METHODS IN CONTEXT STUDIES

Question 1

STEPHEN BALL CASE STUDY
OBSERVATIONS

Answer 1

used participant observation, focused ons students streamed/banded by ability and another taught mixed ability classes
CoNCERN brightest pupils held back and weakest left behind
issue factors: Hawthorne effect/only studied 1 school(lack representative due to sample to low), allowed to look deeply though

Question 2

MIKE WATTS
INTERVEIWS

Answer 2

tool to find out about people(attitudes)>young children literal minded/pay attention to unexpected details/diff logic from adults
however practical(cost/time>young people talk a lot)
ethical(protection from harm/confiedntialy>young people ar impressionable)
specialist skills are needed to interview children

Question 3

MICHAL RUTTLER
QUESTIONAIRS

Answer 3

sent a postal to school to see how well students did-12 schools(representative)and measured achievement/attendence/behaviour with variables such as number of staff/class size/school size(does it impact)
problems; data collected is limited and no explanation for correlation
+operalisaition of concepts +sampling frames but gaining access issue>long but gathered large data quick but need to be relatively brief with the short attention span

Question 4

access and response rate
(mainly questionnaires)

Answer 4

schools may be reluctant to allow researchers to distribute questionairs(disrupt lessons or object to the chosen topic)
but response rate can be high due to authorising time to answer but teachers may be busy to complete.
interprestivs reject and lack of contact with reposndents(rapport)

Question 5

EXPERIMENTS
HARVEY AND SLATIN 1976
LABATORY(shown photographs)

Answer 5

examined wether teachers has preconceived ideas about pupil social classes. sample 96 teachers, 18photogtaphys>rate and performace/aspirations. (had ehticnicty/gender)found lower class rated less favourable. based on similarities perceived on pupils taught. used labelling.
no ethical issues and not involve real pupils, however physiological hard-not understand what’s happening/informed consent of aims)
however, school is large complex insitituons, so many variables will effect teachers expectations eg class size/type of school.

Question 6

LABATORY
NARROW FOCUS AND ARTIFICALITY

Answer 6

-only examine 1 specific aspect of teacher expectations>use full as only relevant to one thing, less time, exmain throughly , reliability-repeat.
lack representients, find exactly what looking for
however:atrificiality
tells us little about real life setting with control variables and examining 1 aspect eg use of photographs- lack ecological validity- not real life situations along with chagrin used uni students instead of teachers.

Question 7

SECONDARY SORUCES DAVID GILBOURN

Answer 7

study of racism in schools, used documents(historical- schools policy statements and local authority guidelines on anti racism). giving him picture on what was happening compared it with data from interviews and obersvations.

Question 8

ISSUES OF SECONDARY SOURCES

Answer 8

P:access to data may be hard to botain(historical) but quick and cheap/trends analysed.the gov collected 30k primary,4ksecondary.
E:permison for use not req-unlikey to cause harm+doubt students, don’t need permission to get into schools
T:lack credibility/represntativness as schools not open-definitions change effecting relibality. potential bias from og researcher. however sample frame correct.
inyterpretivst:
question validity as based on pupils decisions with variable factors influencing- not explanation for reasons why