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