Methods of Qualitative Research: Observation

1
Methods of Qualitative ResearchObservation

• Researcher must be as unobtrusive as possible
  Participant observation
• Advantages of participant observation
• - blends with natural activity
• - gives researcher access to same places, people
  and events as the subjects under study
• - gives access to documents relevant to the
  role, including confidential reports and records
• - can use tape-recorders, cameras and video
  cameras
• - provides first hand experience of the
  subjects- thus better understanding.
• - makes worthwhile contribution to the life of
  the institution.
• Disadvantages
• - if you are a member of the group, difficult to
  make the situation strange
• - danger of going native hard to achieve
  analytic distance
• - more demands on the researcher a mass of
  confusing and intricate data
• - possibility of conflict of roles researcher
  vs. participant.
• Prefer non-participant observation??

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Non-participant observation

• Researcher has only one role as a researcher
  just observes from back of the class
• playground the Fly in the wall technique.
  
• The task is to capture as much of the detail and
  interaction as possible, through making notes,
  tape recording, photography, filming
• Typically, the days research is followed by an
  evenings writing up of the field notes.

3
Systematic observation

• This involves using an observation schedule
  whereby the teacher and/or pupil behaviour is
  coded according to certain predetermined
  categories at regular intervals
• E.g. Flanders Interaction Analysis Categories
  (FIAC) though the use of this has all the
  advantages of a quantitative / positivist piece
  of research like
• Free of observer bias strong reliability
  generalisability very precise provides a
  structure for the research
• BUT
• There is a measure of unreliability Qualitative
  material might be misrepresented through the use
  of measurement techniques.
• Much of the interaction is missed.
• It is not good for generating fresh insights.
• Because of predetermined categories, it allows
  only partial description.
• It ignores process, flux, development and change

4
Interviews

• A lot of qualitative material comes from talking
  to people
• Two conditions are necessary
• 1. A researcher has to develop empathy with
  interviewees and win their confidence
• 2. Researcher has to be unobtrusive, in order not
  to impose ones own influence on the
  interviewees.
• Unstructured interviews open situation , greater
  flexibility and freedom
• Semi-structured interviews with a set of broad
  guidelines for interview
• Structured interviews content and procedures are
  organised in advance.
• Person-to-person interview
• group interviews
• Focus group interviews

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• Care is needed to avoid leading questions or
  suggesting outcomes
• Attention has to be paid to where the interview
  is held
• Arrangement of seating
• How the researcher dresses
• Manner of approach
• Rapport has to be established first
• Researcher engages in active listening so that
  interviewee feels that close attention is paid to
  what they say.
• Interviews can be tape recorded but get
  permission first!!
• Look at the guidelines for conduct of Interviews
  in the any of the books on Qualitative Research
  Methodologies

6
Sampling

• Representative sampling is desirable This
  covers places, times and persons.
• Formal or informal ambience
• behaviour differs in different situations
• Beginning of the term end of the term after
  exam results opinions may vary!!
• You can do an opportunity sample also known as
  convenience sampling (where access is offered)
  or a snowball sample (sample is developed through
  personal contact and recommendation)
• Random sampling in a group everyone has an
  equal chance of being selected.
• Purposive sampling qualitative research
  handpick the cases to be included on the basis of
  your judgement a group of teachers who have
  in-depth knowledge about certain issues.
  Gatekeepers
• Stratified sampling divide the population into
  homogenous groups, then do a random sampling.
• Cluster sampling all subjects in a group.
• Opportunity sampling

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Written materials

• Official Documents
• Registers, timetables, minutes of meetings,
  lesson plans, notes, school handbooks, report
  cards, school records, files, notices, textbooks,
  exercise books, punishment books, examination
  papers, photographs .
• They have to be contextualised. A Researcher
  cannot take these documents at face value. But
  must find out how they were constructed and how
  they are used and interpreted.
• Personal documents diaries, pupils rough books,
  personal letters, grafitti, creative writing
  exercises, notes

8
Triangulation

• The use of several methods to explore an issue
  increases the chances of accuracy and depth.
• The use of several methods to explore an issue
  increases the chances of depth and accuracy
• E.g. School policy on new intake of students
• Method interview the headmaster look at
  documents relating to the policy look at PTA
  meetings on the subject views of parents of some
  of the students views of students observation
  of policy in progress.
• One of the commonest forms of triangulation is to
  combine interviews with observation. Observation
  will test and fill out accounts given in
  interviews and vice versa

9

• Ethics
• The tension between the publics right to know
  and the subjects right to privacy.
• Negotiate with subjects and build up a culture of
  trust protect their identities.
• Obtain permission to view and film activities,
  record interviews and to use documents owned by
  others
• In some cases, respondent validation of
  information to used can be seen to have an
  ethical dimension.

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Other Methodologies

• Portfolios
• Pamela Winsor, Richard Butt Holly Reeves (1999)
  Portraying Professional Development in
  Preservice Teacher Education can portfolios do
  the job? in Teachers and Teaching theory and
  practice. Vol. 5, No. 1 March 1999
• Journals
• John Bain, Roy Ballantyne, Jan Packer Colleen
  Mills (1999) Using Journal Writing to Enhance
  Student Teachers Reflectivity During Field
  Experience Placements in ibid.
• Case Study
• Fehmi Sendan Jon Roberts (1998) Orhan a case
  study in the development of a student teachers
  personal theory. in Teachers and Teaching
  theory and practice. Vol 4, No. 2, Oct. 1998.
• Action Research
• Larry Bencze Derek Hodson (1998) Coping with
  uncertainty in Elementary School Science a case
  study in collaborative action research . in
  Teachers and Teaching theory and practice. Vol.
  4, No. 1, March 1998