methods in context - sociology...lesson 3 - methods in context –using experiments to research...

Methods in Context

Scheme of Work

Lesson Topic

1 Introduction (Structure & Requirements)

2 Research in an Educational Setting

3 Using Experiments to research Education

4 Using Questionnaires to research Education

5 Using Interviews to research Education

6 Using Observations to research Education

7 Using Secondary Sources to research Education

8 Revision & Mapping

9 Methods in Context – Independent Research Project




Lesson 1 - Methods in Context -Introduction

• Examine the requirements for answering a Methods in Context question.

SPEC: Students must be able to apply sociological methods to the study of education.

ALL (Grade C/D)

Be able to identify and briefly explain some of the

requirements of the Methods in Context

question.

MOST (Grade B/C)

Be able to identify and deeply explain many of the

requirements of the Methods in Context

question.

SOME (Grade A/A*)

Be able to identify and thoroughly explain all of the requirements of the

Methods in Context question.

What does it look like?

Tips for Success

Use the Item at least once, it asks you to do it in the question.

Cover strengths and limitations, it asks you to do it in the question.

Only refer to the method mentioned in the question.

The item tends to have ‘hooks’ or clues about issues you can write about, read it and look for them.

6 paragraphs of Level 3 Points is enough to get you full marks.

How to reach Level 3? Link the strengths / weaknesses of the method to studying the actual topic in the question.

L3 areas to consider: the characteristics of the potential research subjects, the research context and settings, the sensitivity of researching the topic

20 mark- 3 levels

Level 3

Method and specific application to the issue in question.

Level 2

Method and application to education in general.

Level 1

Method only.

Up to 20 marks

MAX 15

MAX 11

Must relateto item

Lesson 2 - Methods in Context –Education as a Research Context

•Outline the main characteristics of education as a context of

sociological research.

• Explore potential issues that could be faced when conducting research in an educational context.


ALL (Grade C/D)Be able to identify and

describe one or two issues that sociologists would face when conducting

research in an educational setting.

MOST (Grade B/C)Be able to identify and describe three or more issues that sociologists

would face when conducting research in an educational setting, and

suggest ways in which they might be overcome.

SOME (Grade A/A*)Be able to identify and describe three or more issues that sociologists

would face when conducting research in an

educational setting, explain what type of issue each is and suggest ways in which they might be overcome.

Is Rossett an ‘outstanding’ school?

Pretend you are a sociologist looking into this question – what research methods would you use?

PRACTICAL

T

R

A

M

P

S

Time

Research Opportunity

Access

Money

Personality

Sampling

PET Issues

ETHICAL

D

R

I

P

Deception (covert)

Right to Withdraw

Informed Consent

Protection from Harm

PET Issues

THEORETICAL

P

I

Q

Q

Positivist

Interpretivist

Qualitative

Quantitative

PET Issues

PERVERT

P

E

R

V

E

R

T

Practical

Ethical

Reliability

Validity

Examples

Representativeness

Theoretical

PERVERT Issues

EDUCTION AS A CONTEXT FOR SOCIAL RESEARCH

Teachers

Pupils

Classrooms

Schools

Parents

Researching Pupils

• Power and status.

• Pupils ability.

• Vulnerability & ethical issues.

• Laws & guidelines

Researching Teachers

• Power and status

• Impression Management

Researching Classrooms

• A controlled setting – restricted access.

• Pupils and teachers hiding their true thoughts/feelings.

• Gatekeepers

• Peer Groups

Researching Schools

• Schools’ own data

• The law

• Gatekeepers

• School organisation

Researching Parents

• Difficulty in contact and access.

• Willingness to participate.

• Social class/attitudes to school.

What do AQA say?

