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Structured Observation

Structured Observation. Instructor ： 陳怡真 老師 Student ： 洪淑玲 Number ： MA1C0101 Class ： 碩研英二甲. Introduction. Open observation

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Structured Observation

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  1. Structured Observation Instructor：陳怡真 老師 Student ：洪淑玲 Number ：MA1C0101 Class ：碩研英二甲

  2. Introduction • Open observation It might characterise the early stages of participant observation where the observer tries to get a general sense of the setting and the activities associated with it. • Closed observation The observer is strictly coding behaviour on a low-inference schedule, or instrument.

  3. The hidden dangers of closedobservation (1/5) • Perspective • Design • Procedure • Interpretation

  4. The hidden dangers of closed observation (2/5) Perspective • Strength It allows researchers to focus on those areas and characteristics that they wish to know more about. • Weakness The introduction of a closed system brings with it a necessary narrowing of focus and even an element of instrumentality.

  5. The hidden dangers of closed observation (3/5) Design If it is done with limited ambitions and with a view to deepening the researcher’ s understanding of particular features of behaviour, it can serve the project well. If it attempts to capture precise teaching activities in a single set of descriptive terms can produce a plethora of labels and a deal of confusion. p. 146 Box 3.9

  6. The hidden dangers of closed observation (4/5) Procedure 1. The opportunity to tinker for people like me (chart and table) 2. The appeal of the systematic for those who enjoy creating order out of chaos 3. An opportunity to establish fixed routines for others • The problem can be one of trying to piece them together to produce an overall picture.

  7. The hidden dangers of closed observation (5/5) Interpretation Structured observation can undermine itsanalytic purpose, so it is possible to become swamped with information that has distorted the shape of the original project, leaving the researcher with no clear sense of the co-ordinates that inform effective decision-making.

  8. Participants and structured observation (1/2) Good decisions are made in the light of evoking needs and the context of the project as a whole, and it helps to have an overall picture if how participants observation compares with structured observation.

  9. Participants and structured observation (2/2)

  10. Standard observation schedules (1/3) FIAC (the Flanders Interaction Analysis Categories)

  11. Standard observation schedules (2/3) • FIAC記錄表 學校 ○○小學 老師 李○○ 班級 六年○班 課程 數學課 日期96.4.15 觀察者 王○○

  12. Standard observation schedules (3/3) • FIAC記錄示例 符合類別 老師：黑板上所寫的這些城市， 6(給予指導) 哪一個和我們距離最近？ 4(問問題) (停頓約5秒鐘) 10(沈默) 學生：應該是東京。 8(學生回答問題) ◎記錄的類別序列為：6-4-10-8

  13. Deciding whether to use structured observation • The sorts of questions that can be best be answered by structured observation are those related to particular behaviours about which we need specific information. • For example • How often do students initiate interaction with the teacher? • How much lesson time is taken up with teacher talk?

  14. Working up a schedule 1. Research question(s) 2. Focus 3. Setting 4. Slice of reality 5. Observation instrument(s) 6. Observation procedures 7. Analytical procedures 8. Presenting of findings

  15. Basic decisions

  16. Essential characteristics of an effective category system • Clearly definable categories related to observable behaviour • Mutually exclusive categories—no overlap • The category set is exhaustive • The system can be operationalised

  17. Some practical problems (1/5) • Observer effect • Expectancy effect • Observer drift • Central tendency

  18. Some practical problems (2/5) Observer effect Hawthorne effect a form of reactivity in which subjects modify an aspect of their behavior, in response to the fact that they know that they are being studied.

  19. Some practical problems (3/5) Expectancy effect The higher the degree of inference involved in the observation, the more important it is to be aware of factors that might influence your coding.

  20. Some practical problems (4/5) Observer drift Observers become familiar with the schedule they are using and begin to “see” things in expected ways. Awareness can help to reduce it and where teams of coders are involved periodic checks on inter-rater agreement can direct attention to emerging problems.

  21. Some practical problems (5/5) Central tendency This applies to rating scales and refers to the tendency for opt for something at or near the middle. Keeping options to a minimum can help to reduce it.

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