p.219
Chapter 11
collecting observed data in qualitative teacher research
naturally occurring , as it happens.
written records
indirect ex post facto notes from memory !!!!!!!!
video tapes
p.220
observed
direct observation
vs. Descriptive observation
idea: Shift observational focus every 5 minutes.
artifact collection - - - - -- - - -- - - -- - -- - -- - -ADD THIS TO THE THESIS [x]
physical trace collection
indirect or secondary observation
Focused observation ; after reflection and analysis of first observation
p.221
selective observation
Jill Cole's observations, picture books, when they were borrowed.
types of observaitons
p.222
Structures <--> unstructured
Non-participant <--> full participant observation
p.223 Classroom observation schedule
Whom do I watch? When do I watch? Why?
p.224
How long do I watch? Why?
Over what time period do I watch? Days? Weeks? Months? Why?
observe a "Bottom Line"
Non-participant Observation !!!!!!! ( put in thesis )
225. full participant observation
can have unstructured observation. ( !!! put in thesis ) [X]
( we are not this , nor do we want this )
peripheral
be punctual and organized.
avoid interjections
pay attention to facial expressions
p.228 Notice the unexpected.
Data collection tools:
observation schedules
headnotes, : mental notes
post facto notes: written down after
field notes: written down during
p.229 shorthand language, initials, maps, etc
DESCRIPTIONS AND DIRECT QUOTATIONS
P.230 FIELD NOTES AS WORD PROCESSED FILES
p.231 the researcher will describe the particular actions taking place.
wed
the students eyes followed the teachers every move. p.232
p.233 conducting observations online
observation that takes place online is text-based. ( not 100 percent, photos and videos ) update thesis [X]
p.234 does not alert others to research status ADVANTAGE update thesis [_]
p.235 school policy photographing children. do not need to do this no worry [X] update thesis.
copyright freedom update thesis [_]
VIRTUAL to 236
artifact collection : what was 3D printed? , school policy: (one)subject area, media library or club? , update thesis [X]
p.237 Link artifacts with other collected data for cross-reference
p.238 FOLDERS: Hard copies , and computer folders. update thesis [_]
p.238 wed end
p.239 physical trace data collections
unobtrusive, non-interactive: traffic patterns, smells, occupancy, Environmental texts, written texts[_]
structures and structural changes. , buildings, roadways, etc.
p. 240 photograph, physical trace
p. 241 Secondary observation data ( made by others )
p. 242 Extant photographs and videos as observation data ( AND 3D PRINTED MATERIAL !!!! ) update thesis [_]
p. 243 cultural inventories
p. 244 considerations when using other people's images: 1) who took them, 2) under what conditions the visual record was made. 3) the reason the visual record was created. 4) what relationship between photographer and subject. Navigating permissions, parental consent, sound wuality, using others removes an important interpersonal connection...context. Example given with ignored hyperactive child. Camera angles.
p.245 thu end
p.246 Chapter 12. collecting written data in qualitative teacher research.
introduction: written data as a complex category.
field notes, policy documents.
such texts fall into 2 main groups. 1) extant texts or documents. , books , photos televison productions, web pages that exist independantly of the study taking place. They have not been produced as a consequence of the present research. They would still have been produced if there had been no research study. students as part of their classroom work
p.247 , 2nd group for example written responses to open ended questions in surveys and questionnaires . can treat them as spoken or observed data. ( see chapter 10 an 11 ) convey information, ideas, reflections,
COMPLICATION : TO adequately address in this context the relationship between reading and viewing i.e. video game or movie violence effects
p. 248 written data research potential and approaches. written data includes the potential to
- inform present and future decisions concerning education in general , pedagogy within a specific subject area or across subject areas. professional development for teachers, policy development, curriculum development and so on.
- provide reading or account of a particular policy etc.
- provide contextual and historical insights on an issue , event, problem, etc. , tell us about aspirations and intentions
- enable the teacher researcher to (re)construct and account of a past event or practice ( i.e. some past event )
Primary, secondary and tertiary source documents as written data in qualitative research
Primary sources: from actual witnesses of events.
p.249 tables some examples of written data.
Method
Locating written historical records
Locating policy documents
Generating open ended written survey data
p.250
Participant journals
Collecting websites and other digital data !!!! YESSSS !!!!! UPDATE THESIS [_]
Used in: case study, ethnography, socialinguistic studies, multimodala analysis studies, discourse analysis studies.
p.251
collecting images and filmic data
SECONDARY SOURCES: The author was not a part of
TERTIARY sources are references that help us learn documentary sources. , examples: Bibliographies, DATABASES,
no document infallible re: truth and objectivity.
Our purposes may differ from when the documents were originally written
p.252
Criteria for evaluating documents as written data
- are the records or documents complete?
- are the documents genuine or copies of the original ?
- are the documents dated, and can they be placed on a time scale?
- why were the documents originally collected?
_ are they believable/credible?
- what relevance?
fri end
p.253
Different purposes and uses for written data and qualitative research
identify clearly the research problem
formulate our research purposes and questions.
decide on the best theaoretical perspective to tackle the question
formulate key concepts and costructs around which to formulate the study
inform , cont4extualize, conceptualize , theorize and design the research project.
generalize the empirical data set.
p.254 research for first time researchers.
Generating written data for the empirical data set in a qualitative research project. most from extant ( already existing ) texts
GENERATING WRITTEN DATA USING PARTICIPANT JOURNALS: my own relfections
the process of writing helps trigger insights about teaching.
p. 256 : TARGET language. participants may write what they think teh researcher is looking for.
p.257 locating extant documents as (primary) sources of written data for qualitative research projects.
p.259 sat end
p.260 locating non-conventional text types as written data for qualitative studies.
p.261 locating (extant) participant texts as written data in qualitative educational research
p.262 locating non-participant texts as written data in qualitative educational research.
p.263 the role played by texts
p.264
P. 265 provide a written description of the reasons why you regard these pieces of written data as appropriate
sun end
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