Researching Education – A Summary

Education is a r_ _ _ _ _ _h context with many distinctive c_ _ _ _ _ _ _ _ _ _ _ _ _ s. For example, the need to p_ _ _ _ _t pupils poses e_ _ _ _ _l problems. Classrooms are highly c_ _ _ _ _ _ _ _ d settings and this may make it difficult to uncover real a_ _ _ _ _ _ _s. Teachers are accustomed to being o_ _ _ _ _ _d and may ‘put on a show’ when being s_ _ _ _ _d. Schools are closed, h_ _ _ _ _ _ _ _ _ _l organisations and this may make a_ _ _ _s difficult. Parents may be difficult to c_ _ _ _ _ t without the school’s c_ _ _ _ _ _ _ _ _n.

Researching Education – A Summary

Education is a research context with many distinctive characteristics. For example, the need to protect pupils poses ethical problems. Classrooms are highly controlled settings and this may make it difficult to uncover real attitudes. Teachers are accustomed to being observed and may ‘put on a show’ when being studied. Schools are closed, hierarchical organisations and this may make access difficult. Parents may be difficult to contactwithout the school’s cooperation.

Homework

Page 107 ‘Quick Questions’

Lesson 3 - Methods in Context – Using Experiments to Research Education

• Explore strengths and limitations of using experiments to conduct research within education.


ALL (Grade C/D)Be able to recall and explain one or two

advantages and disadvantages of using

experiments to conduct sociological research.

MOST (Grade B/C)Be able to recall and explain two or three


experiments to conduct sociological research

and to apply them to an educational setting.

SOME (Grade A/A*)Be able to recall and explain three or four


experiments to conduct sociological research and to apply them to looking into a specific

topic within an educational setting.

Starter

Paper 2 Research Method Question

Outline two differences between artificial and laboratory experiments [4 marks]

Level 1 - PERVERTLaboratory Field

Strength Weakness Strength Weakness

READ – Examples of Studies p.113 Then…

What ethical problems can exist if experiments are carried out on real school children?

What is the advantage of focussing on one specific aspect in a study?

What variables exist that make schools a practical problem to experiment in?

Level 2 – In an education setting…Laboratory Experiments

RECALL VERBALLY – Rosenthal & Jacobsen study on Labelling & Self Fulfilling Prophecy, then…

Ethically, as a result of their field experiment what could have happened to 80% of Pupils?

In order to increase validity, what ethical issue do field experiments require?

In terms of reliability, why would there study be difficult to replicate?

With the study being longitudinal, it allowed what?

Level 2 – In an education setting…Field Experiments

Level 3 – In relation to a specific topic

Where are the hooks?

Level 3 – In relation to a specific topic

Read through the candidate answer, and mark L1, L2, L3, for all the points raised.

What would you give it out of 20?

Over to you…add three additional paragraphs that make L3 points in relation to the question.

Lesson 4 - Methods in Context – Using Questionnaires to Research Education

• Explore strengths and limitations of using questionnaires to conduct research within education.




questionnaires to conduct sociological

research.




research and to apply them to an educational

setting.




research and to apply them to looking into a specific topic within an

educational setting.

Starter – Mini Quiz

1) What is the main questionnaire that is filled in by every household and is a key source of data for Sociologists?

2) What is a questionnaire called when it is done by the respondent?

3) Questionnaires can also be sent via the ______ or by ________.

4) Two types of questions that can be asked on questionnaires are ________ and ________.

5) In order to get people to fill them out, researchers may offer a _________________.


1) Census

2) Self-completion

3) Post , Email

4) Open , Closed

5) Reward / Incentive

Level 1 - PERVERT Level 2 – In Education (p.121-122)

Strength Weakness Strength Weakness

Level 3 – Using Self-completion Questionnaires to Conduct Educational Research

In small groups, prepare a presentation focussing on the following issues: Apply the Level 2 points we have raised to the specific topic to turn it into a Level 3 answer:

– Subject and University Choice

– Bullying

– School Achievement

– Pupil Subcultures

Think about…

Who is being studied?What is being studied?Why is it being studied?When can you do the study?Where will the study take place?How will it be undertaken?

