from. They can use that data so that it's meaningful. They change practice. 369 01:06:42.910 --> 01:06:44.780 Gisele Crawford she/her: So agree. And I 370 01:06:46.580 --> 01:06:48.199 Gisele Crawford she/her: and I certainly think 371 01:06:49.530 --> 01:06:52.050 Gisele Crawford she/her: that's most powerful when it's dialog. 372 01:06:52.430 --> 01:07:01.140 Gisele Crawford she/her: So I don't. I don't think of this ultimately as a product to send out as much as what are the avenues for dialogue around this. 373 01:07:01.290 --> 01:07:02.390 Gisele Crawford she/her: And 374 01:07:02.980 --> 01:07:07.600 Gisele Crawford she/her: you know there are qualitative researchers who who actively think of. 375 01:07:07.750 --> 01:07:18.550 Gisele Crawford she/her: They're methods, their focus groups, their interviews as not just vehicles for data collection, but vehicles for like consciousness, phrasing, and 376 01:07:18.740 --> 01:07:19.840 Gisele Crawford she/her: she 377 01:07:20.210 --> 01:07:25.520 Gisele Crawford she/her: and and change the you know, supporting 378 01:07:26.140 --> 01:07:33.080 Gisele Crawford she/her: action on the part of the participants. Right? So that this isn't. Yes, we want to hear from 379 01:07:33.350 --> 01:07:41.630 Gisele Crawford she/her: members of our community. But we also want to have conversations that help all of participants, ourselves and everyone else 380 01:07:42.080 --> 01:07:54.499 Gisele Crawford she/her: grow in there thinking. And then there their confidence in their their practice. I'm gonna call it Zach, I was dying to say, that's dying 381 01:07:55.000 --> 01:07:59.900 Gisele Crawford she/her: in large groups. You're kidding. This is a small group. 382 01:08:01.210 --> 01:08:04.130 Gisele Crawford she/her: I think one of the things that 383 01:08:04.890 --> 01:08:16.340 Gisele Crawford she/her: I do agree efficiency, Sarah. And they said completely about General Alaska. and I think of it. qualitative data. 384 01:08:16.609 --> 01:08:21.139 Gisele Crawford she/her: and sometimes not just the meeting, but also the exceptionality of what's going on. 385 01:08:21.370 --> 01:08:26.030 Gisele Crawford she/her: and we do some exceptional things within the network. 386 01:08:26.260 --> 01:08:33.690 Gisele Crawford she/her: that I would push us to say that should be in journals 387 01:08:33.700 --> 01:08:37.489 Gisele Crawford she/her: because they need to be pushing. We need to be pushing 388 01:08:38.240 --> 01:08:46.710 Gisele Crawford she/her: not only practitioners, but also researchers, and how they understand what's going on. So I 389 01:08:47.609 --> 01:08:48.970 Gisele Crawford she/her: I think for us. 390 01:08:49.130 --> 01:08:56.649 Gisele Crawford she/her: I mean, since since I've been in the network, we, we talk a lot about generalizability, and I'm 391 01:08:57.460 --> 01:08:59.880 Gisele Crawford she/her: like, check out. Liability is important. 392 01:09:00.319 --> 01:09:02.650 Gisele Crawford she/her: But I think 393 01:09:03.359 --> 01:09:13.099 Gisele Crawford she/her: our individual stories is going to be where, like, I love data camp, because I get to hear the individual stories of one every school is going to. 394 01:09:13.180 --> 01:09:20.289 Gisele Crawford she/her: and being in the larger early childhood field. What's going on here is so different. 395 01:09:21.220 --> 01:09:28.139 Gisele Crawford she/her: But we don't tell that story to them. I was just talking to flint about Emory, about 396 01:09:28.370 --> 01:09:38.440 Gisele Crawford she/her: the issue of quality in the early childhood fields. There is a perception of this is quality, and it's monotonous. It's like one. It's monolith sorry 397 01:09:39.250 --> 01:09:43.970 Gisele Crawford she/her: for us. Every single one of our programs is quality, but they are all very different. 398 01:09:44.069 --> 01:09:52.619 Gisele Crawford she/her: and using something like that as a mechanism to to engage that grow early. Child community be very helpful. 