5. The Methodological Issues

This may be helpful. It is fictitious feedback to a very poor dissertation.
"This work is not a peice of research because you do not have a genuine enquiry. Rather you have written it in a style that reveals that you are out to prove your argument is correct. You do not show me your data collection procedures but report on opinions selected to justify your argument. Your work focuses only on one insitution and has no contribution to make to the many institutions with similar work going on.You reveal very little about the circumstances and context. You appear not to appreciate the weaknesses in the account but state with absolute certainty your opinion.

To ensure your research is of high quality, constantly review the aims and purpose.

What are the aims of research then?

Whose aims are they? Are the aims of different people the same? Eg Practitioners, policy makers? Theorists? Knowledge creators?

All good pieces of research should outline all theories and then weigh up all options

Research should prove the answer to the question not just answer it.

What is proof ?

How does research proove that something is the case?

What counts as proof?

I would have to say that proof is conclusive evidence gathered by the researcher and analysed to show patterns and trends.

The way a researcher would prove this is by analysing data gathered, interpreting data and even comparing their data in some cases to others (researchers) to establish their findings.

I just finished reading the Methodology example and that has some pretty interesting points in it.

You use the systematic nature of the procedures then to decide on quality.

Proof- What counts as proof?

Sample? Weight of evidence?

What if answers are complex and evidence is conflicting?

Thank you for joining me Huseyin.

Ian I wrote 'Research should prove the answer to the question not just answer it.' I realised that I didn't know what I meant by it - hence I have been thinking ... thinking .. watching and not got much further.

I think I was referring to the literature research question at the time with regard to the fact that I could just search and answer my question based on what I wanted to find. But the proof comes by analysing the research to see if it is viable. I suppose it is about proving that the findings can't be something else, like bad research/different angle. .. Last year in my literature research I looked for signs of how teachers could identify children with working memory difficulties. I found them and was about to use them as others had when further investigations showed that these signs could be accounted for many difficulties and therefore the results was not reliable. Thus I proved my answer.

However the same goes for the field research. For example ensuring you are not just seeing what you want to see but based on quality evidence.

So proof might be from triangulation of data. My project has an ethnomethodology / interpretive methodology i will use data from the child thoughts/ the teacher/ a participating observer and myself to gather data on how the children are doing. Hence I would prove my answer.

 
I got a feeling I might be digging myself a bigger hole!!

Marion

"Proof" or
"evidence to support"
" enough evidence to on balance beleive"
"enough data to suggest"

What is data and what is evidence?

Hi I have been reading about methodology and think that although mine is an interpretative approach I think it is also 'action research' as I am going to something that may affect behaviour not just look at the behaviour. I am just wondering whether action research is a methodology or method ... ? Marion

Just read the top and got my answer - methodology.

So I assume I can combine methodologies. Don't most research projects combine approaches...

marion

It's often said. I don't believe it though. How can you fundamentally believe that the world is socially constrcuted, and varables cannot be controlled etc and believe something else.

At a lower level you can mix methods.

Can you mix your underpinning beleif in what the nature of knowledge is?

I think of Action research being a sub type methodology in the group of "interpretative", qualititative and illuminative style.

I think you can mix and match this group (myself). Of course you have to justify it with reference to the literture.(In contrast with my response below)

data noun (originally plural but now generally treated as singular) 1 one or more pieces of information or facts, especially those obtained by scientific observation or experiment. 2 a collection of information in the form of numbers, characters, electrical signals, etc, that can be supplied to, stored in or processed by a computer.(Chambers Online)

Evidence

evidence noun 1 information, etc that gives grounds for belief; that which points to, reveals or suggests something. 2 written or spoken testimony used in a court of law. verb (evidenced, evidencing) formal to be evidence of something; to prove. in evidence easily seen; clearly displayed. turn Queen's or King's evidence or (US) turn state's evidence to give evidence for the prosecution against an accomplice in a crime.
ETYMOLOGY: 14c: from Latin evidentia clearness of speech.

