Education 505

1. Education 505 Day 4

2. 505 Agenda Day 4 • Discussion in Base Groups • Purposeful Information Gathering • Observations and other forms of data collection • Spradley question matrix • Field Work B • Purposeful Information Gathering • Interviews and questionnaires • Inductive and deductive questioning   • Preparation: Poster Presentation

3. Q-Card Discussion in Base Groups • Whatdid I connectwith in the text? • Whatwasproblematic? Difficult to understanding? (if any) • How do I applythis to everydayteaching / life experiences?

4. Chapter 7Observations • Observations occur in a natural field setting, and provide a first-hand account of the phenomenon being studied • Observations can explore what is happening, and they may also check what is happening • Remember to distinguish between what you observe and what you interpret

5. If you are using observation to check what is happening, then structure and precision is the key • As such, you’ll need to decide what to observe and how to observe it (actions, events, duration, frequency) • That is, will you adopt a “molecular approach” or a “molar approach” • Also, to what degree will you as the observer become involved in the actual observation

6. Gold’s (1958) classic typology offers a spectrum of four possible alternatives: • 1)complete participant – observer takes an active role in the group, but his or her identity is not known to any members of the group • 2)participant-as-observer – observer takes an active role in the group, but his or her identity is made known to all participants • 3)observer-as-participant – identity of observer is known at the outset, but the researcher makes no real effort to be involved in the activities of the group • 4)complete observer – the observer is either hidden from the group, or in a completely public setting • Recently, an additional stance has been suggested: • 5)collaborative participant – the identity of the observer is known, and he or she is actively involved in the group activities Source: Gold, R.L. (1958). Roles in sociological field observations. Social Forces, 36(3), 217-223.

7. Be mindful of the impact that the “observer effect” can have on participants • Always keep in mind that “eyewitness effect” can compromise the reliability of an observation

8. As such, it is important to maintain detailed field notes • At a minimum, these notes should contain: (1)descriptions of the setting, the people, the activities; (2)direct quotations or at least the substance of what people said; and (3)observer comments (put in the margins, and identified as “OC”)

9. An emerging area of observational research is collecting data from publically accessible online spaces

10. Other instruments available to researchers include the following: • 1)rating scales • How many numbers or points will I use? • Will my scale have a midpoint? • What descriptors will I use on the scale? • Do the descriptors on the scale logically match the question? • 2)documents • 3)diaries

11. Spradley’s Question matrix • 9 X 9 =81 Possibilities • See, Handout

12. Field Work B • Your mission, should you choose to accept it: The researchers are to go in the field and inquire about a socially constructed place. Please follow the listed restrictions. • Rules: • 4 in a group • Different places, first come, first serve(tell only myself) • Begin your observations as researchers (quantitative and qualitative) • Find: something to measure, someone to interview, and a document that is related to the place • Divide the tasks as a shared responsibility within the group • Construct a rich-descriptive and accurate-representation of your place in the form of field notes • Helpful Tips: • Use the “Descriptive Question Matrix” • Using your text identify and use various data gathering tools to fit your specific location • Share the work, cooperate, and have fun!

13. Field Work B (continued) • Presentation: • 5 minute report • Remember you must be descriptive and accurate • The presentation MUST NOT make reference to any names associated with the place, proper names of any type, nick names, etc. • This must be a real place • We will guess your socially constructed place after your presentation • Considerations: • How would time affect this place? • How would your observations differ over extended visits and over a long period of time? • How could seasonality affect your observations? • How would the number of observers change the impression of the place? • How would your observations change if you were to develop a relationship connected to this place? • How would the people you are observing be different in a different place? Or would they? • Did you want to make changes to the designated space to allow for ease in your observations? • How did you feel in this selected space? • And so on…

14. Discussion Questions • 1)Is observing people without their knowledge or informed consent unethical? • 2)Are there certain types of behaviour that should not be observed? • 3)A major problem associated with observational research is that much of what is happening may be missed by the observer. How can one combat this?

15. Chapter 6Interviews • Dexter (1970, p. 11) states that “interviewing is the preferred tactic of data collection when...it will get better data or more data at less cost than other tactics!” • In essence, interviews can be described as “conversations with a purpose” • As a result, interviews are always contrived to a degree • Source: Dexter, L.W. (1970). Elite and specialized interviewing. Evanston, IL: Northwestern University Press.

16. Interviews can take the form of individual or group formats • Interviews are also categorized according to the amount of structure

17. Generally, an interview should be done in a quiet location • A rule of thumb is that interviews should last one hour for adults, and 30 minutes for children • The key to a successful interview is preparation

18. Certainly, one of the most important elements is asking good questions (can be inductive & deductive), and as such, an interview schedule, which contains a list of questions you plan to ask, can be advantageous. But, don’t forget to use probes when and where appropriate! • Interview questions should be: • 1)unambiguous • 2)one-question questions • 3)non-leading • 4)culturally sensitive and ethically informed

19. Avoid the following: • 1)multiple questions – How do you feel about the school and its teachers? • 2)leading questions – What emotional problems have you had since beginning to work on your WITOR assignment? • 3)yes-or-no questions

20. Things to keep in mind about the interview: • 1)pre-plan carefully • 2)check recording equipment • 3)be mindful of the effects of power (begin with general chit chat) • 4)signal regularly that you are listening • 5)manage the pace of the interview

21. 6)thank the interviewee, and also make a follow-up thank-you • 7)explain the study prior to commencing and obtain approval • 8)be genuine • 9)put people at ease; be respectful, non-judgmental, and non-threatening

22. A last point to be conscious of is the manner in which you will manage the data from the interview: • 1)tape-record or video • 2)take notes during the interview – not recommended • 3)copy down what you remember after the interview – least desirable

23. Dr. Kearns PhdInterview Guide Adolescents • 1. Can you tell me a little about your current (or past) high school? • 2. What do/did you like about high school? • 3. What do/did you dislike about school? • 4. Have you written the literacy test? (When? How many times?) • 5. What was your experience with it? • a) how did you feel before the test? • b) what was the day of the test like? • c) what was the second day of the test like? • d) how was this test different or similar to things you do • in school? • e) do you remember the day you got your test result back? What was that like? • Did you speak to any of your friend(s), parent(s), partner, teacher(s) • about the test? • f) did the test results change the way you feel about school or about • how you are perceived at school? • 6. What do you think about the literacy test? • a) what do some your friends think of the test? • 7. Would you change anything about the test? What? Why?