399 01:09:54.010 --> 01:10:12.880 Gisele Crawford she/her: and I think, that we have a skewed perception of what it means to be published in a journal, and I think that that perception is well, if it doesn't go in Ecr, where else you're gonna put, there's so many, and it's so again. This is, I think. Why. 400 01:10:12.880 --> 01:10:27.289 Gisele Crawford she/her: just all made me the poster child for this. I have my name on a publication that donna data set is a little different than what everybody else is doing where I 401 01:10:27.400 --> 01:10:35.920 Gisele Crawford she/her: through a couple of different grapevines got included in what was basically a focus group study of 402 01:10:36.170 --> 01:11:00.799 Gisele Crawford she/her: Lgbtqi plus evaluators in a variety of fields. I got to represent all of education, no pressure and basically what they publish was sort of edited into textualized responses from each of the respondents that put it in the framework of trying to develop 403 01:11:00.850 --> 01:11:22.580 Gisele Crawford she/her: a set of kind of a value statement similar to our research agenda. For an LGBT right plus or queer approach to evaluation that would work across disciplines. And they have. It's in 404 01:11:23.110 --> 01:11:53.120 Gisele Crawford she/her: Remembering the names of new directions and evaluation. That is a real term. It was Peer reviewed like. that's a journal publication. It was a series of connected narratives that were then by the lead author, connected in an introduction and conclusion to a wider rubric and a wider set of implications. And one of the things edit, and one of the things that she focused on was that by talking to people out of her sphere in public health. 405 01:11:53.120 --> 01:12:02.260 Gisele Crawford she/her: She learns things like one of the initial tenets of this list of priorities was to sort of have 406 01:12:02.480 --> 01:12:13.340 Gisele Crawford she/her: your research priorities set by the community you're working in and having a lot of people who work with populations like young children, or the elderly, or people with disabilities, saying 407 01:12:14.680 --> 01:12:25.649 Gisele Crawford she/her: that sometimes you're working with a community that can't articulate what their priorities are and what their cultural norms are for us, working it with young children. In that context. 408 01:12:25.750 --> 01:12:45.230 Gisele Crawford she/her: what I said, is, I always go into a classroom assuming that this is at least partially an Lgbtq plus community, because, statistically, one or 2 of those children are, but we don't know who they are, cause they're 2. They might be starting to figure out who they are, so they can't tell us yet. 409 01:12:45.440 --> 01:12:58.210 Gisele Crawford she/her: so it's a very different situation than doing a public health study when you're working with a population that's self identifying but that was something that they needed to 410 01:12:58.360 --> 01:13:28.450 Gisele Crawford she/her: not only do the qualitative research, but not quote it, but keep it the way it was in order to illustrate that inclusion. but it's also going back to beyond. Yes, we need to diversify how we're communicating it. But part of that is diversifying the kinds of academic publication that we're doing, that goes away from the kinds of academic publications that are very quantitative oriented without stopping doing that when it's relevant, what we're doing, studies that lend themselves to it. 411 01:13:28.450 --> 01:13:38.679 Gisele Crawford she/her: but it not fitting square pads into radicals and finding other avenues when the kind of work we're doing, it's a different kind of application. 412 01:13:38.760 --> 01:14:03.060 Gisele Crawford she/her: Before we leave, I wanted to build on something else. Dean, you just opened up some of you know many of you don't, that I was actually the educator director, Omaha for 10 years before I went to work for BC, yeah. So I always come into these a lot since my program had on and one of the things that hit me as we were having. This discussion is probably most directors don't realize 413 01:14:03.060 --> 01:14:10.610 Gisele Crawford she/her: the wealth of information that qualitative data can provide you. So I'm sitting here. You start immediately thinking. 