using observation and documentary analysis in independent study at NTU

1. ISM for D&T: Research methods 3
Observation & documentary analysis
Alison Hardy & Sarah Davies
Monday 4th February 2013

2. Learning outcomes
• Know about observation as a research
tool/method
• Be aware of some of the strengths and
limitations of observations in educational
research
• Know about documentary research and using
documents as a method for collecting data
(Sharp 2012. p.83 & 94)

3. Remember this?
How do you know something to be as
you think it is?
Does it matter how you arrive at that knowledge?
03 February 2013 3

4. Approaches and paradigms
Normative paradigm Interpretive paradigm
Survey research Case study research
Documentary research
Experimental research Action research
Sharp 2012. p.46
This is just one interpretation of approaches to educational research. Cohen, Manion
and Lawrence (2007a) discuss these paradigms and how they represent a researchers
epistemology and ontology.
Reflect:
• Where are you on the paradigm spectrum?
• What do you think this says about you as a researcher?

5. A SEQUENCE OF CONSIDERATIONS
Ontology, epistemology, constraints, pur
PREPARATORY
poses, foci, ethics, research
ISSUES question, politics, literature review
METHODOLOGY Approaches, reliability, validity
SAMPLING &
Reliability, validity, piloting
INSTRUMENTATION
TIMING &
SEQUENCING

6. A SEQUENCE OF CONSIDERATIONS
ORIENTING DECISIONS
E.G. SURVEY, EXPERIMENT,
RESEARCH DESIGN & NATURALISTIC, CASE STUDY,
METHODOLOGY ACTION RESEARCH, TESTING
DATA ANALYSIS
Cohen, Manion and PRESENTING AND
Morrison, 2007b REPORTING RESULTS

7. Key features of observations
Summary from Sharp (2012) and Morrison (1993) in
Cohen, Manion and Morrison (2000)
• Collect detailed information about what people are
actually doing
• Enable the researcher to gather data and explore:
– Physical setting (room, layout)
– Human setting (groups, people organisation)
– Interactional setting (conversations, planned, unplanned)
– Programme setting (resources, pedagogic styles)
Quotes from Morrison (1993) in Cohen, Manion and
Morrison 2000. (p.304)

8. Before you begin
• What do I hope to learn from this
observation?
• Who do I want to complete the observation?
• How will the information I obtain help me
achieve my goals and objectives for my
professional practice?

9. Types of observation
• Structured:
• hypothesis decided, confirming or refuting
hypothesis
• Unstructured:
• hypothesis-generating
• Semi-structured:
• hypothesis-generating
• Spectrum of the observer role:
Complete participant Complete observer
(Sharp 2012 and Cohen, Manion and Morrison 2000)

10. Designing the observation schedule
‘incidence, presence and frequency’
• Event sampling: how often
• Instantaneous sampling: when (chronology) &
as it happens
• Interval recording: after it happens
• Rating scale: judgement
How to record:
• Note taking, photos or audio-visual

11. Observing your lessons
• Who would observe?
• What would they observe?
• How would the observation be recorded?
Task:
Answer the questions above in relation to your
research question

12. Checklist for field notes
• Your research is small scale and only some elements of the
findings may be transferrable
• You need to be clear about:
Space People (actors) Activities
Objects Acts Events
Time Goals Feelings
(Spradley 1980 in Cohen, Manion and Morrison 2000, p.212)
Task:
Which of these items would you need to consider for your topic?

13. Schedule 1
Task:
Look at the Classroom Observation forms in your
PDR file and consider if any of the following ways of
recoding data are used:
– Event sampling Do you think the right
– Instantaneous sampling technique is used for the topic?
– Interval recording How could you improve the
– Rating scale form and why?

14. Schedule 2
Task:
Look at the Classroom Observation forms in your PDR file and consider
which of the following detail is recorded in the field notes:
• Space
• People (actors) Is the correct detail
• Activities recorded ?
• Objects How will this detail help
• Acts inform your practice?
• Events
• Time
• Goals
• Feelings

15. Avoid….
• …looking out of place
• …being tempted to interfere
• ….being intrusive
• …making assumptions
• …being judgemental
(Sharp 2012, p.90)
Read:
BYARD, K., 2002. Is seeing really believing?
Observation lessons from a teacher's perspective.
Education 3-13, 30 (2), 56-61.

16. Documentary Research
Only focusing on the use of documentary
research for this module; there are other types
of documents which may be used n other
research projects but in ISM you will primarily
look at:
What type of documents?

17. Document types
• Examination papers/ tests/ projects
• Attendance registers
• Pupil’s work: paper and artefacts
• Pupil diaries
• Lesson plans/ evaluations
Task:
Write down 2/3 documents you might look at for
your topic

18. Things to remember
• Products of their time
• Embedded in the current cultural and political
context
• Documents may be created only for your
project
• Analysis in interpretive: how are you looking
at the documents (remember bias)
(Sharp 2012, p.96)

19. Task
Which documents would you need to investigate
for the following?
• Impact of literacy strategies on design work
• Engaging gifted and talented in D&T
• Dyslexic pupils in D&T: appropriate teaching
strategies
• The nature and content of your own course
and its assessment framework

20. References
• BYARD, K., 2002. Is seeing really believing? Observation
lessons from a teacher's perspective. Education 3-
13, 30 (2), 56-61.
• BELL, J., 2010. Doing your research project. Open
University Press.
• COHEN, L., MANION, L. and MORRISON, K.R.B., 2007a.
Research methods in education [electronic resource].
London: Routledge.
• COHEN, L., MANION, L. and MORRISON, K.R.B., 2000.
Research methods in education. London: Routledge
• SHARP, J., 2012. Success with your education
research project. Learning Matters.

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