On Monday January 20th, we’ll examine four methods of inquiry — interviewing students, surveying students, observing students and using reflections as research data — and decide how they might be used to inform a case study of how students in a diverse group (a) relate to the knowledge and skills a teacher thinks they are learning in a particular class, and (b) relate to a new approach to this knowledge informed by this understanding (if desirable).
There are some papers listed below; please choose one and consider the work a particular method might do in this project, the practicalities of using it in your own concrete context, the implications of using an alternative, criticisms and possible problems; and any ethical or political considerations.
Interviewing
Carpenter, V. and Cooper, C. (2009) ‘Critical action research: the Achievement Group’, Educational Action Research, 17(4): 601-613 (from Sarah).
Hopkins, E. (2008) Work‐related learning: hearing students’ voices, Educational Action Research, 16(2): 209-219 (from Sarah).
Velluto, R., and Chisholm, C. (2013) ‘Silencing Reading, Silencing the boys: Using action research to investigate silent reading programs and its effects on boys’ literacy skills’, Networks: An Online Journal for Teacher Research, 15(1), online at: http://journals.library.wisc.edu/index.php/networks.
Reflection as ‘data’
Capobianco, B. M. (2007) ‘Science teachers’ attempts at integrating feminist pedagogy through collaborative action research’, Journal of Research in Science Teaching, 44: 1-32, online at: http://onlinelibrary.wiley.com/doi/10.1002/tea.20120/pdf.
Roche, M. (2011) Creating a dialogical and critical classroom: reflection and action to improve practice, Educational Action Research, 19(3): 327-343 (from Sarah).
Multiple methods (including surveys and observations)
NB – Many of these projects focus on work with younger children; it is the methods that matter in this case!
Dawe, A. (2012) ‘Children’s awareness of learning and knowledge: a study of Year 3 pupils’ perceptions of the knowledge they need and how it is acquired’, Journal of Trainee Teacher Research, online at: http://jotter.educ.cam.ac.uk/volume3/030-062-dawea/030-062-dawea.pdf.
Jeffries, C. (2009) ‘Breaking down gender stereotypes: Increasing 5th grade physical education participation by building self esteem’, Master’s degree paper, ERIC 504753, online at http://files.eric.ed.gov/fulltext/ED504753.pdf.
Jordan, L. and Hendricks, C. (2002) ‘Increasing Sixth grade Students’ Engagement in Literacy Learning’, Networks: An Online Journal of Teacher Research, 5(1), online at: http://journals.library.wisc.edu/index.php/networks/article/view/158/156.
O’Brien, D. (2012) ‘Pupil perspectives on the physical learning environment: a study of how Year 3 pupils see learning spaces’, Journal of Trainee Teacher Research, online at: http://jotter.educ.cam.ac.uk/2012PPGCE003OBrien.pdf.
Observation techniques: http://www.edu.plymouth.ac.uk/resined/observation/obshome.htm
Anti-method
In case you want to explore notions of ‘anti-method’, I can send T. Cook’s (2009) ‘The purposes of mess in action research: building rigour through a messy turn’, Educational Action Research, 17(2): 277-291.