Reader 6 Review - Task 6a

Reader 6 review

Data Collection Inquiry Tools

Data Collection inquiry tools are used for primary research. The tools used for a primary research are based on the audience, purpose and the representative selection/sample. Triangulation, is using different tools to inquiry the same issue – cohesive of social research

Purpose, choosing people who can answer the questions using defined criteria (qualitative)

Representative,  selection of sample population (quantitative and mixed (e.g. interview might follow survey)) more scientific – using a version of probability or non-probability

Sample = people participating inquiry = Sampling Frame, would depend on access and approaches

Qualitative is what people say - why? - Practical, used to understand Phenomena 

                      

Quantitative is more scientific and is use to translate into Translated into numerical Data  

Quantitative data and qualitative perspective can be mixed using methodology

Raw data – questionnaires, interview schedules should be recorded - Visual, video, audio etc…

The evidence that is gathered to develop research ‘finding’s’ should be collated and categorised, in order to be analysed and interpreted. (Groupings and patterns)

The researcher can use a variety ways to record and display the data using variables, calculating mean, median, mode etc… percentages – scatter graphs, direction, speed etc… probability/predictions based on data etc…. patterns etc…  relating in practical terms, how different circumstances effect the data, the relevance to different(my) topics etc…

If an inquiry is more about how two things are related then the researcher can formulate a hypothesis statement which affects the outcome. (Punch, 1998) Hypothesis is used in research approaches that use empirical or scientific paradigm, where research questions act to specify a broader theory.  (Black, 1999)

Four research methods

Observations can include participant observation, watching, recording and analysing events of interest. They can be structured or have a more relaxed feel to them, given a more natural response. They are often both quantitative and qualitative. Researcher could be a participant or disinterested

Pro

•  Can be a rich source of information of a behaviour nature that yields information about interpersonal information – including non-verbal response from participants that extend scope of communication. (can be described as kinesics)
•  Observations grids can be used or devised in order to examine the number of times behaviour has occurred; they can also be used to self-reflect and improve teaching and practice without interfering with the flow of the lesson. (Going to be looking at the learning and overall outcome of creativity) can be used to assess quickly.
• Mixed quantitative (data) and qualitative (words) approaches can be used in order to analyse
• Observing in different ways – indirectly (soft, informative a more natural response) and directing (harder, can intimidate and cause nerves to increase) have different responses

Cons

•  Can be time consuming, because it involves attending session
• Would need to arrange time with group, client/teacher that is being observed etc…
•  Time needed to analyse and interpret data 
• Ethics involved – permission from Gatekeeper, consent forms etc…

Insider researcher – could be and are necessarily influenced by workplace culture, co-workers, policy documentation and government white papers – the ability to critically reflect on values, actions and position in relation to research, is a way of recognising/acknowledging the researcher involvement.

Analysing observations

When observing, the researcher could use a set of questions to give some structure to the observation, which can then be used to obtain relevant information; which can be analysed to obtain logical conclusions and recommendations.

Can use a variety of ways to record, such as written notes, audio, taping although you may need confidentially agreements formalised with consent forms. …  You can also use observation grid as described in the example by Rosemary.

http://rosemarymecuiness.blogspot.com/2010/03/observations-research 16.html .

The use of an observation grid, could be informative and less intimidating, if the researcher uses a coding framework that is quick, this also ensures analyse of data and a neutral framework. Observations can either be quantitative (data - how much and when), qualitative (words – how and why) they can also be mixed

Interviews

Interviews are a qualitative method, the researcher can collect what people say. They can be done face to face, over the telephone or Skype with individual or group of people using a structured list of questions or an informal method of interaction.  They can also be semi- structured with a set of questions or themes with flexibility as well as open interviews with more than one person.  In addition they can be similar to questionnaires allowing for a quantitative approach and open and closed questions.

Pros

• Can follow up on ideas
• Probe responses
• Investigate motives and feelings
• The researcher can ask the 'why questions, directly to people who have knowledge, experience and perceptions about your topic, their interpretations can be used as data when these views are collected using recognised data collection techniques
• Non-verbal response to text

Cons

•  Time consuming
• The interviewer needs to consider their timetable and the interviewee’s time and timetable
• The interviewer could affect/guide the answers
•  Can be complex

Analysing interview data

Analysing interview data can be complex, the researcher can read the data literally to convey meaning, but care must be taken that quotes etc… accurately convey the meaning. Interpretation and the reflexive readings you are constructing should relay the reality of the meaning.  The interview can be grouped or sub-grouped, using thematic categories. Analysis can involve collating data, attempting to explain meaning by systematic – quantitative data.  Generally the interview data is transcribed.

