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Importance of qualitative research
Scientific merit of qualitative research
Scientific merit of qualitative research
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Recommended: Importance of qualitative research
“Would you like to tidy up now?” An analysis of adult questioning in the English Foundation Stage?
There has been much controversy within the class room in how teachers should address their students, to see whether the correct route to follow is through open and or closed questions. A study conducted by Siraj-Blatchford et al (2003, 2004) which extended the analysis concerned with adult questioning carried out in the Research Effective Pedagogy in the Early Years (REPEY) study, which further drew out quantitative data to the five-year longitudinal study The Effective Provision of Pre-School Education (EPPE) (Sammons et al. 2002, 2003), looking at the progress of 3000 children in 141 pre-schools. In this extension the analysis identified a total of 5808 questions across 400 hours which observed 28 staff recorded in 2000-2001. The aim of the study was to provide a more thorough analysis on the types of questions applied, and to investigate the possibility that the use of open-ended questions have an effect on a child’s development, particularly in supporting them.by looking at It was found that 94.5% of all the qiestions asked by the early year staff were closed questions that required recall or facts. It was found that only 5.5% were opened ended questions. The main aim of study this article is to code and rationale for the seven types of closed questions and four types of open-ended questions that are most commonly asked by early year staff.
In this experiment there is a strong sense of credibility making the method and the findings very reliable. This is due to the study being a continuous longitudinal study that applies a mixed method design (Creswell 2003, Siraj- Blatchford et al 2006). Mixed methods are where a researcher mix...
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...l. 40 (6), p857-874.
, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26
Gorard, S. (2004) Scepticism or clericalism? Theory as a barrier to combining methods, Journal of Educational Enquiry, 5, 1, 1-2
Hammersley, M. (2005). "Countering the 'new orthodoxy' in educational research: a response to Phil Hodkinson." British Educational Research Journal31 (2): 139-155.
Gardner, H. (1968). Longitudinal Studies and the Measurement of Change. Royal Statistical Society. 18 (2), p93-95.
Creswell, J. 2003. Research Design: Qualitative and Quantitative Approaches. London: Sage Publications.
G. F. Holbein, 1997. “Assessment and redirection of longitudinal analysis: Demonstration with a study of the diversification and divestiture relationship,” Strategic Management Journal 18: 557- 571.
Grella, C. E., Stein, J. A., Weisner, C., Chi, F., & Moos, R. (2010). Predictors of longitudinal
Drew, C. J., Hardman, M. L., & Hosp, J. L. (2008). Designing and conducting research in education. Thousand Oaks, California: Sage Publications, Inc.
In response to the question set, I will go into detail of the study, consisting of the background, main hypotheses, as well the aims, procedure and results gathered from the study; explaining the four research methods chosen to investigate, furthering into the three methods actually tested.
Three major types of methods used for this study are “Longitudinal Research Method”, “Cross- sectional Research Method” and “Cross Sequential Method” (A cohort form of Longitudinal and cross-sectional method). “Case Study Method” and “Survey Method” also have been used (Baltes, 1968).
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2011). Educational psychology (5th ed.) Toronto: Pearson.
Ornstein, A.C. & Levine, D.U. Foundations of Education. 12th edition. Belmont, CA: Wadsworth Publishing Company.
Marples, R. (2010). What should go on the curriculum? In Bailey, R. (Ed.), The philosophy of education: An introduction (pp 33-47). London: Bloomsbury
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Longitudinal design was used in this study to monitor the same participants over six months. A threat to the validity of this design can be drop out of participants. This can be attributed to the length of a longitudinal study. However in this study researchers were successful at maintaining all participants. The researchers asked all participants in advance if they could commit to all four sessions and if they could not then they were not used as part of the study. Therefore, all 188 participants selected completed the entire program (Kazemi et al., 2013).
Hugo, W. (2013). Cracking the Code to Educational Analysis. Chapter 7. p105-116. Pearson: Cape Town
There is a wide range of how formative assessment is conducted. The use of questioning is a clear example of using formative assessment; the ...
A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to mono-method research)
Another option available to a researcher is mixed methods which focuses on collecting, analyzing, and mixing both qualitative and quantitative data in a single study; also, it is based on the premise that the use of quantitative and qualitative combination provides a better understanding of the research problem than either approach alo...
The first experiment that DeVoe and House (2012) conducted was to directly test their hypothesis. The procedure of this experiment was to take 53 undergraduate students (32 femal...
...all and L. Zafrin, (2008) The Purpose of Schooling: Beliefs and Practices of Educators in British Schools, TERC Documents, Paper 6, Available at: http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=1005&context=terc_docs, (accessed: 20/04/14)