(2) Education - the Research Context

Question 1

What are the 3 MAJOR DIFFERENCE between studying people and studying adults according to HILL(2005)

Answer 1

• POWER and STATUS
• ABILITY and UNDERSTANDING
• VULNERABILITY and ETHICAL ISSUES

Question 2

Explain HILL’S Power and Status difference for when RESEARCHING PUPILS

Answer 2

CHILDREN generally have LESS POWER and STATUS than ADULTS

TEACHERS may use their Extra Power to INFLUENCE WHICH PUPILS SELECTED

SOCIOLOGISTS need to consider ways that can overcome power differences
To overcome, GROUP INTERVIEWS rather than formal one-to-one interests

PUPILS who RESENT the POWER of TEACHERS over them may be less likely to cooperate with research

Question 2

Explain HILL’S Power and Status difference for when RESEARCHING PUPILS

Answer 2

CHILDREN generally have LESS POWER and STATUS than ADULTS

TEACHERS may use their Extra Power to INFLUENCE WHICH PUPILS SELECTED

SOCIOLOGISTS need to consider ways that can overcome power differences
To overcome, GROUP INTERVIEWS rather than formal one-to-one interests

PUPILS who RESENT the POWER of TEACHERS over them may be less likely to cooperate with research

Question 3

Explain HILL’S ABILITY and UNDERSTANDING difference for when RESEARCHING PUPILS

Answer 3

PUPILS’S Vocabulary, Thinking Skills and Confidence are likely to be MORE LIMITED THAN those of ADULTS

The SOCIOLOGIST will need to TAKE particular CARE in HOW they WORD THEIR QUESTIONS

Question 4

Explain HILL’S VULNERABILITY AND ETHICAL ISSUES for when RESEARCHING PUPILS

Answer 4

YOUNG PEOPLE are often MORE VULNERABLE to PHYSICAL and PSYCHOLOGICAL HARM than adults

SOCIOLOGISTS should CONSIDER whether the PARTICIPATION OF YOUNG PEOPLE is actually NECESSARY and whether they stand to BENEFIT FROM IT

Young person should be AWARE of WHAT the RESEARCH ENTAILS

Question 5

What are 2 the Topics to take into consideration for RESEARCHING TEACHERS?

Answer 5

POWER AND STATUS

IMPRESSION MANAGEMENT

Question 6

Explain the POWER and STATUS topic for RESEARCHING TEACHERS

Answer 6

Power Relationships in the School AREN’T EQUAL.
The NATURE of the classroom REINFORCES the POWER of TEACHER, often see it as ‘my classroom’

RESEARCHER may be viewed as a TRESPASSER
RESEARCHER will need to DEVELOP a ‘COVER’ if they INTEND to carry out COVERT INVESTIGATING and this may mean representing themselves as a cover or an assistant

Question 7

Explain the IMPRESSION MANAGEMENT TOPIC for RESEARCHING TEACHERS

Answer 7

GOFFMAN (1969) - teachers are Highly Skilled at IMPRESSION MANAGEMENT - MANIPULATING the IMPRESSION that OTHER PEOPLE HAVE of us.

RESEARCHERS will need to find ways to GET BEHIND the PUBLIC FACE
Some study teachers in their backstage setting - usually the staffroom. However, may be treated with suspicion
TEACHERS may be RELUCTANT to ANSWERING CERTAIN QUESTIONS, to overcome this, OBSERVATIONAL METHODS

Question 8

What are the 2 the Topics to take into consideration for RESEARCHING CLASSROOM

Answer 8

GATEKEEPERS

PEER GROUPS

Question 9

Explain how the classroom being a highly controlled setting may affect research

Answer 9

CLASSROOM BEHAVIOR that the Researcher Observes MAY NOT ACCURATELY REFLECT what those involved REALLY THINK and FEEL
Teachers and pupils are experienced in CONCEALING INFORMATION from each other, may conceal from researcher too

Question 10

Explain the GATEKEEPERS for REASEARHING CLASSROOMS

Answer 10

ACCESS to Classrooms is CONTROLLED by wide range of GATEKEEPERS - heads, teachers

The more gatekeepers, the more DIFFICULT for RESEARCHER to obtain and maintain access

Question 11

Explain the PEER GROUPS for RESEARCHING CLASSROOMS

Answer 11

YOUNG PEOPLE may be INSECURE about their Identity and Status.
They may be MORE SENSITIVE to PEER PRESSURE and the NEED TO CONFORM
This may AFFECT the way they RESPOND to BEING RESEARCHED

In class, Supervision may be needed to stop PeeR Influence

Group Interviews may hide things

Question 12

What are the 4 the Topics to take into consideration for RESEARCHING SCHOOLS

Answer 12

• SCHOOLS’ OWN DATA
• THE LAW
• GATEKEEPERS
• SCHOOL ORGANISATIONS

Question 13

Explain the SCHOOL’S OWN DATA TOPIC for RESEARCHING SCHOOLS

Answer 13

Education System is HIGHLY MARKETISED - lots of SECONDARY DATA PUBLICALLY AVAILABLE about schools - exam results and league tables, subjects choice , ofsted reports

Schools with TRUNACNY PROBLEM may FALISFY their ATTENDANCE FIGURES in order to present a GOOD IMAGE, same with incidents

Question 14

Explain the THE LAW topic for RESEARCHING SCHOOLS

Answer 14

REQUIRES YOUNG PEOPLE to ATTENED school in order to be educated

The ‘CAPTIVE POPULATION’ allows the RESEARCHER to KNOW where EVERYONE IS at any given moment

HEADS and TEACHERS may see INVOLVEMENT in RESEARCH as INTERFERING with the SCHOOL’S NOST IMPORTANT FUNCTION

LAW requires SCHOOL to COLLECT INFORMATION which MAY be USEFUL to SOCIOLOGIST

Question 15

Explain the GATEKEEPERS for RESEARCHING SCHOOLS

Answer 15

HEAD TEACHERS and Governors are GATEKEEPERS who Have the POWER to REFUSE the REASEARCHER ACCESS to the SCHOOL

MAIGHAN and HARBER (2007) - HEADS sometimes VIEW RESEARCH NEGATIVELY - saying CHILDREN AREN’T COMPETANT to JUDGE TEACHERS
Dangerous to Involve pupils commenting

Question 16

Explain the SCHOOLS ORGANISATIONS TOPIC for RESEARCHING SCHOOLS

Answer 16

SCHOOLS are Organisations with RULES and HIERACHIES
RESEARCHERS may come to be seen as PART of HIERARCHY , may be SEEN as ‘THE ENEMY’ by students and teachers

Many Schools are SINGLE-SEX - may pose problems where the researcher is of a DIFFERENT GENDER

Sociologist may become Focus of attention , might prefer to keep Low Profile , e.g. when observing

Question 17

What is the ACCESS TO PARENTS TOPIC for RESEARCHING PARENTS

Answer 17

Most Parent - Child interaction takes place in the home
As a Private Setting often CLOSED to RESEARCHERS , presents DIFFICULTIES

There’s FEW OPPORTUNITIES to observe WHTHER parents HELP with HWK