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Interviews

Interviews. Collecting the data. Focus group or solo interview?. Focus group. Solo interview. Interviewee may offer unexpected discussions Responses may become more extreme, personal, provocative, risky

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Interviews

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  1. Interviews Collecting the data

  2. Focus group or solo interview? Focus group Solo interview Interviewee may offer unexpected discussions Responses may become more extreme, personal, provocative, risky Interviewee may be intimidated by the process and by relative power, position etc. e.g. interviewing NQT or HT • Researcher steers in desired direction • Interviewees may aim to provide ‘appropriate’, ‘agreed’ or ‘helpful’ answers (the ‘courtesy bias’) • Interviewees may influence, even intimidate, each other

  3. Types of interviews? • Structured interview aimed at standardisation of process, keeping the interviewee on task! Usually highly structured and perhaps more of an interactive questionnaire • Semi-structured interview often more exploratory, semi structured, open ended. Time taken to achieve in depth answers which may challenge interviewers perspective. • Unstructured interview most exploratory, co-constructing meaning as interview story unfolds. Interviewer as active listener Could all of these be focus group interviews as well as individual?

  4. Interviews Strengths Be aware of Are answers credible? Are conclusions representative? Rich data is complex to analyse More exploratory than explanatory Validity • Explore complex issues in depth • Can challenge assumptions and preconceptions

  5. When to use interviews?

  6. Who to involve in interviews? • Teachers? • Children? • TAs? • SLT? • Parents? • Feeder/receiver school staff? What different tactics would you employ to make the best of each appropriate opportunity?

  7. How do you conduct an interview? Establish ground rules covering purpose, respect, confidentiality and use of data Then use a funnel approach to questioning: • Enable a positive, productive discussion • Elicit key issues • Probe perspectives • Urge interviewee to frame a conclusion Draw on coaching and counselling skills

  8. What recording might you use?

  9. Focus Groups analysing the data

  10. Quantitative If you can count it, you can graph it! (But should you?) E.g. The group’s actions – who spoke & how? An interpretation of the event– how many …? How often was … mentioned? Explore different presentation styles

  11. Graphing interaction within the groupWhat might you want to count?

  12. ‘Wordle’ presentation of key wordsBeware emphasis on area rather than length

  13. Qualitative interpretations Visit and revisit the data to extract meanings – an iterative process … Try ‘tagging’ the data with codes Revisiting data Splitting and shedding codes as required

  14. Constant Comparisonbut which comes first? Anomalies, ambiguities challenge model: potential reformulation Data themes & construct categories model Corroborative, illustrative data: refine detail and finesse model

  15. Data -> Codes ->Network model Thomas (2009: 201) analysis of TA discussions generating categories and networks

  16. Conversation analysisa layered approach, deepening analysis of interactions Explication Explanation Exploration • Language and text analysis reading the lines – what is there • Process analysis: deconstruction/detection reading between the lines - how it works • Social & cultural analysis reading beyond the lines- why it works

  17. Social dynamic quantitative analysis Conversation analysis Model developed from reading policy Triangulationbringing sources and analysis together

  18. Presenting the findings Consider: • Charts, tables, lists, mind maps … emphasis on displaying analytical tools within a report • Substantial quotes juxtaposed with lucid interpretation • Selective quotations illuminating an evaluative argument • Synthesised into a coherent piece of creative writing e.g. a play with different endings Telling? Truthful? Triangulated?

  19. And don’t forget the researcher’s tale Your metacognitive journey • Situating the research enterprise • Rationalising the decisions • Articulating the nuances • Embracing the ambiguities • Reflecting growing insight into the process of researching practice

  20. References & Further Reading . Hess, J.M. (1968) Group interviewing in R.L.Ring (ed.) New Science of Planning. Chicago: American Marketing Association Rubin, H.J. & Rubin, I.S. (2005) Qualitative Interviewing London: Sage Schostak, J. (2006) Interviewing and Representation in Qualitative Research. Maidenhead: Open University Press. Thomas, G. (2009) How do to your Research Project. London: Sage. Wilkinson, D. & Birmingham, P. (2003) Using Research Instruments . London: Taylor Francis

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