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Ethnographic Research and Classroom Observation

Ethnographic Research and Classroom Observation. Desmond Thomas, University of Essex. Useful references. Allwright, D. & Bailey. K. 1991, Focus on the Language Classroom , Cambridge University Press Cohen,L. & Manion,L., 2007, Research Methods in Education, Routledge

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Ethnographic Research and Classroom Observation

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  1. Ethnographic Research and Classroom Observation Desmond Thomas, University of Essex

  2. Useful references • Allwright, D. & Bailey. K. 1991, Focus on the Language Classroom, Cambridge University Press • Cohen,L. & Manion,L., 2007, Research Methods in Education, Routledge • Hopkins, D. 2008, A Teacher’s Guide to Classroom Research, Open University Press • Nunan, D. 1989, Understanding Language Classrooms, Prentice Hall • Nunan, D. 1992, Research Methods in Language Teaching, Cambridge University Press

  3. What is meant by ethnographic research ? • ER deals with different perceptions of ‘truth’ • Studies are carried out within a specified context. Meanings and actions, contexts and situations are inextricably linked and cannot be analysed in isolation • Emphasis on qualitative data collection and analysis • Theories derive from data rather than being tested by the data (usually) • ER involves observation (participant/non-participant) as well as interviewing and reflective diaries

  4. The TESOL classroom context • A language classroom can provide a rich environment suited to one particular type of ethnographic study (non-participant rather than participant) • Alternative approaches to research are possible but would normally mean eliminating many aspects of the event • Observation is the main means of data collection – but what kind of observation?

  5. What do we mean by ‘classroom observation’? • AIMS: Research? Development? QA? • CONTEXT: One-off? Part of a series? • MODES: Mentor? Peer? S/Evaluation? • FOCUS: Unfocused, broad/narrow using specially-designed instruments • TECHNIQUES: Interaction analysis, ‘critical moment’ analysis, counting interventions etc. • STAGES: pre-observation meetings, class visit, follow-up (especially important in TD)

  6. Non-participant observation ‘caveats’ • Providesa snapshot of teaching and learning only: it’s very easy to jump to invalid conclusions • The observer has power and observation can be an emotional event • The way classroom events are recorded can sometimes lead to observer bias

  7. Observation: some fundamental questions of validity and reliability • Do the results of an observation correspond to an underlying reality? Whose reality? • Would 2 observers see the same phenomena in similar ways? Would the same observer see the same thing in the same way on different occasions?

  8. Structured vs unstructured observation • Structured/Systematic: counting interventions such as questions asked and identity of respondents or types of responses • Semi-structured: answering questions on issues such as classroom management strategies used by the teacher • Unstructured: Description of what the teacher and students are doing + interpretative non-judgmental comments

  9. Structured observation • Make your own grid for counting classroom interventions (Hopkins 2002) • Systematic observation tools: FIAC or Flanders Interaction Analysis System • Variations on FIAC: Flint (Moskovitz), FOCUS (Fanselow), COLT (Frohlich) (See Appendices of Allwright & Bailey 1991)

  10. Structured observation: problems • SO tools reflect a ‘scientific approach’ to classroom research • Most SO tools not designed for use by teacher-researchers • Each scale ‘represents the author’s concept’ of a situation (Hopkins 2002) • Bias towards quantitative data means that much useful data will be lost

  11. Semi-structured observation tools • Action research topic areas such as ‘how to increase student talking time’(Nunan 1989) • Teaching Practice ‘Personal Aims’ such as improving clarity of instructions • Tracking of individual students and their progress in class

  12. Unstructured observation

  13. Judgmental comment or not? • “The teacher asked the question and one student responded while the others remained silent. This was repeated” • “The teacher concentrated her attention on one particular student when asking questions and ignored the others” • “The teacher was ineffective in involving most of the class in answering questions” • “The teacher should have ….”

  14. Interpretative or judgmental? • “The teacher asked the question and one student responded while the others remained silent. This was repeated” Comment: “This suggests that not all of the students were able to participate equally in the activity either because of their passivity or as a result of the teacher’s questioning style”

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