Data collection
Results gained need to be valid and in order to achieve this it is of high importance that actions in the classroom are as they are in general. This means that the researcher’s identity needs to be hidden, simply because if the presence and purpose of the researcher is known, there is always the risk that the people being researched will demand characteristics and not act naturally, which will lead to invalid results, which will lead to irrelevant solutions. This method of data collection is known as covert observation.
Before going into the situation to be researched, the field of research needs to be explored and investigated so that any observation carried out; in this case, covert observation is carried out proficiently.
James Patrick (1973) also used a covert role to study a violent teenage gang in Glasgow over a period of 4 months, October 1966-January -1967. In this case of observing the teachers’ attitude in the classroom, the advantages are that the researcher gains first hand knowledge of the group being studied. By building a relationship of trust, more in-depth, valid data can be obtained. It allows hypothesis and theories to emerge from the research as it goes along. This enables the researcher to discover things she or he may not even have thought about before. An example of Whyte (1955) noted in his study of the ‘Street corner Society’ ‘As I sat and listened, I learned the answers to questions that I would not even have had the sense to ask if I had, been getting my information solely on an interviewing basis.’ Also people can be studied in their natural environment, rather than the rather artificial and ‘snapshot’ context of a questionnaire or interview. Therefore may produce a more valid data.
During observation there may be number of problems. The researcher must act so that their real identity and purpose are not discovered. It is also difficult to ask questions and take notes without arousing suspicion and there are moral and ethical concerns over observing and reporting on people’s activities in secret, without obtaining their consent first. These problems however, can be overcome in a few ways. In order to successfully hide their identity the researcher needs to fulfill their false role. In order to achieve this role to be played needs to be fully researched before hand. Patrick (1973) had to adapt to the mannerisms of the gang he was going to observe. It is important not to ask direct questions regarding your research instead let your answers emerge as the research goes on. However, consent can not be asked for in this form of observation, which is one of the main problems. There is no other option but to deceive the people being researched, which is considered highly unethical but then again this can be justified as no one is harmed in this particular research.
Planning actions based on these observations
From what has been observed, negative stereotyping has taken place, as those from working-class backgrounds and those from the ethnic minority have been automatically considered to be less intelligent as those from middle-class backgrounds and the ethnic majority. From this, actions of solutions to this problem can be devised and then attempted. For this particular issue, a suitable solution may be that each should child should be put into groups of genuine ability rather than what their ability is thought to be.
Implementing planned actions
The solution of the problem needs to be applied in order to test its effectiveness. In this case, the problems identified along with their thought out solutions need to be presented to other researchers involved. The problems identified will be of high validity and reliability, as observations have been taken place where those being observed have been in their natural environment where they are unaware of the fact that they are being researched and are acting as they would normally. Patrick’s study of Glasgow gang being observed also showed this. Hitchcock and Hughes (1995) describe the validation process as being made up of the following elements: Descriptive validity, Explanatory validity, Instrument/technique validity, Criterion validity, Validity checks e.g. triangulation and respondent validation.
Reflecting on what happens
Once the solution has been approved of, it should now be ready to be put into practice as a trial. By doing this, a difference should be seen in the results and therefore pupils allocated fairly into their groups. However not everyone may agree with the end result so negotiations have to be made in some circumstances.
Sharing results
Once these results are known to show effect, they should be endorsed upon and be carried out not only in that one classroom, but throughout the entire school and also other schools in order to benefit others. It is important that these benefits are recognized and appreciated by others so that their use is creditable.
Building theories to guide further action
From the research and the results, other theories can be brought up and used to help with further action. For example, unjust allocation into groups may have been the main cause of a high level of underachievement within those from working-class backgrounds and those of the ethnic minority. It is from such theories that further solutions can be discovered, hence improving schooling furthermore. Again, these very solutions can be once more applied, tested, approved of and then made use of.
Observing the solution in action
Even after the solution is being carried out, further observation can be carried out to verify it so that it is made sure that it is working. Reflecting upon the problem and its solution shows how much of a difference has been made and how much has been gained.
Bibliography
Hitchcock, G, and Hughes, D. (1995) Research and the Teacher: A Qualitative introduction to school based research.2nd ed., London, Routledge.
Hopkins, D. (1993). A teacher’s guide to classroom research. Open University Press. Buckingham.
Kemmis, S. & McTaggart, R. (1988). The action research planner. Deakin University Press. Victoria
Patrick, J. (1973) A Glasgow gang observed, London: Eyre Methuen.
Whyte, W. F. (1955) (2nd ed.) Street corner society: the social structure of an Italian slum, Chicago: University of Chicago Press.
Rapoport, R.N. "Three Dilemmas in Action Research," Human Relations, (23:4), 1970, pp