Proof

proof noun 1 evidence, especially conclusive evidence, that something is true or a fact. 2 law the accumulated evidence on which a verdict is based. 3 Scots law a trial held before a judge without a jury. 4 the activity or process of testing or proving. 5 a test, trial or demonstration. 6 math a step-by-step verification of a proposed mathematical statement. 7 printing a trial copy of printed text used for examination or correction. 8 a trial print from a photographic negative. 9 a trial impression from an engraved plate. 10 a measure of the alcohol content of a distilled liquid, especially an alcoholic beverage, equal to 49.28% of alcohol by weight. adj, especially in compounds able or designed to withstand, deter or be free from or secure against a specified thing • proof against storms • leakproof. verb (proofed, proofing) 1 to make something resistant to or proof against a specified thing. Often in compounds • to damp-proof the walls. 2 to take a proof of (printed material). 3 to proof-read.
ETYMOLOGY: 13c: from French preuve, from Latin proba, from probare to test.

Is our sort of research always "fuzzy" ? Does it matter?

Where does that leave knowledge creation through our research?

Is it that we want to add "evidence" (or data) to the debate amongst practitioners?

Or does our research inform our professional judgment?

Chambers
judgement or judgment noun 1 the decision of a judge in a court of law. 2 the act or process of judging. 3 the ability to make wise or sensible decisions; good sense • I value his judgement. 4 an opinion • in my judgement.

Thanks for the definitions Ian - I think I am at the bottom of the hole.

I read that our sort of research may lead to 'fuzzy' knowledge as it is hard to make generalisations. However if we can identify concepts, instead of describing and put forward hypotheses, 'these can then be assessed for applicabilty and transferability to other situations'. (Punch p 122). It is about being able to analysis the information at a higher level so that other researchers can gain from it.

One sure way not to pass is not to mention
    * The kind of knowledge that will be created and its purpose
    * The methodology that best fits the context and scale of your research
    * The control you have over variables in this research
    * The extent you can generalise knowledge gained from this research to other cases.
    * The tests you will use for truthfulness, reliability and validity.
    * The involvement and relationships between researcher and subject(s)
    * The treatment of socially constructed ideas in your research


This material is given to you in the research materials folder under methodology.

I feel I have just got to understand one thing then another thing turns up. This whole methodology concept seems to have layers that can cross over but with principles of its own. I have been reading up about how action research is a subgroup of qualitative methodology and trying to work out when methodology comes methods. I assume these layers need justifcation in their own rights. But I am also trying to get clear what are the principles that I need to follow when the methodology has two subgroups to it 'action research and case study'. I am sure it will come clearier when I get further in to the book.

Well thats a good description of the learning processs. If you are looking for certainty then it will not be at Masters level.

We should distinguish procedures (methods) from the issues surrounding the enterprise of field enquiry as a means of producing knowledge that is generalisable (methodology) and can be relied upon as being truthful. Thes eissues surround defining what we mean by knowledge, enquiry, depend upon, trust, truth etc.

Hence we need to look at the nature of knwoeldge, its purpose, the tests for truth, the nature of reality, the nature of enquiry, the power relationships, the control of vaiables and the importnace of the context of the single case.

In the end, I just don't want people claiming more of their research than it is warrants. Such as,

"I proved beyond doubt that x is the case and that you all ought to do Y immediately"

Rather,

In the pursuit of practical knowledge, I observed certain phenomena that may produce intersting effects in roughly similar cases. If your case is similar you might like to try it and see. I admit that I was a powerful factor in the success.

that's the conclusion I have just come to .. I think initally I wrote hunches/hypothesis before having understood whether my literture knowledge/methodology needed/ should have that approach.

Can I just run this past .. There are two main approaches to knowledge

one where you report what can be measured scientifically

second where you add your own meaning to what you see and thus is going to be different for everyone - hence the need for a autobiography.

But underneath these maybe subgroups including action research, evaluation which focuses what you are looking at.

My question require an interpretative approach (meaning through my eyes)using a case study to understand what happens when I change something using action research. This is the right approach to understanding why children behaviour as they do in class.

Having got this I now understand the points to focus on in this section. i.e. variables/truth etc. But also that it has improved my project focus in school.

My data and evidence is mine with my own interpretation, which can not be conclusive as knowledge for others but can inform my own teaching and learning.

