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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

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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