Researching...

Researching:

  • pupils
  • teachers
  • classrooms
  • schools
  • parents
  • Created by: E456
  • Created on: 20-03-18 18:10
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  • Researching...
    • pupils
      • Hill (2005)
        • (1) power and status
          • children have less power and status, meaning they do not have the same opportunity to state their views
            • hierarchy in schools (teachers have the status and power)
          • one-to-one interviews may reinforce power differences between researchers and pupils, group interviews would be better
        • (2) ability and understanding
          • limited vocal, forms of self-expression and critical skills
          • when investigating abstract concepts, researchers can't over complicate questions
          • limitations in pupils' understanding also make it more difficult to gain their informed consent
        • (3) vulnerability and ethical issue
          • pupils more vulnerable
          • parental permission not enough
            • pupil needs to be aware of the research
          • personal data needs to be protected
          • harder to research via long-time questioning as this is inappropriate
            • also harder to reach children due to gate-keepers
    • teachers
      • (1) power relationships not equal
        • teachers have more status because of age, experience, responsibility and skill
        • teachers see classroom as 'my classroom' and researcher may be seen as 'trespasser'
          • BUT teachers not fully independent due to having heads, governors, parents and pupils constraining them
        • researchers need to develop a 'cover' to carry out covert investigations
      • (2) impression management
        • teachers used to being observed (e.g OFSTED) so more willing to partake in research
        • teachers put on a face
          • researchers will be seen as 'newcomer' so not be able to get as much information
            • teachers may be reluctant to answer questions honestly - it may affect their carer prospects
    • classrooms
      • young people  copy friendships groups, no individualising in answers
      • in classroom interactions, teachers and pupils disguise feelings towards certain situations
      • hard to get genuine responses; classroom controlled by teachers/staff
        • pupils find it hard to open up to researchers
    • schools
      • researchers may be seen as contributing to school hierarchy making it harder to research students
      • gatekeepers e.g. headteachers
        • control researcher's access
          • timetables may affect researchers access
      • law requires school to educate
        • research cannot get in the way
        • pressure of good school attendance reports and standards
          • school is under close scrutiny, research may get in the way
    • parents
      • parents influence what goes on in education
        • for example, how they bring up their children and by their involvement in the school
      • parents not easy group to contact/study
        • not in school full-time
        • for example, hard to tell whether parents help children with their homework
      • some parents more willing to participate in research
        • middle class parents are more likely to be pro-school than working-class parents, hence being more worthwhile to research

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