414 01:14:10.610 --> 01:14:34.189 Gisele Crawford she/her: okay, yeah, there weren't very many comments. So the comments you made about numbers, why are you getting so involved in numbers. But if I knew some staff had said that even if you didn't identify it, Omaha, because I wanna I think it is important to protect Staff. I'm thinking, you know. Probably some of my staff are thinking the same thing, and just didn't say that. How can I get at that? 415 01:14:34.190 --> 01:14:58.770 Gisele Crawford she/her: You know? How is, is there some way through some discussions or giving opportunities for people to speak up? So I always went to staff. I very much shared leadership model to find out from them what they thought. But again and and I think, and I so regret I have to go home tonight. I won't be here tomorrow to talk about when you plan for your joint meeting with directors. 416 01:14:58.790 --> 01:15:02.620 Gisele Crawford she/her: But the thinking about that is, how can you 417 01:15:02.820 --> 01:15:21.209 Gisele Crawford she/her: share with directors possibilities or how they can use qualitative data, because I think there's a vast usage out there. But they don't see it. And so they weren't. They aren't going to ask for it, but if they knew what they could get from that, or how it would be of benefit to them 418 01:15:21.220 --> 01:15:26.420 Gisele Crawford she/her: as the leader of a program. I think that they can also then help 419 01:15:26.470 --> 01:15:48.289 Gisele Crawford she/her: push for that, because, you know, you get those numbers. And you're like, Okay, there's the numbers. But what's really behind those numbers. And that's what's so critical when you're a program leader. So I'll just throw that out there in terms of thinking about that even perhaps I don't know if you could do data dialogue on that, necessarily. But thinking about that as a presentation, because I think that could be valuable for program staff. 420 01:15:51.450 --> 01:15:53.429 Gisele Crawford she/her: So in the 421 01:15:55.030 --> 01:15:56.750 Gisele Crawford she/her: 3 min that we have left. 422 01:15:59.390 --> 01:16:12.609 Gisele Crawford she/her: actually, one thing I'm interested in is what if anything, should we be prepared to share 40'clock. So 40'clock we go back to the whole group, and we share out something from small groups. Is there something that we would like to 423 01:16:12.890 --> 01:16:15.179 Gisele Crawford she/her: tell the rest of the participants 424 01:16:16.370 --> 01:16:19.169 Gisele Crawford she/her: other than the qualitative research is actionable. 425 01:16:28.190 --> 01:16:39.440 Gisele Crawford she/her: It's frightening to think about the amount of talk, just small number of responses. And it's small what seems like a small amount of work. 426 01:16:39.770 --> 01:16:44.089 Gisele Crawford she/her: How many frickin hours use my French judge that took 427 01:16:45.010 --> 01:16:46.950 Gisele Crawford she/her: so one of the things that's 428 01:16:47.730 --> 01:16:56.550 Gisele Crawford she/her: being pushed in a lot of my circles right now is the use of generative AI as a way to do an overview analysis 429 01:16:56.850 --> 01:17:08.390 Gisele Crawford she/her: different, very different methodologies of the way I was thought different method than the way I was thought. But it could be a way to use some of these data that we have 430 01:17:08.460 --> 01:17:28.030 Gisele Crawford she/her: and get active and make it. Actually, I'm still exploring. So so can we come back to you about that. And like, April, yeah, okay, everyone here is already booked up to the eyeballs. 