Notes

Instructions

ARCR#1,p.1
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DISSERTATION MODULE

ACTION RESEARCH: ATU DATA ANALYSIS PROCESS MODEL (adapted from Braun &

There are many ways to analyse the Action Research qualitative data: below is one simplified model- a guide.
Your supervisor may suggest another approach and different language, more suited to your research project
Follow the guidance of your supervisor at all times.
Add rows as required
STAGE 1
DEVELOP CATEGORIES or CODES
Code all the data set transcripts (reflections/observations/interviews) by highlighting the text, e.g. ARCR#1, and add the lis
Invite the supervisor and 1 peer to co-code ARCR#1 for validation, discuss and agree the final list of codes/categories
Identify and highlight 5-10 key words or phrases MAX in the 1st data set-ARCR#1 (the first reflection)
Add these words/phrases (called codes or categories) as a list below next to the ARCR#1 yellow column
Add the precise location of the word/phrase, e.g. ARCR#1, p.2
Continue this process with all data sets: reflections, observations & interviews- a long list

CATEGORIES OR CODES
Scaffolding teachers support student’s
gradually decreased as the students become more independent
can be modified to suit individual student requirements.
Universal Design for Learning is deeply rooted in scaffolding
Every student, irrespective of individual capabilities, requirements or preferred methods of learning
Scaffolding in the UDL framework includes flexible and customisable for independence
planned in advance and is based on the needs and requirements of the group.
I observed the students struggling
Using the CAST (2018) guidelines
engagement we looked at real life examples
visual elements, clear and simple language, interactive, including links for more information, organised layout and were av
representation I used guided practice as a scaffold
various options for perception such as videos including audio, information handouts, digital information accessible through
demonstration were becoming more student led to help the students become more independent.
action and expression I gave the students a variety of ways for them to represent their knowledge.
create videos, graphic organisers, use a class discussion/ presentation, mind maps or journals to demonstrate their knowle
scaffolding can have many limitations.
use scaffolding for particularly difficult topics,
students can become too dependent
too time consuming to organise and create the scaffolds
more accessible for each student.
difficult to manage the supports effectively.
Knowing when to remove the supports
National Council of Curriculum and Assessment (2023),
generating, gathering, recording, interpreting, using and reporting evidence of learning in individuals,
provides information about student progress and learning.
encouragement to introduce more UDL friendly classes,
how assessment can play a role within a UDL framework
implemented UDL friendly assessments inside a 2nd year graphics classroom.
assignment calendar, share a course outline, supply scaffolds for assignments, provide feedback on draft assessments and
provide multiple means of engagement for students
suit the subject of graphics and also to tailor them to the age range of the class.
clearly laid out rubrics including symbols and pictures to the students to self-assess and peer assessment
split the topic into 2, rotations and translations, and central and axial symmetry.
grouped these transformations because of the equal workload
told the students prior to the class that they would have the choice
revise the topics available to them via teams
Flexibility in assessment can lead to increased student independence and engagement
flexibility over time and place of study and assessment methods continue to be major factors for students.
prove difficult to manage inside the classroom
time consuming
teacher may have a preference for one form of assessment over another
incorporate more technology into the class, have more continuous feedback, maybe increase collaborative learning and fo
flipped classroom method in a UDL classroom
instructional method of teaching learn at home and complete work on that learning during class time
students are responsible for their own learning process and must control their own learning progress
educators aiming to create an inclusive learning environment
potential to provide multiple means of representation and engagement.
pre-recorded instructional materials in various formats
cater to diverse learning preferences and accessibility needs
flexibility allows students to engage with the content suits their individual learning styles and abilities
encourages active learning and self-directed exploration,
students may be more satisfied with the flipped method
ensuring equitable access and participation for all students.
the reliance on technology
face barriers due to limited access to technology or internet connectivity issues
students with disabilities may encounter challenges navigating online platforms or accessing multimedia content without a
students coming to class unprepared to participate in class activities
importance of spending time explaining how the flipped classroom works and to present evidence supporting why it is bei
flexible assessments for students
modes and examples of assessment provided
quailty and variability of project work
How to launch project work
Adapting to a students centred lesson
Explanation of project work was clear and the examples given
good teacher presence and let the students work and communicate without interrupting
creativity of the project work was good
confused when they were given the option for peer work,
refine the boundaries like number of students in the group
doing peer work, focus on assigning the students tasks
researching, designing or writing.
give them enough time between meetings to get up to date and complete the work.
more examples of project work
Try complete it over 2 classes to get better quality projects.
starting a portfolio with the students
look back on and it allows you to assess them more regularly
without completely changing lessons to suit the flexible assessments.
attended training days where we have discussed Universal Design for Learning.
method for supporting and teaching students.
increased needs of students
that UDL has a place in every class
keep it relevant to the class and the needs of those students in the class.
guideline when I am getting the students to complete project work
give the students a choice
create their own projects can be extremely rewarding.
exposing that other students to different formats available
I look at the weakest students and I try create supports for them
upload these supports to teams
allot my time to each student depending on their level.
remove the scaffolds one to two weeks before the end of a chapter
prepares the students for any class test
the work load and the time consumption of creating extra supports
demotivating when these supports are not even opened
prepare a video
a lot of visuals and I simplify the language and content
no support from the teacher at home
give the students feedback
to encourage them and ask them was the material good so I can change depending on answers.
keep a record and I have a reward policy
I cannot guarantee that every student will complete the tasks
needs more emphasis in the school to really gain traction
a lot of factors involved like internet access, what is family life like, do the students have enough time at home and is that
rke, 2022)

