A qualitative study about quality education. That's what Anne F. Farrell and Melissa A. Collier's article is about. They wanted to know how a school system educated children whose parents were in the military. How do teachers deal with children who "...went to three schools before Thanksgiving one year"?
After conducting interviews with 15 educators who worked in a school near a military base, the researchers found the following overall themes from the interviews which contribute to a positive experience in such a school:
1. The importance of family-school communication (which they called FSC)
Such communication was almost unanimously endorsed by the educators. Since military
families might have special circumstances, like a head of household being deployed, it is
important to the educators to be able to respond appropriately.
2. Impressions regarding type and format of FSC
Teachers didn't care whether it was phone, email, newletter, or face-to-face conferences--they
wanted contact with parents in some way. They agreed that it didn't matter if a student was
having problems at home that could affect the student's school performance, as long as the
parent brought the issue up to the teacher for discussion and accomodation.
3. School Climate
Educators agreed that students needed to feel comfortable while at school, both by their main
teachers and by other school staff.
4. Teacher Preparation
None of the teachers had formal training for this situation, but many had lived on military bases
when they were children as well. Having such a personal understanding of the students' situations
made the educators more prepared to face challenges that arose.
5. Roles and Skills
Communication skills and time management were some of the top roles and skills that educators
felt were important to them. Another was overall "hard work" when it came to communitcation
with families. It's important to teachers to partner with parents instead of being on separate
6. Contextual Issues Unique to Military Families
Student turnover is enormous in schools close to military bases when compared to average
schools. It's difficult for teachers to understand what a student has or hasn't learned before arrival.
The important thing for them was that they made a student feel comfortable and successful in the
classroom for as long as he or she was there.
"Themes" like these are typical of qualitative studies. A qualitative researcher usually tries to limit bias by sending out interviews and objectively analyzing the results before making a thesis statement. By saving the thesis for the end of the scholarly article, researchers are able to stop themselves from only reporting results that support the thesis. By considering a qualitative study, a researcher must consider turning the scientific method on its head to find unbiased results.