Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

What do Freehand and Computer-Facilitated Drawings Tell Teachers About the Children Who Drew Them? Data

University of Texas at Austin

Tables of Coding Categories That Emerged During Content Analysis of Interview and Viewer Comment Data

Table 8

Interview Data Categories that Emerged During Pilot Study Constant Comparative Coding

Table 9

Interview Data Categories that Emerged During Main Study Constant Comparative Coding

Table 10

Viewer-Supplied Comment Data Categories that Emerged During Main Study Constant Comparative Coding

Sample Viewer Response Form Data Reduction:"Drew Campbell"

"Drew Campbell": Viewer Comments

Sample Member Checks Compiled for One Artist Informant: "Drew Campbell"

Please read each statement carefully, circling the ones which do not correctly express the information that you supplied during the interview. Then please rewrite the incorrect sentences so that they accurately reflect what you said. Please note that most phrases below are not direct quotations; rather, they are interview data summaries.

When you have finished responding to each statement in this manner, please place the completed form in the enclosed envelope and mail it. Please return this form as soon as possible .

Many thanks for your assistance with this research!

Informant : Drew Campbell

1. I like to write, as long as the subject is non- fiction.

2. I don't like fiction. I have a non-fictional mind. I like facts.

3. I like to read non-fiction better than fiction, because you can learn more from non-fiction.

4. On some days at school, I will learn absolutely nothing. On those nights, I will ask my dad to teach me something, because I like to learn.

5. I love doing research projects.

6. I like building things, such as the paper plane airport that we built in my kindergarten class and different kinds of models.

7. I like to do work that is several years ahead of the work for my grade.

8. I like nature. I especially enjoy finding things outside that nobody else knows about.

9. I like building and drawing things to scale, such as maps and graphs.

10. I like to hear the stories that my grandfather tells about the people that he has met and the things that he has built.

11. I am ten years old, and my birthday is April 20, 1979.

12. I get along with my sister occasionally. I tease her, and get in trouble for it. But I'm fond of her.

13. Sometimes I prefer to be by myself at home, and at other times, I prefer to be with my family. It all depends on how I'm feeling at the time.

14. I have a good relationship with my parents. We get along.

15. My favorite school subjects are Math and Science.

16. I especially like studying Physics. I am reading a college physics book instead of bedtime stories.

17. I'd like to be an astronaut when I grow up.

18. I don't like Social Studies at all.

19. I like numbers, and figuring stuff out in Math. I also like Geometry.

20. In Science, it is the ideas that interest me. For example, I like the idea that you can measure time with space.

21. Half of the stuff that they teach at school I've already learned with my dad.

22. One of the reasons that I like Math and not Social Studies is that you can always practice Math, even if you aren't learning something new. You can't practice Social Studies.

23. I generally like subjects that I can use in new ways and apply to many different types of situations.

24. I don't like Health.

25. Behavior-wise, I'm average in school. I'm not exactly the teacher's pet, but I don't get in trouble every day, either.

26. I would prefer to be in a class of children who are as intelligent as myself, so that we could move along faster in school. I feel that I am held back by the kids in my class who aren't as intelligent as I am.

27. I would love to skip a grade.

28. I don't like recess. It's boring.

29. About half of my classmates don't like me; they say that I'm too smart.

30. I don't like the kids in my class who are the trouble-makers.

31. Homework is mostly all right, except for the daily journal that we had to keep this past year. Homework is O.K. as long as it is non-fiction.

32. One of the reasons that I don't like Social Studies and Health is that the books that we use for them are very badly written and contain unchallenging information.

33. Most of what we learn in Health is just common sense that any kid already knows; things like taking care of a cold and washing your hands after using the bathroom.

34. I get along with other kids my age. I can work with other people easily.

35. I am a leader.

36. When kids in my class have difficulties, they often come to me for help before they go to the teacher. I like helping them in this way.

37. I am the "star student" in my class.

38. I am friendly with the other kids in my class, but I am not good friends with them. They don't really like me, and I don't really like them, either.

39. One of the reasons that I don't like most of the kids in my class is because their actions are not logical and reasonable.

40. It is important to me to be right, because when I am, that is evidence that I know the material, and then once I prove that, I can go on to new material.

41. I don't like word problems.

42. When solving a word problem, first I look at the question, then I go back in the problem to see what information is provided that I need to solve the problem. If there isn't enough information listed to solve the problem, then I use what is provided to generate what is needed to solve it.

