Data Collection and Methods Documentation was very important in my research process.

I know that quality questioning and ongoing discussion before, during, and after is essential to get a solid understanding of student thinking at each stage. I had a total of 17 second and third grade students between the ages of seven and eight. Due to the low numbers of my class I focused on all students in my research. In order to understand how students internalize multicultural learning experiences I engaged them in many different forms of data collection. This allowed me to get a true picture of where each of the students was in their thinking of the world around them and their role in it at the beginning, middle, and end of my research. Through the following methods I was able to get a clear picture of the growth they encountered through the learning experiences they took part in. Surveys I gave my whole class a survey at the beginning of my research to better understand the prior knowledge of the students awareness of global topics. Questions like Tell me about a time when you traveled to an unfamiliar place? and Do you know what country your ancestors came from? helped me understand their current thinking and if they are connected in some way to other cultures and countries at present. This was important in learning where each student is in regards to their knowledge of the world. I then built off of their current knowledge to start their global citizenship journey. I tracked many of the questions and responses on a graph to show growth or lack of growth in global thinking. With the open ended questions, I pulled out themes connected to the common characteristics of being a global citizen. Due to the fact that some of my students were not fluent readers I read each of the survey questions and gave ample time for students to think and answer. Learning about where the students ancestors came from helped me in a couple of areas of my research and planning. First, it helped me to be more sensitive to each students family dynamics and culture. It also allowed me to gauge starting points for students and the class in general. For example, I initially planned to start my units of study about the world assuming that they already had a basic understanding of the globe. As I worked through the surveys I realized I needed to begin with a geography lesson on the continents and the world. Observations and Field Notes Both observations and field notes were used simultaneously throughout the research to catch student thinking in action. My observations were done daily and recorded through field notes. I was able to observe changes in cognition while they were occurring. I kept a field notebook where I recorded my notes. I also took pictures during lessons and student activities. This allowed me to go back to key moments during activities and lessons. They were snapshots of learning that helped me remember how students connected to the learning and each other. I looked for how students were reacting to learning as they related to the global citizen themes highlighted in the understandings section. These included (in the kid friendly terms that class brainstormed together) being aware of the world, respecting and valuing differences, caring

about the environment, being responsible for our own actions, and taking action locally and globally. I looked for how students were relating to one another and the language they were using when working through the tasks at hand. I also looked for how they observed and discussed what we were doing. The students engaged in group work daily and I monitored their growth in collaboration and cooperation. I checked for how students in a group solved conflict and how they worked together as a team. Students were asked to work with partners, table groups, whole group, and other groups depending on the need of the activity. I also mixed students up so they did not always work with the same students. This allowed me to gauge student growth on a broader scale as they worked with diverse students. I looked for how the students treated one another when they had a conflict and how they resolved the conflict. I also looked for how students communicated their concerns with one another. Beyond group work, I listened to conversations that students had amongst themselves as they engaged in learning together. I caught these conversations during moments that they were not acutely aware that I was there to ensure that it was as authentic as possible. As the research transpired I pulled out common phrases or themes that students discussed. Morning Meetings Since I was only with my students two days per week, I had morning meetings each day I met with them. We discussed questions, ideas, and prompts that were related to becoming global citizens. Students would be asked to write in their reflection and response journals prior to or after our morning meeting. Students knew that they didnt need to share their thoughts on a topic but they could. I tried to record this data by tape recording and then transcribing student answers, or I wrote down specific quotes that were pertinent to my research. By recording or transcribing word for word student answers, this ensured that I didnt interpret what a student meant by an answer. If I needed clarification I questioned the students for deeper understanding of what they were thinking to ensure that I recorded the true meaning of their answer. My hope was that by sharing student thinking it helped students who were unsure of topics gain a clearer understanding of what was being discussed. This was particularly helpful to the younger students in the class. I had clear guidelines when transferring my recorded conversations. As in the surveys, I looked for common themes and phrases that students were discussing, which were related to the characteristics of a Global Citizen. I also kept track of which students were saying which answers and how it may relate to their demographics. By using the characteristics of a global citizen, I was able to have a clear understanding of what I was looking for which led to indicators of growth and what that may look like in my students. Reflection and Response Journals Response and reflection journals were used on a daily/weekly basis to monitor student thinking. Students were given specific prompts about topics being learned. I used these journals when I had specific questions I wanted answered. Having students respond to the same or similar

prompts allowed me to analyze the similarities or differences of student comprehension of different topics being learned. I asked students to reflect on the global experiences we had to help them internalize them. In the beginning questions like, What questions do you have about the world? helped them to think about the broader world around them. Later, when we solidified our own language for the global citizen characteristics, I would often ask them what global citizen characteristic they thought they were practicing when they did a certain task. This helped me to understand how they were internalizing what we were learning about. I also looked at these reflections to help me better understand the journey in thinking that each student was making. Finally, the journals gave me feedback that helped guide my instruction. Timeline

September Give whole group survey to learn about their prior knowledge and views of other cultures and people.

October Compile data and analyze

November Compile data and analyze

December Review survey from beginning of the year. Ask reflection questions that connect with survey. Compile data and analyze

January Compile data and analyze

Introduce students to visuals of cultures and people from around the world and let them respond to what they observe. (partners: I connect, I wonder, I observe)

Provide students visuals of cultures and people from around the world and let them respond to what they observe. This will show student perspective of the pictures shown. Reflection and Response journals as needed (At Reflection and Response journals as needed (At least 2-3 times Reflection and Response journals as needed (At least 2-3 times a week?)

Reflection/Wrap up

Reflection and Response journals (each school day-2 times a week)

least 2-3 times a week?) Observe and record student actions and reactions to global learning. Observe and record student actions and reactions to global learning. Daily field notes

a week?)

Observe and record student actions and reactions to global learning.

Observe and record student actions and reactions to global learning.

Daily field notes.

Daily field notes

Daily field notes

Determine other modes of collecting data

Voice record morning meetings