STAGE 2
DEVELOP CLUSTERS OF THEMES
Study the long list from stage 1 to find similarities you can group or 'cluster'
You can use notes or colour highlights to cluster
Group similar codes/categories under headings or themes
Condense the list to 10 themes max per cluster- a short phrase/long phrase or sentence(s)
Some categories/codes may not be of much relevance: drop these- stick to your research topic
Name the themes below, and copy in the relevant codes/categories (plus location tracker) under the themes

CLUSTERED THEMES & SUBTHEMES (5-6 Themes only)

CLUSTER THEME 1 (Scaffolding)
Scaffolding teachers support student’s
gradually decreased as the students become more independent
can be modified to suit individual student requirements.
I observed the students struggling
use scaffolding for particularly difficult topics,
split the topic into 2, rotations and translations, and central and axial symmetry.
method for supporting and teaching students.
increased needs of students
keep it relevant to the class and the needs of those students in the class.
I look at the weakest students and I try create supports for them
upload these supports to teams
allot my time to each student depending on their level.
remove the scaffolds one to two weeks before the end of a chapter
no support from the teacher at home
CLUSTER THEME 2 (UDL Strategies)
Universal Design for Learning is deeply rooted in scaffolding
planned in advance and is based on the needs and requirements of the group.
Using the CAST (2018) guidelines
engagement we looked at real life examples
visual elements, clear and simple language, interactive, including links for more information, organised layout
representation I used guided practice as a scaffold
encouragement to introduce more UDL friendly classes,
implemented UDL friendly assessments inside a 2nd year graphics classroom.
assignment calendar, share a course outline, supply scaffolds for assignments, provide feedback on draft asses
clearly laid out rubrics including symbols and pictures to the students to self-assess and peer assessment
revise the topics available to them via teams
incorporate more technology into the class, have more continuous feedback, maybe increase collaborative learni
flipped classroom method in a UDL classroom
educators aiming to create an inclusive learning environment
cater to diverse learning preferences and accessibility needs
students may be more satisfied with the flipped method
importance of spending time explaining how the flipped classroom works and to present evidence supporting wh
flexible assessments for students
modes and examples of assessment provided
without completely changing lessons to suit the flexible assessments.
attended training days where we have discussed Universal Design for Learning.
that UDL has a place in every class
exposing that other students to different formats available
prepare a video
a lot of visuals and I simplify the language and content
give the students feedback
to encourage them and ask them was the material good so I can change depending on answers.
keep a record and I have a reward policy
needs more emphasis in the school to really gain traction
CLUSTER THEME 3 (Student Independence and Choice)
Every student, irrespective of individual capabilities, requirements or preferred methods of learning
Scaffolding in the UDL framework includes flexible and customisable for independence
various options for perception such as videos including audio, information handouts, digital information acces
demonstration were becoming more student led to help the students become more independent.
more accessible for each student.
provide multiple means of engagement for students
told the students prior to the class that they would have the choice
Flexibility in assessment can lead to increased student independence and engagement