PET / PERVERT

1) Characteristics of those being studied.

2) Context & Setting of the research.

3) The sensitivity of researching the topic.

Peer Assessment

Homework

Methods in Context question on p.123

Lesson 5 - Methods in Context – Using Interviews to Research Education

• Explore strengths and limitations of using interviews to conduct research within education.



advantages and disadvantages of using interviews to conduct sociological research.


advantages and disadvantages of using interviews to conduct sociological research



advantages and disadvantages of using interviews to conduct sociological research and to apply them to looking into a specific



1) Name the different types of interviews.

2) Which type of interview only asks closed questions?

3) During your time at Rossett, who has interviewed you, where did it take place, and which type of interview was it?

4) Two types of questions that can be asked during interviews are ________ and closed.

5) Which type of interview is most likely to produce valid data?


1) Structured, Semi-structured, Unstructured, Individual, Group, Face to face, Online.

2) Structured

3) Who, where, which type

4) Open.

5) Unstructured

Level 1 – PERVERT – Structured InterviewsADVANTAGES DISADVANTAGES

Time consuming in comparison to postal or online questionnaires

Respondents are ‘forced’ to choose an answer that the interviewer has

created.

Can reach a large sample

Interviewer has to stick to pre-set questions and is unable to explore interesting issues that may pop up

Significant costs my arise having to hire and train interviewers.

A representative sample is possible, therefore generalisations can be

made.

Data is easy to code and quantify into statistics

As the questions are the same for each respondent, it makes the data

more reliable and removes interviewer bias

Electronic recording facilities may not always be possible

Respondents can check their understanding of the questions with

the interviewer

Higher response rate than surveys

Lacks Validity: the answers may not match the respondents’ thoughts,

and respondents can’t go into detail about thoughts and feelings.

Level 1 – PERVERT – Structured InterviewsADVANTAGES

DISADVANTAGES

Time consuming in comparison to postal or online questionnaires

Respondents are ‘forced’ to choose an answer that the interviewer has

created.

Can reach a large sample

Interviewer has to stick to pre-set questions and is unable to explore interesting issues that may pop up

Significant costs my arise having to hire and train interviewers.

A representative sample is possible, therefore generalisations can be

made.

Data is easy to code and quantify into statistics

As the questions are the same for each respondent, it makes the data

more reliable and removes interviewer bias

Electronic recording facilities may not always be possible

Respondents can check their understanding of the questions with

the interviewer

Higher response rate than surveys

Lacks Validity: the answers may not match the respondents’ thoughts,

and respondents can’t go into detail about thoughts and feelings.

Level 2 – Interviews in Schools

BAIBOARD (IPAD)

6 x Groups

4-5 main issues bullet pointed for each section (p.132-134)

LA: Practical, Reliability & ValidityMA: Access & Response Rate, Improving Validity

HA: ‘Teacher in disguise’, Group Interviews

Post answers on BAIBOARD

Level 3 – Peer Assessment – June 2012


Mark & Grade Answers

Stretch challenge: Create a L3 answer to the question and/or complete practice question on p.135

Lesson 6 - Methods in Context – Using Observations to Research Education

• Explore strengths and limitations of using observations to conduct research within education.




observations to conduct sociological research.



observations to conduct sociological research




observations to conduct sociological research and to apply them to looking into a specific


Level 1 – Bassett Reminder

Note down advantages & disadvantages of Participant Observation 6:00-10:00Note down advantages & disadvantages of Non-Participant Observation 13:00-14:00

Level 2 - Recording Observations ‘Operationalising’ Behaviour

What traits could be include in a tally box to monitor behaviour around school?

• School observations take time, it took Laceyhow long to get familiar with the school?

• Why might a Head Teacher think it’s a good idea to have a non-teaching adult around?

• What characteristics can affect relationships between observer and participant?

• What month of the years’ timetable can’t observations in school take place?

• What do people need to get access to schools that cover Health & Safety regualtions?

