Teacher Perceptions on the Influence of Note-taking in the Military-Connected Middle School Classroom

The purpose of this phenomenological study was to understand the influence of note-taking strategies on student writing for teachers in the military-connected middle school classroom. The guiding theories for this study were Lev Vygotsky’s sociocultural theory of cognitive development and its influence on note-taking instruction and student writing in the military-connected middle school classroom. The central question for the study stated: What are teachers’ perceptions regarding the influence note-taking strategies have on writing in the military-connected middle school classroom? The participants were middle school teachers with at least three years of experience teaching in military-connected middle school classrooms. Participants had a valid and current teaching certificate and implemented at least one consistent note-taking strategy. The recruitment method included word-of-mouth convenience sampling and snowball sampling. Data collection methods followed van Manen's collection methods, including individual interviews, a focus group, and a letter-writing activity. The collected data was analyzed using the first cycle analysis with a line-by-line open coding process, followed by a second read with cross-referencing and development of themes. Then, a third read took place, utilizing a second cycle of axial coding. The credibility of the data synthesis included data triangulation, peer debriefing, and member checks. Results indicated a shared desire by all participants for teacher training for teaching note-taking and writing. Future studies were suggested, and additional policy changes were also shared.