flexibility over time and place of study and assessment methods continue to be major factors for students.
students are responsible for their own learning process and must control their own learning progress
flexibility allows students to engage with the content suits their individual learning styles and abilities
encourages active learning and self-directed exploration,
ensuring equitable access and participation for all students.
confused when they were given the option for peer work,
researching, designing or writing.
give the students a choice
CLUSTER THEME 4 (Project Based Learning)
action and expression I gave the students a variety of ways for them to represent their knowledge.
create videos, graphic organisers, use a class discussion/ presentation, mind maps or journals to demonstrate their knowle
provides information about student progress and learning.
instructional method of teaching learn at home and complete work on that learning during class time
potential to provide multiple means of representation and engagement.
quailty and variability of project work
How to launch project work
Explanation of project work was clear and the examples given
creativity of the project work was good
refine the boundaries like number of students in the group
doing peer work, focus on assigning the students tasks
give them enough time between meetings to get up to date and complete the work.
more examples of project work
Try complete it over 2 classes to get better quality projects.
 starting a portfolio with the students
guideline when I am getting the students to complete project work
create their own projects can be extremely rewarding.
CLUSTER THEME 5 (Teacher Challenges)
scaffolding can have many limitations.
students can become too dependent
too time consuming to organise and create the scaffolds
difficult to manage the supports effectively.
Knowing when to remove the supports
suit the subject of graphics and also to tailor them to the age range of the class.
prove difficult to manage inside the classroom
time consuming
teacher may have a preference for one form of assessment over another
pre-recorded instructional materials in various formats
the reliance on technology
face barriers due to limited access to technology or internet connectivity issues
students with disabilities may encounter challenges navigating online platforms or accessing multimedia content without a
students coming to class unprepared to participate in class activities
Adapting to a students centred lesson
prepares the students for any class test
the work load and the time consumption of creating extra supports
demotivating when these supports are not even opened
I cannot guarantee that every student will complete the tasks
a lot of factors involved like internet access, what is family life like, do the students have enough time at home and is that
est used doing school work, probably not.
Cluster Theme 6 (Miscillaneous)
National Council of Curriculum and Assessment (2023),
generating, gathering, recording, interpreting, using and reporting evidence of learning in individuals,
how assessment can play a role within a UDL framework
grouped these transformations because of the equal workload
good teacher presence and let the students work and communicate without interrupting
look back on and it allows you to assess them more regularly
STAGE 3
DECIDE ON 3 DOMINANT THEMES
Study the column C cluster themes and, again, re-organise
Pull them into 3 main (or dominant or overarching) themes
Name the 3 dominant main themes below and copy in the relevant codes/categories (plus location trackers)
These should normally be short phrases
Only keep the most relevant themes; select the strongest and shed others that are less frequent or insightful
These 3 dominant themes headings become the write-up headings in the Dissertation