Level 2 – Practical Issues

• School observations take time, it took Lacey how long to get familiar with the school? Two months.

• Why might a Head Teacher think it’s a good idea to have a non-teaching adult around? Help control behaviour, assist the teacher, or no permission needed from parents.

• What characteristics can affect relationships between observer and participant? Class, age, gender, ethnicity.

• What month of the years’ timetable can’t observations in school take place? August.

• What do people need to get access to schools that cover Health & Safety regualtions? DBS Check.

Level 2 – Practical Issues

• What law breaking activities could an observer witness a student doing?

• What harm could come to a teacher or school if their identities were not kept secret?

Level 2 – Ethical Issues

• What law breaking activities could an observer witness a student doing? Theft, truancy, bullying.

• What harm could come to a teacher or school if their identities were not kept secret? Disciplinary, loose job, excluded from teaching for life, leadership loose their jobs, trigger an OFSTED inspcetion, affect public perception, may lead to decreasing number of applications, bad press.

Level 2 – Ethical Issues

• Although observations are one of the most validforms of research, however, what barriers and factors could hinder the validity?

• Representativeness. Studies such as that by Willisare based at __ school, with ___ students, contrast this to the UK education system, which has a combined total of _____________ primary, secondary, and colleges combined.

• Regarding reliability, they are often hard to replicate, as the _________________ of different observers may evoke different responses from participants.

Level 2 – Theoretical (Representativeness, Reliability, Validity) Issues

• Although observations are one of the most valid forms of research, however, what barriers and factors could hinder the validity? Power difference between pupils and adults, teachers are used to being observed and changing their behaviour.

• Representativeness. Studies such as that by Willis are based at __ school, with ___ students, contrast this to the UK education system, which has a combined total of _____________ primary, secondary, and colleges combined. 1, 12, 34350.

• Regarding reliability, they are often hard to replicate, as the _________________ of different observers may evoke different responses from participants. Personal characteristics.

Level 2 – Theoretical (Representativeness, Reliability, Validity) Issues

Level 3 – Peer Assessment –

June 2011

Level 3 – Peer Assessment –June 2010

Lesson 7 - Methods in Context – Using Secondary Sources to Research Education

• Explore strengths and limitations of using secondary sources to conduct research within education.



advantages and disadvantages of using secondary sources to conduct sociological

research.



research and to apply them to an educational

setting.



research and to apply them to looking into a specific topic within an

educational setting.

Level 1 – Advantages / Disadvantages of Official Statistics

Level 2 – Types of Official Statistics in Education

What have we already

looked at?

By status? Being there?

Globally?

What you study?

Destination?

Nationally?

Level 2 – Types of Official Statistics in Education

Achievement by Class, Gender, & Ethnicity

Attendance, truancy, inclusion

PISA

Gender & Subject Choice

Destination of leavers into further education, work, or training

League Tables, Marketisation

What have we already

looked at?

Level 2 – Documents in EducationPublic Documents

Personal Documents

Pupil & teacher diaries

Pupils written work

School Prospectus

School reports on pupils

Graffiti in School

School magazine, e.g. The Right Angle

Media reports about education

OFSTED Inspection Report

School textbooks

Books and films about school life. E.g. ‘Diary of a Headmaster’

School websites

Notes between pupils in class

Government guidance / enquiries

Texts between pupils

Letters from Parents

Level 2 – Documents in EducationPublic Documents

Personal Documents

Pupil & teacher diaries

Pupils written workSchool Prospectus

School reports on pupils

Graffiti in SchoolSchool magazine, e.g. The Right

Angle

Media reports about education

OFSTED Inspection Report

School textbooks

Books and films about school life. E.g. ‘Diary of a Headmaster’

School websites

Notes between pupils in class

Government guidance / enquiries

Texts between pupils

Letters from Parents

Level 2 – Notes p.156-8

Official Statistics Documents

Advantages Disadvantages Advantages Disadventages

Level 3 – Timed Question p.159Model Paragraphs

Positivists prefer to use Official Statistics because they allow them to identify cause and effect relationships, trends, and they can make comparisons between different social groups. Within education, school results are available on league tables. Furthermore, data is available on students ethnicity, as well as Social Class through Free School Meals. Sociologists can therefore, compare the results of students for those that do and do not have Free School Meals. If a wide gap is identified, the a positive correlation can be made between Social Class & Achievement. Therefore, Official Statistics are useful for analysing social class differences in education.

