194: Contextualized recording of apoken language
195: Much occurs in classrooms
'slice of life'
who the focus participants are: teacher, student, entire class?
196. recording devices and digital formats.
197. Try not to be too obvious.
How did you decide which questions need contextualized spoken data?
198. How much data will answer the question satisfactorily?
Interviews planned, prearranged.
"generate content from an insider's perspective"
access a person's definitions and understandings of and processes that are of interest to the teacher.
study the way a person represents his or her identity by the words they choose to say.
collect personal narratives bout teaching and learning.
collect biographies or life stories
i.e. critical thinking, literacy.
Phil Carspecken (1996:155) says people say things in interviews they would not speak about in everyday conversation...
199. ...what people say in interviews is a contrived interaction.
( end monday reading )
INCORPORATED UP TO CHAPTER 3 UP TO HERE.
p.200
NOTES, not audio not video recording.
not facial expressions nor body movements.
cannot do in secret.
might be good when response is already enthusiastic.
p. 201 Interview types and characteristics.
unstructured INTERVIEWS HAVE NO PRE-prepared lists of questions.
MINIMIZES research bias.
"seen as conversations with a purpose."
SEMI-structure starts with a list
used as a guide only.
202 follows up on relevant comments.
semi structured can never be followed the exact same way with 2 interviewees.
aim for questions:
1) unambiguous
2) one question questions
3) Non-leading
4) culturally sensitive and ethnically informed.
p.203
AMBIGUOUS ; INTERVIEWER CAN REASONABLE INTERPRET IN MULTIPLE WAYS.
don't be biased. I.e. leading questions.
p.204
ordering , sequencing of research questions important.
p.205
CULTURALLY SENSITIVE AND ETHICALLY INFORMED QUESTIONS.
ADD to survey About CONVENIENT TIME for INTERVIEWEE !!!!!
p.206 Do not use misdirection ( i.e. to collect immigrant data etc. )
QUESTION TYPES.
p.207 Closed types : How many years have you been teaching at this school?
In your opinion, effective method for orderly behaviour
School policies.
Any interview is likely to have open and closed questions.
p.208, INTERVIEW CONFIGURATIONS. Small group interviews.
adults 10-12, children and adolescents 3-4
inexpensive, data rich, etc.
Conducting interviews
p.209 Who to interview
Deciding who to interview : Some pre- selection if voluntary. ADD TO PAPER.
TIME CONSIDERATIONS. One hour for adults and 30 minutes for children.
Location. Phone best?
p.210
Sample matrix of study participant profiles. !!!! add a sample to paper.
Gender
Initial Teacher subject
School Location
CHARACTERISTICS OF INTERVIEWS FOR COLLECTING SPOKEN DATA.
CAREFUL PRE-PLANNING
- CHECK RECORDING EQUIPMENT ( USE LAPTOP WITH EXTENSION CORD FOR NOTE-TAKING )
'If you fail to plan, you are planning to fail!' Benjamin Franklin QUOTE !!! QUOTE !!!!
page 211
effects of power relationship ( I have none )
Signal ( body language ) "uh-huh" that you are listening
Manage the pace of the interview.
Make a follow up telephone call.
Make sure the purpose of the study is explained sufficiently
Put interviewees at ease.
Projective methods
Object, activity or text to draw out information from respondents: Eliciting Device212:
1. describe typical day in the classroom
2. Can you describe a recent dispute with a student
3. Diagram of the classroom? Give a tour and explain everything about each item?
p.213
hour and a half for adults, 30-45 minutes with children
PAGE 214 : DIGITAL DIVIDE.
215. think alouds,
study participant talks the researcher through a task.
be careful not to prompt students too much. Observe.
triangulate with spoken data during the think aloud.
216. transcripts under-utilized.
217. video and audio data on the internet
p.218 gestures and context lost.
END
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