Using Analytical Frameworks for Classroom Research Collecting Data and Analysing Narrative 1st Edition by Susan Rodrigues 0203857992 9780415553070

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ISBN 10: 0203857992 

ISBN 13: 9780415553070

Author: Susan Rodrigues

This introductory collection brings together contributions from a range of international researchers, each working within their own traditions, to explore current perspectives on the use of analytical approaches in education. Providing a close examination of cutting-edge data analysis techniques, each contribution describes a set of tools to assist prospective researchers as they decide which analytical approach or approaches best suit their own research endeavours. Exploring theoretical approaches from both a macro and a micro perspective, each chapter: Outlines the theoretical assumptions of the approach Highlights the constraints and tensions within the approach Contextualises the tradition in which the approach is located Provides data and case studies to illustrate how the approach is used in classroom research and the realities of practice In the final chapter a cross-comparison between the approaches covered is presented, allowing researchers to better understand which approach is most suitable for their project. Essential reading for all those interested in the theory behind the analytical approach, this book will appeal to all postgraduates, researchers, and academics engaged in research in educational settings.

Table of contents:

Chapter 1 Understanding educational achievement and outcomes
Introduction
A model of person, process and context
The social address or context model
The process-context model
The person-process-context model
Contemporary approaches to identifying relations between person, process and context
Analytic procedures: a variable-centred approach
Analytic procedures: a person-centred approach
Conclusion
References

Chapter 2 Observational analysis within case study designs
Introduction
Observation
Case studies
Single case design
Multiple baseline designs
Example of a multiple baseline design
Multiple case design
The tutoring technique
Methodology
Sampling
Measures and procedure
Results
Year 1 observation
Year 2 observation
Comparison of Years 1 and 2
Discussion
Implications for multiple case study designs
Conclusion
References

Chapter 3 Tracking student learning over time using construct-centred design
Introduction
Learning progressions
Foundation of construct-centred design
Learning-goal-driven design
Evidence-centred design
Construct-centred design process
Step 1: Select the construct
Step 2: Define the construct
Step 3: Create claim(s)
Step 4: Specify the evidence
Step 5: Design learning or assessment tasks
Step 6: Review products
Application of construct-centred design
Select and define the construct
Create claims, specify evidence, and design tasks
Develop a learning progression
Data collection: characterizing how students develop understanding of the nature of matter
Participants and procedure
Coding scheme
Data analysis and results
Refining and empirically testing the learning progressions
Conclusion
Acknowledgement
References

Chapter 4 Analysis of interview data using the constant comparative analysis method
Constant comparative analysis method
Introduction to the project
Methodology
Population and sample
Collection of data
Procedures
Evaluation of data
The questionnaire
The interview data
Results
Identification of the general switch (GS) of the main device
Ability to co-ordinate evidence and theory
Conclusion
Acknowledgements
References

Chapter 5 Using metamatrices to analyse learning from multiple data sources
Introduction: a bioethics learning research context
Research framework
A constructionist epistemology
Phenomenography
Naturalistic enquiry
Case studies
Analysis of data
Questionnaires
Brainstorm sheets
Pre-unit interviews
Post-unit interviews
Journal entries
Essays
Metamatrices
Summary
References

Chapter 6 Narrative interrogation
Introduction
Justifying the construction of narratives
The process of narrative construction: developing Mary’s story
Establishing a collaborative relationship
Making sense of the data and developing story
A narrative that reflects complexity, apparency and verisimilitude
Providing an opportunity for teachers’ interrogation of the narrative
References

Chapter 7 The potential of using stimulated recall approaches to explore teacher thinking
Introduction
Background to our study involving the use of stimulated recall
Our sample and our approach
The nature of discussion in our study
Analysing the data generated in our study
So what do we know?
How long after the event should the recall interview take place?
What length of time should the recall interview take?
What is the nature of the stimulus material?
If using a video recording, how much of the recording should be used?
What guidance should be given to the interviewee?
Where could a stimulate recall approach be used?
References

Chapter 8 A developing narrative
Introduction
Outline of the study
Aims
The students’ placement experience
The study design/data creation
Recording the sessions
Transcriptions
Observation notes
Student interviews
Key ethical considerations
Analysis
Our positionings as researchers/aspects of reflexivity
An overview of analytical approaches and procedures
Analysis and findings: an interpretative, constructive stance
How inductive was our analysis?
Central processes in the analysis
Emerging themes and the move to a narrative focus
Structures, narrators, characters and themes
Developmental narratives
Questions of trustworthiness
References

Chapter 9 Exploring talk
Introduction
Analysing classroom talk
Setting the scene
Systemic functional linguistics
Some of the ideas from systemic functional linguistics
Data collection and transcription: issues to consider
Analysing science classroom data
Some key steps
Caution
Conclusion
References

Chapter 10 How to use pronoun grammar analysis as a methodological tool for understanding the dynamic lived space of people
Overview of positioning theory
Introduction to positioning theory
Positioning in the social dynamic moment of the local moral order
Coding, tracking and analysing the transition from good advice to a committed grammar
In the ‘saying’ …
In the ‘doing’ …
Local moral order and habitus
Using positioning theory as a research methodology
Introducing pronoun grammar analysis
Qualifying and quantifying words strengthen or weaken statements
Positioning others: challenging or affirming practices
Recognising position shifts
Further consideration of the place of the pronoun ‘we’ in the conversation
The use of ‘you’ in a conversational dialogue
Conclusion
References

Chapter 11 Conclusion
A brief review of the chapters
Quality measures
Approaching your research
Question: Given your research aim and objectives, what sort of data are you hoping to collect?
Question: How will you show trustworthiness?
Question: Will this approach work?

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