Data Gathering
Dr Ashley CaseyUniversity of Bedfordshire
research design
A Plan/structure used to get answers to research problems
1. Procedures &
2. Quality
1. Methods2. Piloting
&
3. Triangulation
research sample
1. Random 2. Stratified3. Clustered
data gathering
1. Primary 2. Secondary
Primary
ObservationInterview
Questionnaire Reflection
observation
Watching & listening
but no direct intervention
Participanta member of the observed
group
Non-ParticipantPassive Observer
Recording Observations
NarrativeScales
Categorical RecordingRecording on video or audio
Interview
Gathered from People
UnstructuredSpontaneous uses an interview
guide
Semi-StructuredQuestions but with prompts
StructuredPre-determined Questions
AvoidPressureArguing
Complicated languageEmbarrassment
Belittling their intelligence
Questionnaire
A written list of questions
ClosedRespondents choose one predetermined answer
OpenRespond in a manner they
prefer
MeasurementLikert Scale
Standardised informationUsed in market research
Reflection
Reflect, evaluate & improve
JournalingReflecting on action
Critical ReflectionsCan expose yourself to stimuli
TypesBlog
Word DocumentPaper and Pen
JournalDescriptive
Non specific focusedWrite what you think
Critical Questions
Why did she do that?What is the evidence?
Why did I do it that way?Why did that happen?
AdvantagesThink
QuestionProblem-solve
Decision making
DisadvantagesTime consuming
blandStaying on focus
Secondary
Data Already Available
Collected bySomeone else
ExamplesBooks
JournalsWebsitesBrochures
Statistical Data
Horses for courses
Choose methods that help you answer your
question
Validity?
Objectivity?
Accuracy?
Trustworthiness
Authenticity
“by foregrounding the views and voices of particular research participants and examining ways in which my research engendered action within my teaching I have aspired towards authenticity.
- Casey (2010)
”
Why are your findings Trustworthy and
authentic?
Because your data gathering tools
worked
Pilot
“I promise that I will do my best”
- Boy Scout Promise
Ethics in Education
“A set of principles of right
conduct”
“A healthy, safe learning
environment”- O’Neil (2004)
“Encouraging and caring Environment”
- O’Neil (2004)
“High Standards of achievement”
- O’Neil (2004)
“Focus on students’ needs”
- O’Neil (2004)
Confidentiality & Integrity
Your Ethics
10 Questions
Does the study involve vulnerable participants or those unable to give informed consent (e.g. children, people with learning disabilities, your own students)?
1.
Yes
Will the study require permission of a gatekeeper for access to participants (e.g. schools, self-help groups, residential homes)?
2.
Yes
Questions 3-10
Your Answers
No
If you have answered yes to any of the above questions or if you consider that there are other significant ethical issues then details of how you are going to minimise the risk of harm to participants should be summarised below
NB
Harm Is a research strategy likely to cause harm, and is there any way in which such harm could be
justified or excused?
- Bridges et al (2007)
Autonomy Does the research process display respect for people in the sense of allowing them to make
decisions for themselves, notably about whether or not to participate?
- Bridges et al (2007)
Privacy A central feature of research is to make matters public, to provide descriptions and
explanations that are publicly available. But what should and should not be made public?
- Bridges et al (2007)
Reciprocity The research process can also disrupt people’s lives in various ways. Given this, what, if
anything, should participants reasonably expect in return from researchers; and what should researchers offer them?
- Bridges et al (2007)
Equity It may be argued that the various individuals and groups that a researcher comes into
contact with in the course of research should be treated equally, in the sense that no-one is unjustly favoured or discriminated against.
- Bridges et al (2007)
Questions?
References
Bridges, D., Gingell, J., Suissa, J., Watts, M. and Winch, C. (2007) Ethics and educational research: philosophical perspectives. London: TLRP. Online at http://www.bera.ac.uk/ethics-and-educational-research-philosophical-perspectives/
Casey, A. (2010). Practitioner Research in Physical Eductaion: Teacher transformation through pedagogical and curricular change, Unpublished doctoral Thesis, Leeds Metropolitan University.
O’Neal, S. (2004). Individualized instruction for improved student achievement education’s ‘holy grail’. The Journal . Retrieved from http://thejournal.com/the/printarticle/?id=16635
Images
Slide 2 – “home design” by Forwardcom on StockxchngSlide 6 – Image from iStockPhotoSlide 8 - “Flower on Hand” by racks on StockxchngSlide 11/12 - “Watching” by ngould on StockxchngSlide 11/16 - “Journalist” by ivancicas on StockxchngSlide 11/20 - “hand with clipboard” by dinny on
StockxchngSlide 11, 24 - Image from iStockPhotoSlide 33 - “Say What?” by ivancicas on StockxchngSlide 43 – Free immage, source unknownSlide 45 - Image from iStockPhoto