The reliability of Official Statistics can be called into question, as the definitions of measurements often change. For example, when it comes to achievement, success has been measured differently. When League Tables first came out under the Conservatives, success was measured in % of A-C students, favouring private schools and middle class schools. However, under Labour ‘Value-Added’ was seen as a more accurate way of measuring achievement, therefore creating a new system of measurement, which tended to be more accurate in determining good schools, as well as favouring working class schools. Therefore, with Official Statistics having changed definitions, make it difficult to draw comparisons over time.

Lesson 8 - Methods in Context – Revision & Mapping of Content

• Explore strengths and limitations of using a variety of methods for a variety of topics.



advantages and disadvantages of using one or two methods to

conduct sociological research into one or two

topics.



two of three methods to conduct sociological

research and to apply them to a range of

topics.

SOME (Grade A/A*)Be able to recall and explain four or more

advantages and disadvantages of using four or more methods to conduct sociological research and to apply them to looking into a wide range of specific

topics within an educational setting.

Pulling out strengths and weaknesses of research methods:

Cost, accessibility, ability to record data, labour intense, time, requirements of funding bodies, personal skills, subject matter, response rate. Getting in, staying in and getting out? TRAMPS

Practical

Ethical

Reliable

Validity

Representative

Theoretical

Is the method fair to participants? Informed consent, confidentiality, privacy, effect on research participants, vulnerable people, is there a danger of ‘going native’, bias. DRIP

Is the method consistent and reliable enough that it could be repeated a number of times and still yield the same sort of results?

Is the data produced an accurate picture of reality or has it been skewed by the Hawthorne Effect, social desirability, or the Screw You effect?

Is the sample sufficiently large that the results can represent the views / reality of the research population you want to study?

Does it produce quantitative data that will show the extent of a particular phenomenon, trends and correlations? Or is it the insightful, in-depth qualitative data you want? Objectivity / subjectivity. Primary or secondary data. Positivist vs Interpretivist PIQQ

Write in each method at the top of the grid.

Know what the general strengths and weakness of each method are, do a quick pervert in here

so that you can think at level three in terms of strengths and weaknesses of the method for the specific issue.

Past Questions ‘Topic’ for Inclusion in your grid:Jan 2009investigating boys’ underachievementJune 2009investigating teachers’ attitudes towards minority ethnic group pupilsJan 2010investigating the effect of material deprivation on educational achievementJune 2010 investigating anti-school subcultures

Jan 11investigating the role of parents in pupils’ achievementJune 11investigating truancy from schoolJan 12investigating applications and admissions to secondary schoolsJune 12investigating the effects of streaming

Jan 13investigating the role of linguistic deprivation in educational underachievementJune 13 investigating social class differences in university entranceJune 14investigating pupils’ literacy:

Past Questions ‘Topic’ for Inclusion in your grid:Jan 2009investigating boys’ underachievementJune 2009investigating teachers’ attitudes towards minority ethnic group pupilsJan 2010investigating the effect of material deprivation on educational achievementJune 2010 investigating anti-school subculturesJan 11investigating the role of parents in pupils’ achievementJune 11investigating truancy from schoolJan 12investigating applications and admissions to secondary schoolsJune 12investigating the effects of streamingJan 13investigating the role of linguistic deprivation in educational underachievementJune 13 investigating social class differences in university entranceJune 14investigating pupils’ literacy:

QUALITATIVE / INTERPRETIVIST

• Interviews – structured, semi-structured or unstructured.

