Participant observation
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Participant observation. Brief illustrations from cycle 1 of my PhD study. Analytic memos. Very brief notes taken to record teacher impressions of lesson events. Limited focus on what is significant to your hypothesis / research question.

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Participant observation

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Participant observation

Participant observation

Brief illustrations from cycle 1 of my PhD study


Analytic memos

Analytic memos

  • Very brief notes taken to record teacher impressions of lesson events.

  • Limited focus on what is significant to your hypothesis / research question.

  • In my case, usually had to be written down straight after teaching.

  • I tried to record what happened during periods of strong student motivation.

  • My constructions of events would later be placed alongside students’ constructions of those events (questionnaire and interview data).


September 24 2003

September 24 2003

Lesson sequence:

  • List questions on zakah.

  • Form small groups, select question to explore.

  • Devise and rehearse drama sketch.

  • Perform and discuss sketches.

  • During discussion, draw out perspectives on zakah and related issues e.g. wealth and poverty.


September 24 20031

September 24 2003

Observed motivation factors:

  • Drama is a natural stimulus to good discussion (the teacher just has to organise this).

  • Religious beliefs give interesting perspectives on the students’ moral concerns (selfishness and zakah).

  • Face-to-face dialogue is powerfully educative.


Analytic memos their use in framing interview questions

Analytic memos: their use in framing interview questions

  • Questionnaires later confirmed students ‘enthusiasm for the ‘drama on zakah’ lessons.

  • Interview questions designed to explore their enthusiasm in more depth.

  • Analytic memos introduced themes to include in interview discussions, e.g.:

  • What’s enjoyable about drama activities?

  • What is the relationship between thinking about religious concepts, and thinking about your own self?


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