431 01:17:28.330 --> 01:17:46.289 Gisele Crawford she/her: And to think about we're going to spend a lot more time looking at all of our qualitative data. I mean, it's frightening. We all get a shiver down is fine when we think about AI. But it is meant to be used to help us do things 432 01:17:46.490 --> 01:17:49.560 Gisele Crawford she/her: whole larger thing that I'm working on right now is actually doing 433 01:17:49.600 --> 01:18:01.619 Gisele Crawford she/her: a comparative analysis of. There's multiple AI models of doing that, but also coding at the same time. So doing a bunch of this stuff together. So 434 01:18:02.320 --> 01:18:08.470 Gisele Crawford she/her: like I said April, maybe it's probably more than likely going to be August, but it's good. 435 01:18:08.840 --> 01:18:15.290 Gisele Crawford she/her: I always want to push back against the time. Excuse first of all, the more you do it the faster you get at it. 436 01:18:15.380 --> 01:18:35.609 Gisele Crawford she/her: and part of the reason I think we're slow edit is, but don't do it enough. And then you find ways, especially when you're working with the same kinds of data sets over and over like the first time you have to make up all your own codes. The fourth time you have up codes. Yeah. And then you just get you know what you're gonna see. So you can code it a lot faster. 437 01:18:35.840 --> 01:18:43.689 Gisele Crawford she/her: And also the idea of not everything has to be Covid. But sometimes you're just finding that full quote. 438 01:18:43.770 --> 01:18:50.440 Gisele Crawford she/her: or you're just. you had, like you consider your notes from the focus group to be the data set 439 01:18:50.860 --> 01:19:10.399 Gisele Crawford she/her: that sometimes, if time is the issue you're saying, well, we're not going to go through that that kind of analytical process. We're gonna just sort of pull things that are interesting and talk about them. Yeah, and you're right. I mean, I have this. This was from the 2022 responses, and I have started looking at the 2023 responses and one of the things that I 440 01:19:11.060 --> 01:19:13.950 Gisele Crawford she/her: hope I conveyed, and that fits with 441 01:19:14.470 --> 01:19:17.169 Gisele Crawford she/her: your training and your experience as well is 442 01:19:17.540 --> 01:19:33.019 Gisele Crawford she/her: you wanna you might. You wanna make sure you have some kind of analytic tools that help you test your own impressions that you make of your data. So I shared earlier how I had this sense of like, oh, they're people who these people are seeking 443 01:19:33.030 --> 01:19:35.350 Gisele Crawford she/her: information from us. Not so much. 444 01:19:35.520 --> 01:19:39.360 Gisele Crawford she/her: Another one is, we have this 445 01:19:39.370 --> 01:19:41.149 Gisele Crawford she/her: kind of hypothesis that 446 01:19:41.220 --> 01:19:57.649 Gisele Crawford she/her: this process that we've been in for the couple of years. We're gonna see you you already seeing some changes in the 2023 data. I'm seeing some comments in the 2023 data that actually are some stronger statements about like all this racism stuff. We just need to stop talking about it. 447 01:19:57.930 --> 01:20:02.500 Gisele Crawford she/her: And I almost feel like, in a sense, in that. Remember that conceptual 448 01:20:03.570 --> 01:20:07.070 Gisele Crawford she/her: foundational part of that picture that I tried to draw 449 01:20:08.110 --> 01:20:24.049 Gisele Crawford she/her: people being empowered to speak up more and share that thought in a way, is a sign of work going forward. It's to me it's not scourging. It's if people are able to say, All right. You know what you want to hear, what I have to say. This is what I have to say. 450 01:20:24.210 --> 01:20:34.990 Gisele Crawford she/her: that's good. We need that. We need to hear people speaking up about those barriers and those kind of fears that they have around this work. If we're going to try to reach those other levels. 451 01:20:35.310 --> 01:20:45.509 Gisele Crawford she/her: you know, it's interesting because we make them. We draw impressions from quantitative data all the time. But we definitely again to see if they are all active and qualitative. 452 01:20:45.570 --> 01:20:52.409 Gisele Crawford she/her: Analysis could sure give us some insight then, and I think that's skipped over all too often. 