D1+-+Contextual+Analysis+(Week+3)

Ann's week 3 assignment

Contextual analysis:

Morrison and colleagues (2011) describe the process of contextual analysis as three-fold, requiring attention to orienting, instructional and transfer contexts. Each section is explored in detail in the following section.

__ Orienting context __ The primary methodology for gathering information will be through anonymous student survey. The purpose of the survey will be to examine the participants’ level of knowledge, skills and attitudes regarding the management of conflict. The survey will also examine the perceived goals of attending the training. For example, one question asks:

Have you experienced ridiculing, bullying, name-calling or social rejection by other people in the school? If so, describe how you handled this situation.

The survey also examines the perceived utility of the training. For example, one question asks:

Would you be interested in attending a class that helps students learn together with less anger and a better understanding of other people’s points of view?

Participation in the survey is optional for all students and offers the immediate incentive of a 15-minute period of unstructured “free time” within the homeroom period as an inducement to complete the survey and attend the training session. Students also will receive job placement services and support through the CPS Superintendent’s office. Thus, the perceived accountability level for attending training is not specifically examined in this project.

The survey will be distributed to all students during the week of October 1, 2011.

Known audience factors. The audience for the training consists of youths of both genders, aged 13-19 in grades 9-12 actively enrolled in the targeted list of twelve Chicago Public Schools. Demographical data indicates the following ethnographical information about Chicago’s inhabitants:

African-American 36.8% Hispanic or Other 30.3% White 42.0%

Note: some populations may self-identify as members of two or more races; thus, when added, the totals may not equal 100% (Source figures: U.S. Census, 2000).

__ Instructional context __ Control of environmental factors is limited by the existing facilities. The training will take place in the classrooms in each of the twelve school facilities, with the use of one facilitator per twenty students. Scheduling of training will be in early December 2011, with follow-up interviews with participants scheduled for January and March 2012.

__ Transfer context __ The training sessions will be conducted in December 2011. In the follow-up sessions in January and March 2012, participants will be interviewed by a facilitator to determine the level of successful application of new skills and knowledge both within the school setting and within the participant’s personal life.

Measures of adjustment in school, work and interpersonal relationships will indicate the level of transfer that has occurred in each participant. The participant’s homeroom teachers will also be interviewed to measure behavioral change, if any, which has occurred since the participant attended the training session.

Unit Goals:

Goals of training Increasing skills of de-escalation, resolution, and avoidance of conflict Examining typical scenarios of conflict and how they are often handled by youths aged 13-19. Offering guided practice in alternative ways to deal with verbal and physical confrontations through improved communication. Building an environment of trust and respect between staff and student populations to reduce conflict.

Additional references:

U.S. Census Bureau (2000). Census data by ethnic group. Retrieved on January 19, 2011 from []