43. If there were information missing that is needed to solve a problem, and it can't be generated with the information that is provided, I will look for the information in a text or reference book.

44. When solving a physics problem, I look for a formula to use that is specific to the type of problem that I am solving.

45. Generally, my problem-solving style is more logical than intuitive, and more sequential (step-by-step) than wholistic.

46. I am 57 inches tall, and I weigh 89 pounds.

47. I like meeting people, and I wouldn't like them to know anything about me before they meet me.

48. I generally like teachers.

49. I prefer teachers who give hard work and are strict. I don't like it when teachers are very fun-loving and play a lot of games.

50. I feel that teachers generally like me, and that they feel that we get along.

51. I feel that teachers are more like friends. They can talk to me, and me to them on a personal level.

Interview Member Check

Below please find a set of statements that were formed from information that you provided during your interview with me (Judi Harris) on July 3, 1989. I would like to make sure that I have interpreted what you said during that interview correctly.

Please read each statement carefully, circling the ones which do not correctly express the information that you supplied during the interview. Then please rewrite the incorrect sentences so that they accurately reflect what you said. Please note that most phrases below are not direct quotations; rather, they are interview data summaries.

When you have finished responding to each statement in this manner, please place the completed form in the enclosed envelope and mail it. Please return this form as soon as possible .

Many thanks for your assistance with this research!

Informants : Mr. and Mrs. Campbell

1. Drew likes to study high school and college-level math. and science texts and subjects.

2. Drew often does science experiments at home.

3. Drew reads some fiction, but he prefers non- fiction that contains factual information, such as an almanac.

4. Once Drew begins reading a book, it is difficult to get him to put it down.

5. Drew enjoys reading about space and other science topics. He also like to read biographies.

6. Drew enjoys playing soccer and baseball.

7. Drew plays very well for long periods of time with girls his age or a little older.

8. Drew likes winning rewards.

9. Drew likes to plan, organize, and manage projects that involve the efforts of his friends and classmates.

10. Drew is ten years old, and was born on April 20, 1979.

11. When there is an interpersonal problem between Drew and his sister, he doesn't solve the problem; he hits her. But their relationship is quite a normal sibling relationship.

12. Drew has a long and persistent attention span, especially when he wants to figure out the solution to a problem or is interested in a particular subject.

13. Drew's grandmother influenced him to look up information that he wanted, rather than asking someone else to provide the answers.

14. Drew is very intense about his interests.

15. Drew will ask for assistance in solving academic problems.

16. Drew has a good relationship with his family.

17. Drew is most often with another member of his family when he is at home, but he does go off and do things on his own for long periods of time, also.

18. Drew likes all of his school subjects, but he seems to prefer Math and Science. That is probably because he knows what else there is to learn in these subject areas.

19. Drew enjoys figuring things out and understanding why things work. He generally enjoys learning.

20. Drew will read literature and history only because he wants to go to college early.

21. Probably the reason that Drew prefers Science and Math to Literature and History is that he gets more chances to explore Math and Science.

22. Drew has talent in administration and organization, and gets so involved in his self-started projects that he doesn't know when to stop pursuing them.

23. Drew is competitive. He doesn't like not to be first.

24. Drew is more competitive in academics than he is in sports, although he is somewhat competitive in sports.

25. Drew has experienced not being first in academic contests, but he doesn't let it get to him.

26. Drew is quite emotional, and very demonstrative about his emotions. He vents his feelings quickly and completely, then forgets the upsetting situation just as quickly.

27. Drew is very sensitive to criticism.

28. Drew prefers to know very clearly what is expected of him.

29. Drew would be disturbed if his teacher weren't pleased with his work.

30. Drew generally wants to please.

31. Drew is hesitant about new situations. It's difficult to get him started on a new activity, but once he does begin, he likes what he does.

32. Drew prefers to try new things when he knows exactly what he's supposed to do, and is sure that he'll accomplish it.

33. Drew is very cautious.

34. Drew is very comfortable with adults.

35. As Drew gets older, he is able to better fit in with his peers.

36. Drew's problem-solving style in most situations is to figure out solutions to the problem in his head completely before he takes any action.

37. Drew has a very good memory.

38. Drew's advice on academic and interpersonal affairs is sought out by his classmates.

39. Drew tends to delegate responsibility when he is organizing activity. He does this well.

40. Drew seeks out and functions well with a well- structured situation. He is good with rules.

41. Drew has a strong sense of fairness, and is outraged when someone breaks the rules.

42. Drew does not understand that actions are not relative. His notion of justice fully incorporates motive as the determining factor between right and wrong.