• Focus groups or group interviews.

• (non) Participant observation – covert or overt.

• Ethnography.• Documents .• Case studies.

http://www.google.co.uk/url?sa=i&rct=j&q=hand+written+letter&source=images&cd=&cad=rja&docid=gN5RZ36F91hZZM&tbnid=OlaSZnRX9z0qWM:&ved=0CAUQjRw&url=http://www.postalmuseum.si.edu/findingguides/3b2_4_1847.html&ei=HPGVUezcHcWChQez4YDYCA&psig=AFQjCNHjJoU9Ee_oCe8RG8PbG3gWTCOxnw&ust=1368867473857568

Question Mark Scheme From New Spec 2016

Lessons 9-12 - Methods in Context –Research Project

• Explore strengths and limitations of using a method to investigate a topic. • To understand how to carry out and write up a sociological study.



advantages and disadvantages of using one or two methods to

conduct sociological research into one or two

topics.



two of three methods to conduct sociological

research and to apply them to a range of

topics.

SOME (Grade A/A*)Be able to recall and explain four or more

advantages and disadvantages of using four or more methods to conduct sociological research and to apply them to looking into a wide range of specific

topics within an educational setting.

Pilot Study Task (LA)Researching EducationYour task is to prepare a brief research plan for tackling a research project into a school using sociological methods. Below are the areas you could concentrate on:• Classroom behaviour• Exam performance• Pupil morale • Teacher morale • Quality of teaching • Pupil subcultures (e.g. pro-school, anti-school, ethnicity, social class, etc.)• Opinions of parents and carers • Playground behaviour

What you need to do: • Choose a topic to research. • Decide which sociological method would be appropriate. Look the table of research methods

completed in class to give you ideas for this.• Draw up a plan for a pilot study (e.g. ask a teacher if you could observe 15 minutes of a lesson).• Conduct your pilot study.• In your report, explain why you picked your research method, how your pilot study went and how

you would go about conducting the full research.• Consider if your own personal characteristics allow you to carry out the study yourself or would you

need someone else to carry out the study for you? If someone else would have to do it, what characteristics would that person need to have?

• Describe what PET issues you might come across, and how you would address them?• Complete mock Methods in Context question: ‘Evaluate the strengths and weaknesses of using

______[METHOD]_________ to investigate ________[TOPIC]___________ (20 marks)

Introduction

You are all part of a research team that will use three different interview techniques:-

• Structured/formal interviews

• Semi-structured interviews

• Unstructured/informal interviews

You are investigating the issue of

Research Project Task (HA)

Task 1: The methodStructuredinterview

Semi-structuredinterview

Unstructuredinterview

PRACTICAL

Strengths

Limitations

ETHICAL

Strengths

Limitations

THEORETICAL

Strengths

Limitations

What are the differences between the three interview techniques? What do you think are the main strengths and limitations of each one?

Task 2: Analysing & Evaluating an interviewThe professional TV/chat host using the interview technique

• You will watch 2 different interviews by Jonathon Ross, Jeremy Paxman, Piers Morgan, Andrew Marr, or any suitable suggestion made to your teacher.

• Whilst watching the interviews, you will need to make notes using the self-help task sheet.

• From this, complete a written evaluative summary (minimum half page A4 on each) on how successful the interview was (use evidence from the self-help task sheet and quotes from the interviews to help you) and state what you would have done differently if you had carried out the interview yourself. (Also make it clear in your summary which interview technique(s) they used).

Suggested Interviews

Lady Gaga - Jonathan Ross Interview Part 1 2010http://www.youtube.com/watch?v=IJ3-w3fspG4

Russell Brand meets Jeremy Paxman https://www.youtube.com/watch?v=3YR4CseY9pk

The Andrew Marr Show meets Nicola Sturgeonhttps://www.youtube.com/watch?v=OwYQwcp6JNI

Piers Morgan interviews Mike Tysonhttps://www.youtube.com/watch?v=8ri3ON7K8A8

http://www.youtube.com/watch?v=IJ3-w3fspG4

https://www.youtube.com/watch?v=3YR4CseY9pk

https://www.youtube.com/watch?v=OwYQwcp6JNI

https://www.youtube.com/watch?v=8ri3ON7K8A8

Task 2: Self-help SheetWhat is the setting for the interview – does this help?