453 01:20:53.820 --> 01:20:55.730 Gisele Crawford she/her: So are we a working group? 454 01:20:55.760 --> 01:21:02.479 Gisele Crawford she/her: Do we meet quarterly people in this room? Yeah, on all this, all this 455 01:21:02.580 --> 01:21:05.299 Gisele Crawford she/her: along with all the other things you have on your calendar. 456 01:21:05.660 --> 01:21:15.799 Gisele Crawford she/her: Do you think this is a data dialogue topic nomination? I know we're not decide, you know. Well, so let's take 1 min and push through on that 457 01:21:16.030 --> 01:21:21.959 Gisele Crawford she/her: I mean I love the word dialogue. and I would want it to be a dialogue. So here a couple of thoughts. 458 01:21:22.580 --> 01:21:27.609 Gisele Crawford she/her: if I were. Say, if if we we're gonna 459 01:21:27.740 --> 01:21:33.120 Gisele Crawford she/her: try to flesh out some sort of map rubric map, something 460 01:21:33.680 --> 01:21:44.449 Gisele Crawford she/her: I definitely would want to. Highlight quotes more at that sort of operational level where people will recognize themselves and feel like affirmed. 461 01:21:44.630 --> 01:21:52.039 Gisele Crawford she/her: and want to work more on summarizing at that foundational, conceptual emerging level rather than using quotes. 462 01:21:52.080 --> 01:22:02.589 Gisele Crawford she/her: because you wouldn't. There's as much as we try to make it not seem like these are better answers, and these are worse answers. People are gonna feel like, Oh, my answer got a bad grade. 463 01:22:02.600 --> 01:22:09.579 Gisele Crawford she/her: really can try not to do that. But I don't think you'll see if people can actually recognize their own work, so it'd have to be some central summarize. 464 01:22:11.060 --> 01:22:12.690 Gisele Crawford she/her: and I 465 01:22:13.020 --> 01:22:17.160 Gisele Crawford she/her: certainly would need help like Alison has made time for me. But 466 01:22:18.170 --> 01:22:31.560 Gisele Crawford she/her: think we would if if we, if we think we should propose that we want to do a data dialog, I need some names from people in this room who would like seriously, it's like what Donna was saying like. 467 01:22:33.470 --> 01:22:36.279 Gisele Crawford she/her: who who can raise their hand to actually 468 01:22:37.180 --> 01:22:56.910 Gisele Crawford she/her: do some some typing? My instinct, I think that we're on the same page. Basically. Is that I would love to see this to be a working group for a year, and then in 2,025. Have it be a data dialogue when we thought about a way to present this in a way that yeah, that that create, that 469 01:22:57.440 --> 01:23:09.059 Gisele Crawford she/her: when we talk about things being meaningful, meaningful. Sometimes they're too meaningful or meaningful in the wrong way, and we need to find a way to make it so that the response isn't just going to be tears. So going to be 470 01:23:09.510 --> 01:23:31.839 Gisele Crawford she/her: so that the meaning turns into action and doesn't just stop at feelings. And you're yeah. But also, just so that we feel like we can present it as we've been working on this for a while and really thinking about this as a group. And now we're at the point where we can open it up to you. I don't think we're quite at the point where we're ready to open it up to practitioners yet, in a way where we're asking them. 471 01:23:31.890 --> 01:23:45.510 Gisele Crawford she/her: And I definitely would want to be have it looked carefully at at least 2 years of data. I mean, if it really is holding up as something useful and down the road. To have input from from from program staff 472 01:23:45.540 --> 01:23:55.610 Gisele Crawford she/her: would be really critical to in terms of what would be acceptable, and or again, getting to them about how this is useful and helpful for them that perspective. 