6. Research procedures

What makes a good question or a bad question?

I think whether the question is good or bad depends on what you want to find out.
Marion

What if you want to find out something but the question leads to the answer you are wanting?

What about a long question with several parts?

What about a complex question?

What about a technical question that the person cannot answer?

I am observing a child as a part of case study and read the need for boundaries to be set. Thus I have identified three questions that I am looking for answers to when I observe. It is early days but these have helped me to focus my attention with the analysis 'thick description'.

I am also carrying out what the DCSF call 'structured conversation' with parents and children as part of a pilot Achievement for All project. But having read research books I recognise these are semi or maybe even unstructured because the subjects are only given one main question with two smaller ones to direct the conversation. The subjects are free to talk about any thing that concerns/interests them i.e there are no boundaries and no right or wrong answers. My approach ensures that I do not make judgements or put words into their mouths, and thus takes some of the subjectiveness out of the conversation. However I am sure that my body language says otherwise.

Marion

The information you are getting from such conversation can be hard to analyse. It becomes difficult to ensure that given so much freedom, the infomation gathered is relevant to the research as the discussion can go off on a tangent and valuable time lost. This could account for the body language saying otherwise.

Yes but it needs grouping, boxing, categorising, naming in a systematic way.

Good. You will need to decribe the approach fully in the procedures section. Then justify this approach as "research" by reference to the research literature.

At long last I have got the teacher to buy into this project. It will be interesting to see if her opinion changes of the case study child; Initially she gave me half a dozen thoughts about this child, including 'lazy!'. A perception I feel that is based on ignorance of specific learning difficulties. It is impossible to keep subjectiveness out of education.
As identified in my conceptual model, she will help to empower the child by encouraging the child to self evaluate their use of a resource to aid their writing, and will encourage the link between home and school. Marion

Make sure you have evidence to support inferences.

You have data on what was said. Inferences as to why need to be checked out or alternatives suggested. e.g. Ignorance, Lack of training, beliefs and attitudes about leaerning/learners, laziness, social/emotional state could all be explanations that are inferred.

Hi Ian

On the previous converstation I spoke about inferences and how I would know which one at this early stage.

 '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.'

Could you give me some clarity as I have not found the answer in my reading.

Marion
Marion

1. The labour party has been in power for a very long time, and is now led by Gordan Brown, who has been very unpoular. Who do you think will win the next election?

2. Why does Britain retain a first past the post election system?

3. Do you think that a conservative government led by people that went to public school will be elitist?

Your step by step account of he procedures and tools for data collection also need to encompass your procedures for analysing the data.

See http://midwhebonline.org.uk/[…]/view

ie in the research materials folder.



You need to cover procedure you adopted for:

selection of categories/codes
coding system
weighing/weighting
verification

Good use needs to be made of words like "immersion", "progresive focusing" etc


Ask me a question here

I assume you are referring to including procedures in the methodology section?

Therefore that means I should identify the procedures before I have used them - i.e. in analysising data!

Yes.

Outlining Procedures comes in the methodology and procedures section of a research account.

Just to add my bit here.

Topic. How is ICT used around the college and is it preparing students for the real world.

I have performed Observations of lessons, Interviewed students and staff and handed out questionnaires for the students to complete.

Observations - Analysing what happens with ICT in lessons

Questionnaires - ICT use in Lessons

Interviews - Finding out what happens with ICT around the college

Interviews vary greatly from teacher to teacher and child. I did not have a set of questions I asked questions based on the respond of the individual. This worked pretty well!