How is the interviewee made to feel comfortable?

What body language takes place between them?

Does the interviewee appear relaxed and does this help to gain more detailed responses?

How are his questions phrased? – short, lengthy, open, closed?

Does he /she use a set interview schedule – set of questions, or do the questions change in response to the answers he receives?

Is there a clear ‘direction’ with the interview and questions leading to a desired outcome?

Is there anything that interrupts the flow of questioning? Does this have an impact on the success of the interview?

Is there rapport and empathy which helps to bring about fresh insight into how the interviewee is?

Do the questions allow the interviewees to express themselves in their own words and reveal their true meanings?

How were sensitive issues dealt with in the interview? Did interviewees appear under pressure to answer?

Was there evidence of informed consent, guaranteed confidentiality and a right not to answer?

Do you think the interviewee was telling the truth or able to lie, exaggerate?

Did the interviewer impose their own ideas onto the interviewee?

Was there evidence of ‘interview bias’ where the interviewer asked leading questions?

Was there social desirability – did the interviewee give false answers to make themselves seem more interested?

Did you notice the interviewer having to explain a question due to a misunderstanding over the meaning of the words?

Do we know more about the person as a result of this interview?

Having watched this interview – was it successful? How have you made this judgement? What might you have done differently if you had been the interviewer?

Task 3: Research Context

OFSTED REFORM

https://www.tes.co.uk/news/school-news/breaking-news/ofsted-purges-40-inspectors

https://www.gov.uk/changes-to-education-inspection-from-september-2015

SETTING & STREAMING

http://www.suttontrust.com/newsarchive/teaching-matters-more-than-setting/

http://creativecurriculumisabella.weebly.com/limitations-and-benefits-of-mixed-ability-classes.html

https://www.tes.co.uk/news/school-news/breaking-news/ofsted-purges-40-inspectors

https://www.gov.uk/changes-to-education-inspection-from-september-2015

http://www.suttontrust.com/newsarchive/teaching-matters-more-than-setting/

http://creativecurriculumisabella.weebly.com/limitations-and-benefits-of-mixed-ability-classes.html

Task 3: Practical WorkGroup A student(s) using the structured interview

Group B student(s) using the semi-structured interview

Group C student(s) using the unstructured interview

Group D student(s) using the web based/telephone interview

All students will carry out an interview that will last for a minimum of 10 minutes, that should be recorded (as appropriate) and a detailed transcript of the interview must be made. The depth and quality of their evidence may be affected by the type of interview technique they use.

Students may be allocated one of the following to interview (this will vary on your own access to and availability of interviewees).School headteacherCollege principalMember of the school/college PTAMember of the school/college governing bodyLocal councillorLocally elected MP (or EMP)Parent of a secondary school pupil (state school)Parent of a secondary school pupil (private school)Member of the local education authorityFamily relative (adult)Neighbour or member of your local communityPost 16 student (not known to you)Teacher/lecturer from your own institutionMember of the local business communityLocal newspaper journalistLocal teacher/college union representative*Headteacher/teacher/school representative of the exam board*Member of the government or member of the Department for Education* note – one of these will be a web-based interview and one a telephone interview

Task 4 – Feedback & Evaluation

At this session you will need to present your findings to the rest of the group. In this discussion, you need to feedback on your own findings collected from the interview and what your felt were the strengths and limitations of your own interview technique. Did you collect the range and depth of evidence which you were hoping for and how far did practical, ethical and theoretical issues impact on your results? How you present this is up to you. PowerPoint and discussion is the most popular way.