Collecting data

1. Collecting data Chapter 5 Craig A. Mertler SAGE Publications, 2014 Action Research: Improving Schools and Empowering Educators (4/e)

2. Qualitative Data Collection Techniques • Qualitative data are narrative • Variety of techniques: • Observations—carefully watching and systematically recording what you see and hear • Structured observations • Semi-structured observations • Unstructured observations • Recorded using field notes, videotapes • Should include observer’s comments in the field notes

3. Qualitative Data Collection Techniques • Interviews—directly asking people questions (as opposed to watching them); conversations between teacher-researcher and participants • Prepare an interview guide (may be specific or general) • Several types: • Structured interviews • Semi-structured interviews • Unstructured (open-ended) interviews • Focus group • Informal (spontaneous) interviews

4. Qualitative Data Collection Techniques • Journals—means of gathering data to provide insight into workings of a classroom • Types of data journals: • Student journals • Teacher journals • Class journals • Existing documents and records—schools are filled with existing sources of data • Classroom artifacts—classrooms are, too! • Reflective teaching—diagnosing areas in need of improvement

5. Qualitative Data Collection Techniques • Quality of qualitative data • Validity of research data—extent to which data collected accurately measure what they purport to measure • Validity of qualitative data: concern lies with trustworthiness of data; must examine: • Credibility—must establish that results are believable from perspective of a participant • Dependability—must ensure that research responded to ever-changing context of the study

6. Qualitative Data Collection Techniques • Quality of qualitative data (cont’d.) • Trustworthiness of data is enhanced through: • Triangulation—use of multiple data sources, multiple data-collection methods, and multiple teacher-researchers (if possible) • Member checking—sharing data and analyses with participants to check for accuracy • Prolonged engagement and persistent observation—more time spent “in the field,” more you get to know participants, culture, behaviors, etc.

7. Quantitative Data Collection Techniques • Quantitative data are numerical • Variety of techniques: • Surveys, questionnaires, rating scales—verbal or written administration of set of questions or statements to sample of people • Open-ended questions or closed-response rating scales • Likert and Likert-type scales • Checklists • Follow guidelines and suggestions for developing instruments • Web-based data collection • SurveyMonkey, Checkbox, Zoomerang, Poll Everywhere, others

8. Quantitative Data Collection Techniques • Variety of techniques (cont’d.): • Formative and summative classroom assessments • Formative—administered during instruction; used to determine what sort of adjustments should be made to instruction (while it is still going on) • Summative—administered following instruction; used for more administrative decision making • Standardized tests (and other formal instruments) • Although typically no one’s favorite—can serve as important additional source of data

9. Quantitative Data Collection Techniques • Quality of quantitative data • Validity—extent to which you actually measured what you intended to measure • Must be appropriate and accurate for your purposes • Seen as a unitary concept, combining content, concurrent, predictive, and construct validity (focus should be on evidence based on instrument content) • Reliability—refers to consistency of collected data • Determined statistically

10. Quantitative Data Collection Techniques • Quality of quantitative data (cont’d.) • Reliability • Determined by correlating results with themselves or with another quantitative measure • Three methods: • Test-retest reliability • Equivalent forms reliability • Internal consistency reliability • KR-21 formula (uses mean, SD, number of items) • “A valid test is always reliable, but a reliable test is not always valid.” Not appropriate for teachers; requires two administrations of instrument (not practical in classrooms)

11. Ethics and data collection • Must obtain permission—especially if data collection is outside of normal, routine activities that occur in a classroom or school • From students, parents, and others you might collect data from • Requirement for seeking formal permission can also be guided by potential audience of action research • Data must be kept secure and confidential

12. Data collection template • Planning for Data Collection

13. Action research checklist 5 Action Research Checklist 5: Developing a Data Collection Plan for Action Research ☐ Revisit your research question(s) and your previous decisions about whether you will use a qualitative, quantitative, or mixed-methods design for your action research. ☐ If you intend to collect qualitative data, decide which of the following you will use: ☐ Observations (structured, semi-structured, or unstructured?) ☐ Interviews (structured, semi-structured, or unstructured?) ☐ Journals ☐ Existing documents ☐ Other sources of qualitative data? ☐ If you intend to collect quantitative data, decide which of the following you will use: ☐ Surveys, questionnaires, or rating scales (what types of scales—Likert, Likert-type, or other—or open-ended questions?) ☐ Checklists ☐ Formative and/or summative classroom assessments ☐ Standardized test scores ☐ Existing numerical data ☐ Other sources of quantitative data? ☐ If you intend to use anything original (i.e., self-developed) such as interview guides, surveys, or formative assessments, develop drafts of your data collection instrumentation. ☐ Engage in appropriate processes (depending on the type of data collection instrument you are using) to ensure that you will collect good, quality data.