MA in Educational Leadership (Teach First)

1. MA in Educational Leadership (Teach First) Paradigms, methodology and methods November 2017

2. Session Aims: • Understand that research is shaped by human thinking and perceptions • Understand that research outcomes are shaped by the ways in which (and the purposes for which) data are collected and analysed • Understand key terms which are used in research literature • Understand that a research approach, a methodology, and a method are all different things • Understand the benefits of piloting methods

3. Recommendedreading Briggs, A., Coleman, M. and Morrison, M.(eds.) (2012) Research Methods in Educational Leadership, 3rd edn, London: Sage. The first two chapters may be very helpful to you for developing fuller understanding of the issues explored in this presentation.

4. What is research? “Research is systematic, critical and self-critical enquiry which aims to contribute towards the advancement of knowledge and wisdom” (Bassey, 1999: 38). The answer to the question “What is research?” depends on the answers to two more fundamental questions: • What is reality? (ontology) • What is knowledge? (epistemology)

5. Ontology • From the Greek on (being) & logos (theory) so literally “theory of being”. • What is the nature of being? What is the nature of the reality we seek to explain? Does it exist out there waiting to be discovered (realist view), or only in the human mind (nominalist view)? Where do you stand on this?

6. Epistemology • From the Greek episteme (knowledge) and logos (theory) - so literally “theory of knowledge” • What constitutes knowledge, how can it be acquired and communicated? • Realist view suggests observer role, to determine laws, natural science methods (positivism) • Nominalist view suggests any number of different social worlds may exist (interpretivism) Where do you stand on this?

7. Methodology • From the Greek methodos (procedure for the attainment of a goal, in this case the acquisition of knowledge) and logos (theory) – so literally “theory of the way in which knowledge is acquired” • How should knowledge be produced? • Ontological & epistemological views lead to distinct approaches to methodology – e.g. scientific method, collecting quantitative or qualitative data, notions of control etc.

8. Method • From the Greek methodos (procedure for the attainment of a goal, in this case the acquisition of data) • How should data be collected? • Ontological & epistemological views lead to distinct approaches to methodology (see previous slide), which in turn steer the choice of methods e.g. sampling, collecting numerical data, interviewing, observing etc., and also how data are analysed e.g. pre-selection of themes, scaling, and so forth.

9. Research paradigms • Paradigm means belief, assumption, tradition – “a network of coherent ideas” (Bassey, 1990:40) • A paradigm is an underlying structure for belief. • It is a lens through which we can view the world. • Paradigms therefore also shape outcomes.

10. Linked paradigms shape outcomes Data analysis and conclusions Methods Methodological considerations Epistemologicalassumptions Ontological assumptions

11. Two over-arching research paradigms: • Positivist The aim of the positivist researcher is to: uncover timeless truths; test hypotheses. • Interpretivist The aim of the interpretivist researcher is to: investigate perceptions; jointly construct reality.

12. Two paradigms – a traditional view

13. Move away from ‘paradigm wars’ • Nowadays there is recognition of commonalities: • Both paradigms use empirical observations to address research questions • Both (should!) incorporate safeguards to minimise sources of invalidity/untrustworthiness • Both have the goal of increasing understanding, seeking to provide warranted assertions about human beings/groups and their environments

14. Research approaches (1) Research approaches are neither methodologies (theories of knowledge acquisition) nor methods (ways of collecting data), but ways of approaching research projects. Examples include: • Case study: study of one phenomenon. • Critical: The aim of the critical researcher is to change the world, to bring about social justice. • Survey: not, as commonly used, just another word for questionnaire, but an approach to gathering information. A questionnaire may be used to carry out a survey but other methods could also be used. * *There is an introduction to surveys on the course website.

15. Research approaches (2) Further research approaches include: • Action Research: a cyclical study of a series of actions intended to bring about improvement. (Not impossible within your assignment time-scale but very challenging to manage in so short a time.) • Grounded Theory: using deep analysis to develop theory from observed phenomena. (The time-scale for collecting sufficient data makes a Grounded Theory approach inappropriate for your case study.) These approaches might be suitable for your dissertation.

16. Methods (ways of collecting data) Methods should be ‘best fit’ for the project at hand. They might include one (or more) of: • Documentary analysis * • Interviews * • Observation * • Questionnaires * Using two methods offers the opportunity for triangulation but adds to the amount of time needed for preparation and piloting. *There are introductions to all these methods on the course website

17. Piloting Piloting means practising the use of a research instrument (e.g. questionnaire, interview schedule etc). It gives the opportunity to polish the final instrument and offers the chance to practise analysis of the data generated. A pilot group can be small but should resemble the intended research population as closely as possible. Data from a pilot cannot be used as part of the findings.

18. In summary • Research is becoming increasingly interdisciplinary, complex and dynamic • Researchers need a solid appreciation of different methods to facilitate communication, promote collaboration and provide quality outcomes • The link between research method and paradigm is not absolute • A pragmatic/balanced/pluralist position encourages researchers to mix research approaches in ways that offer the best opportunities for answering important research questions.

19. How you carry out your case study may be influenced by your personal ontology and epistemology. Researchers who are self-aware on these issues are less likely to be unconsciously biased towards particular research approaches or methods, and more likely to select the best available approaches and methods for any given project. All good research writing includes clear evidence of how the researcher(s) approached methodological issues.

20. The methodology writing frame is not intended as an exemplar to be slavishly followed, but as a reminder, even a checklist, of the issues which should be considered and mentioned when you write up your research project. See also Denscombe’s rules for good research. Both of these are available on the course website.

21. In addition to Briggs et al (2012), you might find one or more of these useful: Bassey, M. (1999) Case Study Research in Educational Settings. Buckingham: Open University. Bell, J. & Opie, C. (2002) Learning from Research: Getting More from your Data. Buckingham: Open University Press. Opie, C. (2004) Doing Educational Research: A Guide to First Time Researchers. London: Sage. Yin, R.K.(2003) Case Study Research and Methods. 3rd edn. London: Sage. AND the first two chapters of this book can help you to spot weaknesses in other people’s research designs as well as your own: Wallace, M. & Poulson, L. (2003) Learning to Read Critically in Educational Leadership and Management. London: Sage.