Focus Groups

Similar to group interviews but they have different dynamics. There will either have similar Characteristics or experience. Participants may open up issues they may not think off on their own. They can be hard to manage and trigger questions may be needed to channel discussion to the elicit data needed.  A seating plan may encourage optimum participation, taking in account strong characters, the observer the person with less confidence in speaking. It is good to create an atmosphere.  

Pros

·         Can create and atmosphere

·         Open up issues

·         Can control with question and a seating plan

Cons

• Transcription is more challenging because of the different voices
•   Discussion can go off topic
•  Need to get Focus group together at the same time

Analysing is similar to an interview

Surveys and Questionnaires

Surveys are usually associated with asking groups of people about who they are and what they think. They can cover arrange of events and topic. Questionnaire and Interviews are main tools used.  A questionnaire may limit the depth of inquiry, but could increase the breadth of range of results. The researcher can use a sampling frame. They also have element of ease for the participants. Questionnaires are efficient in providing quantitative data and also yield qualitative nature.

Pros

·         Quantitative data that be statistically analysed

·         Variety of spread sheets available

·         Easy to deliver using email, online survey or post

·         Achievable

Cons

·         May get a low response back

·         Feeling and emotions are limited

·         Limited in asking ‘why?’

Analysing Questionnaires

Check all questions have been completed, reference form, record anonymously. Develop a coding frame for open and closed question. Identify variables and assign a number or name

Reviewing Documents

Work-placed documents could relate to the literature for the inquiry, often first hand artefacts. Such as work-related procedures and correspondence, this could be confidential. Reports, public material, websites… Computer or paper based, historically, journals or diaries of work related evidence etc….

·         Journals – can provide evidence of qualitative research

·         Diaries –  provide evidence of the researcher involvement

Analysing documents

Document analysis, the researcher needs to consider arrange of questions such as some of the questions below written in reader 6. Interpretation involves identifying significant results, trends and patterns, similarities and differences, and explaining them.  

• who is the author?

• what is their position and what is its significance?

• what are their biases – political, personal?

• where and when was the document produced and what are the

   implications of this historical perspective?

• why was the document produced?

• how was the document produced?

• in what context was the document produced, and is researchers analysis of the

  context similar or different to that of other relevant persons? who is the author?

Brief conclusion in relation to trial and pilots

Either of the inquiry tools have some form of ethics that need to be considered. The researcher may need to describe or write a cover letter where the data is going, why you are doing the Interview, questionnaire etc…  Get agreement or permission letter/slips signed, form parent or the gatekeeper (E.G Head, Deputy Head, line manager etc…) Working in a school environment, you would need to consider the school rules/policies and any child protection issue and get the gate keeper permission. An insider-researcher needs to consider the research environment.

http://www.bera.ac.uk/publications/ethical-guildlines/

Scope and timetable needs to be considered, realistic, as well having depth and have some research design.  The researcher also need think about the audience, the purpose it will serve and the inquiry itself.

On reflection of the reader, previous experience and knowledge, I have decided to trial an observation within my practice using an observation grid. The main purpose of the Observation Grid is to improve my personal delivery of teaching as well looking at how creativity is perceived and the impact it has on learning focusing on cross-curricular learning and activities/projects.  I decided for my trial I would arrange for myself to be observed by the Key Stage Leader and compare her feedback with my personal observation, reflecting using the observation grid and journal. Being the participant and insider-researcher, I felt this would help me improve my personal reflection, critical thinking, the development and use of observation grid, as well allowing myself to be more objective and unbiased.  I decide to focus the observation on a Phonics (letters and sounds lesson) lesson, that I had planned for a year 4 group of children with mixed learning needs. This is not a typical Phonics lesson as aimed at KS1, although the lesson is modelled from different elements of the Letters and Sounds Book, it is adapted to suit the needs of the children, giving a cross-curricular feel to it.  I aim to use an Observation Grid and Journal Reflection within my afterschool Creativity Club experimenting with cross-curricular learning.

In addition I would like to pilot/trial a questionnaire which will eventually be aimed at Head Teacher’s within my borough. There will be a creative and cross-curricular feeling to the questionnaire. The main focus of the questionnaire in relation to my inquiry will be looking at how divergent thinking, creativity is perceived and cross-curricular learning from a Head Teacher’s perspective and the relationship between schools. The questionnaire will develop my professional network and it may open doors to bringing elements of my creativity club projects into mainstream, in addition in the long term this will develop my Professional Practice when it comes to teaching.

I have also piloted two cross-curricular activities/projects through an after school club with permission from the Gate-keeper, ‘wrapping paper’ and ‘creative writing/writing a short story’, which I will talk more about in my next blog.

I will reflect more on the other inquiry tools not being piloted, thinking about personal use of them, what others have to say on them and reader 6 in relation to my inquiry, in my critical reflection of the 4 tools.