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Issues of Qualitative Research: Role of Research; Rich in Detail. Nurul’ain Hj Md Yusof (11M8111) Hasdiyanti Binti Abdullah (11M8105). Hj Rozaiman Bin Ahmad (11M8114) Khairol Yazimannuddin HB (11M8113) Dk Haslinah Pg Hj Ali (11M8133). Group AA. Role of Researcher. IDENTIFY THEME.

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Issues of Qualitative Research: Role of Research; Rich in Detail

Nurul’ain Hj Md Yusof (11M8111)

Hasdiyanti Binti Abdullah (11M8105)

Hj Rozaiman Bin Ahmad (11M8114)

Khairol Yazimannuddin HB (11M8113)

Dk Haslinah Pg Hj Ali (11M8133)

Group AA

Role of Researcher





  • Recording using tape/video

Role of Researcher



  • Strauss & Corbin 1990


Role of Researcher


What is “Rich in detail”?

Examples of transcript


Embodied Ethnographic Practice


Success structure for accelerated acquisition of English

by Young ESL learners


Mathematical Problem solving for intergrated programme students: Beliefs and performance in non-routine problems


Designing meaning with multiple media sources: A case of eight year old students’ writing processes


Struggling reader, struggling teacher: An examination of student-teacher transactions with reading instruction and text in social studies.



To find out more about how experienced ethnography actually conduct ethnography fieldwork and construct their ethnographic accounts

To gain insights (view and experiences) from a range of ethnographers


To explore and determine the factors that influence the successful English language acquisition among young pupils in an International School (Uplands) in Penang, Malaysia


To sensitize students to a different dimensions-resources, heuristics, control and beliefs of mathematical problem solving.



To investigate how multiple media sources help to compose in writing

To examine the transactions between a sixth-grade social studies teacher. Mrs. O’Reilly, and a struggling reader within her classroom, Sarah, in relation to the reading task demands of their classroom.


To examine students’ identities as readers and its impact on their literacy development (Broughton & Fairbanks, 2003; Compton-Lilly, 2006; McCartey, 2002).



METHODOLOGY: only interview


Participant 1-capoeira classroom

Participant 2-knowledge of China

Participant 3-the effect of inspection on primary school and creative learning

Participant 4 -Provincial Mexican junior high school’

Participant 5-Tangles Up in school(a 2 year study of an urban elementary school)

Participant 6-Ethnography studies on black and disadvantaged youth in USA

Participant 7-Ethnographic study of the white working class

DATA ANALYSIS: transcribed (by a doctoral research student)


METHODOLOGY: employed an ethnographic case study approach where data were gathered through non-participant observations, unstructured interviews, relevant documents, students’ portfolios, field notes and biographical details.


a small group of 5 year old ESL learners

FINDINGS: The analytical framework which was used to examine data gathered from the linguistic environment of the subjects of this research study constituted the parameters of contex, learners, teachers and curriculum. These four parameters are held to be significant and operative in the learning environment.


METHODOLOGY: observation and flexible and video-recorded


SAMPLE : 8 students

FINDINGS: the four components of Schoenfeld’s framework: heuristics, resources, control and belief contribute to the success of problem solving.


METHODOLOGY: Observation and audio-taped interview

DATA ANALYSIS: The findings from the study provided a metalanguage for understanding, appreciating and interacting pedagogically with the potential complexity of students’ composing processes that incorporate popular culture. Coding  by cross case analysis of students’ composition

FINDINGS: Popular culture created an impact on the child’s composition.  The child used the  readily available  images, use available design for series of comic and redesign the available design.



METHODOLOGY: The study is a descriptive case study (Yin, 2002) conducted in a sixth-grade social studies classroom. The participant in this case study were Sarah, a 12 year old sixth grader and her social studies teacher Claire O’Reilly. This case study is done over a period of one year

SAMPLE : 8 students

DATA ANALYSIS: classroom observations, interviews, and comprehension assessments were audio-taped. Field notes

FINDINGS: In relation to the study, Mrs. O’Reilly provided her students with reading tasks and instruction throughout the year. Reading tasks accounted for 80% of the total observations and included reading and discussing texts and completing individual and group assignments that utilized text. Mrs. O’Reilly also held a cognitive, print-centric view of reading and believed students could become successful readers if they learned the strategies she taught and applied them during reading and continuously wanted them to become “active readers”.


Interview transcript





Research in the teaching of English, Volume 43, Number 3, February 2009

Research in Teaching English (RTE), Issue 49, Volume 2, April 2009

Education Research and Review, Volume 3(4), pp.169-181, May 2008

EARCOME 4, Mathematical Problem Solving For Integrated Programme Students; Beliefs and Performance in Non-Routine Problem, Universiti Sains Malaysia, 2007


Thank youfor yourattention

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