43. Drew rebels at deadlines; once he starts work on a project, he really gets into it, and does not understand why it must be finished by a certain time.

44. Drew wants his work to be of good quality; better than anyone else's.

45. Drew has a very long attention span.

46. Drew prefers studying fewer subjects in depth to many subjects less thoroughly.

47. Drew prefers factual information to theoretical information.

48. Drew is interested in most anything that is new to him, and his interests usually run quite deep.

49. Sometimes it is difficult to get Drew to do his homework, but once he begins, he will work on it until it is finished, even if he loses sleep to do it. He doesn't mind losing sleep if he is interested in what he is doing.

50. There are really no school subjects that Drew dislikes. He doesn't seem to like to write, but once he gets started, it is hard to stop him.

51. Once Drew has planned his activities for a period of time, he does not want them interrupted.

52. Drew's creative writing has very sophisticated structure and addresses interesting and creative ideas.

53. It is a better idea not to tell kids that are going to meet Drew anything about him, so that they can form their own impressions.

54. Most of Drew's friends are at least one year older than he is.

55. Drew seems to be very popular and friendly with his peers. The other kids will allow Drew to order them around without complaining or leaving the activity.

56. The other kids seem to like Drew.

57. Drew has one best friend.

58. Drew is a bit naive about friendships; he allows himself to be used by his friends without being conscious of it.

59. Drew is very pragmatic about most issues, including interpersonal relationships.

60. The other kids in Drew's class think that he knows a lot, and often seek his advice.

61. Drew is better behaved in group situations when supervised by a non-parent than a parent.

62. Drew's mathematical problem-solving is logical and hierarchically structured.

63. If Drew comes across an academic problem that he can't solve right away, he will use printed reference materials or ask for assistance.

64. Drew is 57.5" tall, and weighs 89 pounds.

65. Drew can sequence and verbalize the steps to solving a problem quite easily.

66. Drew, in general, is quite verbal.

67. Drew has quite a sophisticated sense of humor. His wit is very dry and adult.

68. Drew hasn't gotten along very well with his fourth grade teacher.

69. Generally, Drew's relationships with his teachers are good.

70. Drew helps his teachers help other children in his class, being careful not to make the children feel inadequate or stupid.

71. Drew does not show off in school.

72. Drew likes teachers with very different styles; from open to quite strict.

73. Drew has a large impact upon his class' social and academic structure.

74. Drew's teachers generally like him.

Interview Member Check

Below please find a set of statements that were formed from information that you provided during your interview with me (Judi Harris) on July 6, 1989. I would like to make sure that I have interpreted what you said during that interview correctly.

Please read each statement carefully, circling the ones which do not correctly express the information that you supplied during the interview. Then please rewrite the incorrect sentences so that they accurately reflect what you said. Please note that most phrases below are not direct quotations; rather, they are interview data summaries.

When you have finished responding to each statement in this manner, please place the completed form in the enclosed envelope and mail it. Please return this form as soon as possible.

Many thanks for your assistance with this research!

Informant : Ms. Turner

1. Drew preferred open-ended activities.

2. Drew enjoyed defining how he would investigate subjects of study in school.

3. Drew liked to do oral presentations.

4. Although Drew has basic writing skills, he prefers to synthesize the information that he learns orally.

5. Drew enjoys field trips.

6. Drew enjoyed just about everything that he did in school.

7. Drew preferred mental games to physical games. He didn't really like to play soccer, for example; he preferred to play board games.

8. Drew does participate in intramural sports.

9. Drew is ten years old.

10. Drew has a wealth of knowledge that is unusual for children his age.

11. Drew's parents and grandparents spend a lot of time with him, and are very bright people.

12. Drew's family immerse him in all sorts of educational situations.

13. Drew has a younger sister of whom he is very fond. He behaves quite caringly with her. He is nice all the time with her, which is very unusual for a child his age.

14. Drew likes interacting with young children.

15. Drew is not as able in creative writing as he is in Math or Science.

16. Drew is very observant.

17. Drew seems to spend a lot of time with his grandmother.

18. Drew's favorite school subjects are Science and Math.

19. Drew likes to solve mathematical problems.

20. Drew is interested in the study of space.

21. Drew enjoys finding all possible ways to solve mathematical problems.

22. Although Drew is interested in the processes of problem solving in Math, the correct answer is very important to him, also.

