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Research
What is Research?
A systematic search for information
Research involves a process.
(A series of actions, stages and
steps that need to be followed)
Benefits
The creation and testing of theory
The ability to debate issues
The ability to present informed
statements of fact
The ability to inform policy and strategy
The construction of something novel
The ability to explain
Research Paradigms
Positivism The researcher remains as
detached as possible from the research
subject e.g. quantitative approaches that use
statistics and experiments
Interpretivism
The researcher interacts with the
environment seeking to make sense
through interpretation
Types of Data
Primary data unpublished , data
collected
Secondary data already collected for
another purpose
Quantitative Research
Qualitative Research
What is Quantitative
Research?
How Many......
Measurement.....
SPSS
Statistical Package for
the Social Sciences
Do
Behaviour and actions
and the cultural contexts in which they live and make
meaning for themselves
12
Features
Observation
groups
ended
Research Methods
Questionnaires
Interviews
Focus Groups
Watch Out!
I wish I had asked.
I should have included .in my
sample
I cant analyse the data I have
gathered because I ..
This is not the information I
wanted
6 Stages of a
Questionnaire
Stage 1
Exploratory Research
To ensure you reflect the world
view rather than your own view
Stage 2
Drafting Questionnaire
2-5 years
6-10 years
11-15 years
Please indicate how much you agree or disagree with the statements below which
other people have made about the differences between teaching adult learners versus
learners in fulltime mainstream education.
Strongly
Agree
Slightly
Agree
Neither Agree-/nor
disagree
Slightly
Disagree
Strongly
Disagree
The Chalk, talk and practice approach to teaching mathematics works well when it
comes to teaching adults
Adult learners are much more demanding than learners in fulltime mainstream
education.
Adults learn best when they are treated as equals
Mathematics is the one subject adults just seem to have a major complex about
The Higher Diploma in Ed. gives you all the skills you need for teaching adults
Dont Rush
Leave it and go
back to it !
Stage 2
Checking
Have you got all of the questions you could ask?
Have I included them in the draft?
Does the order make sense?
Does the structure make sense?
Are the question styles appropriate?
Have I built in checks?
Have you codes in for analysis if needed?
Does what I have produced suit the kind of
analysis I intend to do?
Stage 3
Final Research
Instrument
Stage 4
Distributing the Questionnaire
Identify your sample
Maximise returns
Stage 5
Data Analysis
Input
Analysis:- Qualitative
Quantitative
Stage 6
Synthesis
Discussion
Conclusions
Integration
Interviews
Introduction (5 mins)
Section 1:
Re live School Experience
Section 2:
Career History
Section 3:
Teaching Qualifications are
they necessary?
Section 4:
Exploring Practice
Section 5:
What is Numeracy?
Section 6: Final Review
(15 mins)
Close
(5 mins)
Objectives
Establish expectations and
norms
To ascertain how their school
experience has had an
influence on how they teach
mathematics today
To discuss the career
pathway they took getting to
where they are today
To discuss the importance of
teaching qualifications for
effective delivery of adults
mathematics education
To ascertain the different
pedagogies used by tutors of
mathematics and their
effectiveness
To discuss where tutors
stand in relation to the great
debate Mathematics V
Numeracy
What support system would
they like to put in place to
help them deliver adults
mathematics education
Stimulus
Define Adult Education
.
Section 1
Re Live School Experience (10mins)
Aim: To start tapping into how the school experience of tutors has influenced how they teach
mathematics today
Maths autobiography focusing on critical incidents
-
What was it like to study maths at the school you went to : Probe?
Describe your favourite/worst teacher of maths and how did that make you feel
Thinking back on your school days what would have been wish list of things you
would have liked to have changed in terms of the way you were taught
What is the one thing you have picked up from your teachers that you have built into
your teaching style
What is the one thing that you have consciously decided not to do as a result of your
own school experience. Maybe the approach of a teacher of another subject
influenced you
Focus Groups
Guided
Group
Discussions
Intros
Focus on mathematics
Workshop aftercare
Close
Initial Reactions
General comments
General Comments
Ease of understanding
37
38
NVivo
Qualitative
Software