473 01:23:56.030 --> 01:24:15.159 Gisele Crawford she/her: and also knowing that when we do a date, a lot dialogue, we wanna really have practitioners be engaged in leadership of that, and having the strong sense that I am going to be pulled into that presentation. Knowing right now which practitioner I would also wanna pull over that pull into that, but also have quite a bit of time to work with her. 474 01:24:15.350 --> 01:24:26.459 Gisele Crawford she/her: to have her feel prepared to talk about it. So I think there's a lot of justifications for saying we would like this to be a data dialogue, but not for 2024 475 01:24:26.690 --> 01:24:34.789 Gisele Crawford she/her: in terms of us working together. Can I ask just a procedural question. 476 01:24:35.270 --> 01:24:38.029 Gisele Crawford she/her: So we have Fpg sharepoint 477 01:24:38.700 --> 01:24:40.449 Gisele Crawford she/her: habit fair share. 478 01:24:41.120 --> 01:24:51.199 Gisele Crawford she/her: and we have other things like teams where I've only worked on teams with my co-workers at Fpg. I don't know about teams for people who work other places. 479 01:24:51.620 --> 01:24:56.640 Gisele Crawford she/her: who has the best idea about us, an environment for us to work in. 480 01:25:00.530 --> 01:25:12.579 Gisele Crawford she/her: Teams and sharepoint are kind of the same thing. The sharepoint is the underlying structure of teams. You said that the right direction? Yeah. So they all have. 481 01:25:12.860 --> 01:25:25.940 Gisele Crawford she/her: Gladys does, and I think everybody else would have access to our sharepoint. We do have, like a sharing folder set up on Fpg sharepoint for educational people, where you can put stuff in that we can put stuff 482 01:25:26.640 --> 01:25:34.690 Gisele Crawford she/her: so we could get Gladys linked into that. That effigy sharepoint doesn't have like, you know, where you leave messages for each other 483 01:25:34.840 --> 01:25:37.299 Gisele Crawford she/her: like we have with our team site. 484 01:25:37.410 --> 01:25:43.699 Gisele Crawford she/her: but can. But that's I guess what I'm asked. We can work on that. But I wanted to get it before we part for lunch, which I know we're all hungry. 485 01:25:43.990 --> 01:25:47.850 Gisele Crawford she/her: for me. 486 01:25:48.220 --> 01:25:52.889 Gisele Crawford she/her: leaving a room like this with a sense of like exactly what to do 487 01:25:52.910 --> 01:25:54.540 Gisele Crawford she/her: means something like that. 488 01:25:59.210 --> 01:26:14.100 Gisele Crawford she/her: My experience is more with slack than with teams. But it's a very similar yeah, like, create a space where people can jump in at any point and have a conversation. Keep the conversation open rather than having it be quarterly designated. We don't think about it the rest of the time 489 01:26:14.780 --> 01:26:33.929 Gisele Crawford she/her: I like moving in that direction. If we can figure out whether it's possible, especially knowing that a lot of people have existing Microsoft accounts, and, as I have learned from another project. It is really hard to open up teams on your desktop under under an account other than your default, Microsoft account. 490 01:26:33.930 --> 01:26:48.190 Gisele Crawford she/her: So that's the that's the challenge but if it's possible to get everyone to ask everybody what their email for their default, Microsoft account is and put everybody into a teams group that might be the best way to approach it. 491 01:26:49.060 --> 01:26:59.480 Gisele Crawford she/her: And you can invite. Yeah, okay. And Alan shared his paper with me today through sharepoint. And he used my 492 01:27:00.110 --> 01:27:02.499 Gisele Crawford she/her: email address, not my. 493 01:27:03.000 --> 01:27:10.700 Gisele Crawford she/her: you know, other one. And I got a code, and I was able to access. So there's other ways that we just don't know about yeah. 494 01:27:10.800 --> 01:27:13.059 Gisele Crawford she/her: but we'll figure it out. 495 01:27:13.370 --> 01:27:20.310 Gisele Crawford she/her: Thank you so much. Thank you. 496 01:27:26.220 --> 01:27:52.119 Gisele Crawford she/her: So I this is a nice size group. I don't know if there's someone here who would like to join. I'm just saying that because there could be. But, on the other hand, this is a good size. This is manageable versus, so there might be.