23. Drew's interests in Science were generally in amassing more and more information, especially information that is newly discovered.

24. Drew enjoyed Social Studies, but not as much as Science, because the information covered was not newly- discovered.

25. Drew always wanted more to do; you couldn't keep him busy in school, although he was very good about finding appropriate ways to use his extra time in school.

26. Drew has been ahead of his age group for a long time.

27. Drew is very, very bright; gifted, in fact.

28. Drew is very independent.

29. Drew craves challenging activities.

30. Drew is a leader.

31. Drew has problems going away from home, meeting new people, or doing anything that is brand-new. But after a few months' adjustment time, he's just fine.

32. Initiations are difficult for Drew.

33. Drew is a very nice boy. He is easy to work with.

34. Drew is inquisitive; he will correct teachers, for example, but he is very polite about it.

35. Drew respects adult authority.

36. Drew has become more considerate of his peers in fourth grade.

37. Some of Drew's peers are overwhelmed by his intelligence.

38. Drew tends to relate to other people in terms of how much he knows. It seems to be his security.

39. Drew is a very, very caring person, and he would od anything for you once he gets to know you.

40. Drew is a unique character.

41. Drew has grown into a community leader during fourth grade.

42. Drew is extremely motivated and interested in what he is doing. He also has a high level of task commitment.

43. Drew has an usually long attention span for a child his age.

44. Drew has a strong need to be accepted by his peers.

45. Drew has a strong need to be praised.

46. Drew has a history of being on the outskirts socially in his peer group.

47. Drew wants to do his best at everything. He is not a perfectionist, but may be becoming one.

48. Drew worked very hard this year at developing his interpersonal sensitivity.

49. Drew is a very well-rounded child.

50. Drew learns, interprets, and restates information very well. He has more difficulty with more creative endeavors.

51. Drew always did his homework completely, punctually, and very, very well.

52. Drew often went beyond the limits of school assignments.

53. Drew's least favorite school subject was creative writing.

54. Drew had some difficulty making new friends at first.

55. Drew didn't seem to enjoy recess that much. He preferred to play games that he made up with a small group of children.

56. Drew's friends did what he said, until they got to know him better and were less overwhelmed with his intellectual acuity. Then, they began to voice their own opinions and he reacted well to that.

57. Drew sometimes tries to manipulate other children so that his team would win. When the other children realized this and protested, Matt felt very badly.

58. The other children seemed to alienate Drew at first because he is so bright.

59. Drew solved interpersonal problems by talking them out with the other children, after an initial outburst of anger and a period of being by himself to figure out what to do.

60. Drew felt insecure with the other children in his class in the beginning of the year.

61. Drew put forth a lot of effort during the fourth grade to become more sensitive to and caring of others' feelings.

62. Drew has a very kind heart.

63. Drew reached out to a child who was an outsider partly because of his own experiences of not being accepted.

64. If Drew encountered a problem that he couldn't solve right away, he was very persistent about working on it until he solved it.

65. When Drew solved a problem quickly, he would go back over his work to find different ways to solve the problem.

66. Drew's first and longest step in problem-solving was thinking; he solved the problem almost entirely mentally, writing very little, and discussing almost not at all.

67. Drew was able to verbalize his problem-solving process very well.

68. If Drew couldn't solve a particular problem, he would get frustrated, then go look for information in a book and/or seek assistance from his teacher.

69. When Drew arrived at an answer to a problem that he solved, he was very sure that it was correct, and wanted to go on to the next challenge.

70. Drew enjoyed difficult problems; they rarely frustrated him.

71. On occasion, Drew got so upset while trying to solve an interpersonal problem that he would cry.

72. Interpersonal problem-solving was far more frightening to Drew than academic problem-solving.

73. Drew would talk with his parents and his teacher to help work out interpersonal problems.

74. Drew is approximately 4' 8" tall, and weighs about 70 pounds.

75. Drew's relationships with his teachers are those of mutual respect.

76. Drew's relationships with his teachers are generally good, although they are also often stressful, since he is not shy to correct a teacher publicly.

77. I am concerned that Drew may be hurt later in life when he tries to correct someone in authority who has a big ego, and doesn't realize that Drew is not being disrespectful.

78. I am quite fond of Drew, and I think he was fond of me, also, although he doesn't show it that openly.

79. Drew seemed to have quite personal affection for his teachers.

Copyright © 1996, ISTE (International Society for Technology in Education). All rights reserved.