I have now read the whole of Punch which was good to see where this all goes to. I am also dipping into other methodology books. The questions will form assumptions which will dictate the scientific/positivist or interpretative approach. However you can mix and match methods and frameworks as long as they follow the paradigm for their approach. Understanding this has made it easier to focus on the bigger picture - field work.
Thank you Ian for listening

I have just realsied that with jumping from one to to another I have given credit to Punch wrongly in some cases. Infact i have just finished Thomas. But I am half way through Punch. marion

I have started collecting my data using using the interpretive approach (analysising for meaning) but I believe that there could be many reasons why a child behaves in a certain way. It is only over a number of observations that I feel that I could ascertain a pattern (using the consistent comparative method - Punch). Currently I have written up a range. Instead though should I be making assumptions that it is one thing or another from the start (backed up with theory?
For example the child keeps on looking around the room - is he bored, time wasting, finding the work hard, looking for attention, comparing himself against what others are doing, or lookng to see if others are looking at him.
Please note that I noticed more than this example in the observation that I have analysed.
Marion

The consistent comparative method was Thomas!

I am hoping that Punch will help me more, however I have read that that there can be many meanings to each situation but I not sure how to deal with the data yet.

Below is a short summary of my methodology based on the issues you have asked above.

My question - Can children be empowered to learn by adults?

The kind of knowledge that will be created and its purpose

By analysing how a child is learning it is hoped that the research will shed light on anything that might help with the implementation of intervention being embedded into the partnership. The research will try to reflect on how the partnership is empowering the child to learn. It is based on how the child (subject) and each partner (observer) feels about the change of learning that is taking place.

The methodology

My empirical research question requires an interpretative methodology approach to explore and understand feminine emotions that are key to learning (seen in literature review). It is a socially constructed and follows the assumptions of the interpretative paradigm where it recognises that there are many meanings to the situation and will seek to understanding perceptions and attitudes of one child through my eyes. It will have a participatory action enquiry (research?) framework using methods of interviews and observations to collect data on one case study.

The control over variables

Such an project has many variables but taking an interpretative approach, variables do not need to be considered because it is about understanding what we see, not proving whether it is one thing or another.

Generalise knowledge

As research is about one unique partnership (child/teacher /parent) that can not occur again it can not be generalised for others. However insight may be transferable in a similar situation.

The tests for truthfulness

With such a project, it may have affects of halo/ Pygmalion/Hawthorne on it affecting reliability of the data. This can be helped to overcome by using a triangulation data collection through time and across observers to see if what is said is echoed adding validity.
Having knowledge of the situation and the subjects can help with reliability, but bias from the researcher needs to be acknowledged.
A systematic approach will add validity to such a project.

The involvement and relationships between researcher and subject

This child (subject) has known me as a teacher on a one to one basis for some period of time; however the parent (participating observer) is ‘hard to reach’ and thus has only met me for the structured conversation as part of the Achievement for All project. She is now very happy to support such a project as she wants her son to take responsibility for his learning. All parties have given permission and know that they can redraw at any point and that their information will be anonymous.

Marion asked about social construction:

Most things in education are socially constructed.
I.e. humans have invented them and agree to describe them as so
E.g. “Achievement” Attainment, Reading, Partnership, Parenting, Teaching, Educated, spelling, self esteem, ability, disability, gender, childhood. Progress,


There is no objective reality of their existence beyond the construction that humans have agreed to. Definitions are what people have agreed to define them as. Their meaning changes through time. They are concepts invented at particular times by particular people. They have more to do with society (at the time of their invention) than any objective reality of their existence.


More to do with language, myth, symbols, religion, values, imagery, narrative, and discourse.

Gender plays a big part, as does race, class and power. The powerful create social constructs and use them. (Often to maintain their power).


Good researchers note the language, myth, symbols, religion, values, imagery, narrative, and discourse

Cautious researchers will recognise the construction rather than portray a reality, and will recognise the power relationships within the contruction.



See:
http://www.youtube.com/watch?v=GVVWmZAStn8

http://www.youtube.com/watc[…]a83pORA&feature=related



Which of your constructs only exist through "society" agreeing what they are? What power relationships are revealed? What symbols, langauge,agencies surround these ideas? How does this affect your notion of "the truth" in your research?

Thank you for the useful readings in the research section. I have found the Bassey article 'On the nature of Research in Education' particularly useful when defining research, but am wondering how to reference it.

Im stuck!! I really can't can a handel on how to start my methodology section or how it should be set out. I have the material from the courses attended, so I know what should go in it. Its the structure that im finding difficult. Any advice would be greatly recieved.

Denise

Panic over! I think ive worked it out!