By Colin Lankshear, Michele Knobel
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Extra info for A Handbook for Teacher Research
Because it is popular or trendy, or one has heard about it) without considering the issue of coherence between research question and research design. While this may sound like an odd thing to happen, it happens very often – not least because new researchers (as well as some not so new) often lack a well informed understanding of research design types and the sorts of questions they are good for and those they are not. Having a good-quality research design is also part of a researcher’s ethical commitment to and duties within research.
Our research unfolds as we answer these questions, implement the tasks and follow the leads provided by our answers. A suitable approach to collecting data Teacher researchers must collect good-quality data that are relevant to their research question and problem and that they can analyse using methods that are consistent with the overall design of the study and with which they are proficient (or will be proficient by the time they come to analyse their data). Decisions and selections regarding data collection tools and techniques need to be made during the planning phase of the study, and well before any data is collected, in order to ensure that the researcher collects sufficient data of the kind needed for the study.
G. something you observe 30 A GENER AL BACKGROU ND TO TE ACHER RESE ARCH AS PR AC TICE about a child’s writing habits is verified by the teacher’s unsolicited comments the next day and in a conversation with the child’s mother at the school gate). On the other hand, qualitative research need not employ hypotheses or samples or numbers. It might involve watching what people do, talking to them about it, asking other people about it and trying to understand and explain what is going on, without any recourse to numbers or statistics or variables whatsoever.
A Handbook for Teacher Research by Colin Lankshear, Michele Knobel