DOMINANT THEMES & SUBTHEMES

DOMINANT THEME 1 (Scaffolding Learning Through UDL Strategies)
Scaffolding teachers support student’s
can be modified to suit individual student requirements.
keep it relevant to the class and the needs of those students in the class.
allot my time to each student depending on their level.
remove the scaffolds one to two weeks before the end of a chapter
no support from the teacher at home
gradually decreased as the students become more independent
use scaffolding for particularly difficult topics,
Universal Design for Learning is deeply rooted in scaffolding
planned in advance and is based on the needs and requirements of the group.
Using the CAST (2018) guidelines
visual elements, clear and simple language, interactive, including links for more information, organised layout and were av
encouragement to introduce more UDL friendly classes,
assignment calendar, share a course outline, supply scaffolds for assignments, provide feedback on draft assessments and
incorporate more technology into the class, have more continuous feedback, maybe increase collaborative learning and
flipped classroom method in a UDL classroom
cater to diverse learning preferences and accessibility needs
importance of spending time explaining how the flipped classroom works and to present evidence supporting why it is bei
that UDL has a place in every class
a lot of visuals and I simplify the language and content
give the students feedback
keep a record and I have a reward policy
DOMINANT THEME 2 (Student Autonomy and Choice)
Scaffolding in the UDL framework includes flexible and customisable for independence
various options for perception such as videos including audio, information handouts, digital information accessible through
 provide multiple means of engagement for students
told the students prior to the class that they would have the choice
Flexibility in assessment can lead to increased student independence and engagement
students are responsible for their own learning process and must control their own learning progress
flexibility allows students to engage with the content suits their individual learning styles and abilities
encourages active learning and self-directed exploration,
confused when they were given the option for peer work,
create videos, graphic organisers, use a class discussion/ presentation, mind maps or journals to demonstrate their knowle
provides information about student progress and learning.
How to launch project work
Explanation of project work was clear and the examples given
creativity of the project work was good
doing peer work, focus on assigning the students tasks
Try complete it over 2 classes to get better quality projects.
starting a portfolio with the students
create their own projects can be extremely rewarding.
DOMINANT THEME 3 (A Teachers Limitations and Challenges of Incorporating UDL)
students can become too dependent
too time consuming to organise and create the scaffolds
difficult to manage the supports effectively.
suit the subject of graphics and also to tailor them to the age range of the class.
prove difficult to manage inside the classroom
time consuming
teacher may have a preference for one form of assessment over another
pre-recorded instructional materials in various formats
face barriers due to limited access to technology or internet connectivity issues
students with disabilities may encounter challenges navigating online platforms or accessing multimedia content without a
students coming to class unprepared to participate in class activities
Adapting to a students centred lesson
the work load and the time consumption of creating extra supports
demotivating when these supports are not even opened
I cannot guarantee that every student will complete the tasks
a lot of factors involved like internet access, what is family life like, do the students have enough time at home and is that

monstrate their knowledge of the conic sections topic.

media content without adequate support

me at home and is that time best used doing school work, probably not.
 STAGE 4
DATA ANALYSE WRITE-UP
Read the data analysis section of the model samples on VLE
Explain the Braun & Clarke model- use an infographic from class slides
Explain the ATU model- us an infographic from class slides
Structure the write-up according to the 3 dominant themes in stage 3
Bring in extracts and examples from the data sets to illustrate your points

Heading 1 (Theme 1)

out and were available on different formats

ssessments and use a rubric

Heading 2 (Theme 2)

ting why it is being used

cessible through QR codes

 Heading 3 (Theme 3)

ate their knowledge of the conic sections topic.

ontent without adequate support

ome and is that time best used doing school work, probably not.
ANALYSIS PROCESS STEPS SUMMARY

1
2
3
4
5
6
7
8
9
10
ANALYSIS PROCESS STEPS SUMMARY

Select REFLECTION 1 (first data set)

Use a highlighter and/or comments/note to highlight phrases or statements that are important for your research objectives
Identify your top 5-10 categories/codes and indicate the location or page of the category or code if more that one page of dat
Invite a peer to code your REFLECTION 1; compare/discuss/agree the final set of 5-10 codes/categories (=validation)
Repeat steps 2&3 for all data sets, and add all categories/codes to the coding sheet on ths excel workbook (keeping the locatio
Once all of the data sets have been coded (Stage 1) - read and re-read the final list and gather together similar categories/cod
Refine step 6 and narrow down your list to 10-12 clusters maximum (it can be less)- some themes may drop off at this stage- S
Read and re-read the cluster list and organise into 3-4 dominant or over-arching or main themes. (3 preferably). Some themes
Double check that your are happy with your refinement and your generation of the stage 3 themes and stage 2 sub themes- a
Organise your write-up headings on the Dissertation Template, as the dominant themes.

THE DATA ANALYSIS WRITE-UP

Explain your data analysis process first (how you DID the analysis- as described here)- 1-2 paragraphs and/or an infographic, if
Add the 3 headings (dominant themes)
Discuss each in dominant theme in turn, referring to the sub-themes in a logical paragraph narrative- a good flow
In each of these 3 discussions, weave in paraphrases and the occasional quote from your 3 sources- reflections, observations a
Stick to the word count for each section- be concise
 ata (for ease of location later)

ation data set and page number noted in each case)

odes (=clustering)

mes may be less important and drop off at this stage. STAGE 3
s- a final edit

, if your wish

s and interviews, in a consistent way.