24. Dr. Kearns PhdInterview Guide Students (cont) • 8. What kind of work are you doing now or do you want to have after school? • 9. Is school important to you? • 10. Is school important to your family? Is the test important to your family? • 11. Can you tell me a little about the community you live in? • 12. What do you like to do in your spare time? • 13. Do you read? If so, what do you like to read? • 14. Do you use computers? What do you like to do on the computer? • 15. Do you watch T.V.? What kinds of shows do you like? • 16. If you could tell the government about ways to improve schools, what would you say? What would you tell the government about the literacy test in particular? Why? • 17. What does a high school diploma represent to you?

25. Dr. Kearns PhdInterview Guide Educators • 1. Could you tell me a little about your experiences working with issues of literacy and schools? • 2. Could you tell me about your experiences with the Grade 10 literacy test? • 3. What differences have you noticed with students since the literacy test has been implemented? • 4. What differences have you noticed with schools/staff/administration/school boards since the literacy test has been implemented? • 5. What can you tell me about your understandings about poverty and literacy? • 6. What have been your experiences with issues of race, recent immigrants and literacy? • 7. Can you tell me about any literacy projects or initiatives that you have been involved with? • 8. Could you tell me if there has been any board research/resources for literacy and poverty? • 9. What or who has influenced your work dealing with issues of poverty and/or literacy? • 10. Literacy is a buzzword at the moment, are equity issues being raised or addressed in conjunction with literacy? How? By whom? What language is being used? Support? • 11. Do you find provincial testing helps or hinders the possibility of youth “at risk”? (if yes, in what ways? poverty cycle? recent immigrants experience? visible minorities? gender?) • 12. If you could imagine a more equitable educational environment, what changes, if any, would you make to literacy policy and testing in particular? • 13. What does a high school diploma represent to you?

26. Dr. David Young PhD work • What is the age of the respondent? • How many years has the respondent been a teacher? • How many years has the respondent taught physical education? • In preparing to teach a physical education class, to what extent does therespondent worry about the potential for liability arising from student injury? • In what ways does the respondent believe that the potential for liability resultingfrom student injury impacts his or her curricular planning and teaching practices? • What does the respondent understand to be risk management? • Has the respondent received in-service training in the area of risk management? • What are the risk management policies and practices followed by the respondent? • Why does the respondent employ these particular practices? • Does the respondent believe that the steps he or she takes to guard against liability are excessive? That is, has risk avoidance become paramount in his or her risk management procedures? • How would the adoption of a no-fault or mixed system for accident compensation affect the respondent’s attitude as a physical education teacher? • Does the respondent believe that a no-fault or mixed system would impact his or her planning and teaching of physical education classes?

27. Food for Thought • Look at your appearance right now. Identify aspects of your appearance that might create a problem if you were interviewing a general cross section of the public.

28. Questionnaires • A questionnaire is a type of survey designed to gather information that will be useful for analysis • Questionnaires gather information by asking people questions, or asking them to agree or disagree with statements • A questionnaire can be administered face-to-face, but usually it is completed anonymously • In a questionnaire, one may use open-ended or close-ended questions • If you employ the latter, ensure they are exhaustive and mutually exclusive

29. To ensure that the question is exhaustive, the category of “other” is commonly employed • To ensure that the question is mutually exclusive, ask yourself if a reasonable person could conceivably choose more than one answer

30. Also, remember that questions need to be clearly worded • Plus, avoid double-barrelled questions – The Department of Education should focus its attention on balanced budgets and abandon the principle of inclusion. • When you employ the word “and” always ask yourself if the statement is double-barrelled

31. It is preferable to use short items in a questionnaire • Avoid negative items if possible – The public schools should not be closed on the weekend. • Avoid biased items and terms • Use contingency questions – avoids having to answer questions irrelevant to you • Once a questionnaire has been mailed or electronically mailed to respondents for completion, employ a return rate graph, and also utilize follow-up mailings

32. Response rates for questionnaires can be problematic • 50% is adequate • 60% is good • 70% is very good

33. Next Class, Day 5 • Chapter 8 • Q-Card (optional) –be prepared to discuss • Poster Session 1-2:30 P.M. (9:00 start to accommodate poster preparation) • Arrive at McKay Room 12:45-12:50 to set up. 1:00 start time (Block A 1-1:45 poster; Block 2 -1:45-2:30 poster). • Block A: (1) Lynn & (2) Nicole; (3) Tracy & (4) Marilyn; (5)Marjorie; (6) Darlene;(7) Judy; (8)Marsha; (9)Amy; (10)Dan • Block B: (1)Courtney, (2)Lisette; (3)Kierra & (4) Kelly; (5)Melanie; (6) Juanita; (7) Kelly T; (8)Jennie V; (9) April; (10) Micheal • Debrief • Course Evaluations • Enjoy the rest of your summer! YOU DID IT!!!!