Research Methods in Education - Case Study Example

Research Question “Would sharing resources via a school Intranet, improve teaching and learning strategies in an upper school functioning on a split site?” Introduction to the Issue Reece, et al. (2004, p.36) define a good teaching strategy as, “…a purposeful combination of student activities supported by the use of appropriate resources to provide a particular learning experience and/or to bring about desired learning.” Reece clearly argues that appropriate resources are fundamental in attaining or supporting the desired learning. Hence the development and production of appropriate resources is relevant to all teachers as well as all learners. Producing, storing, assessing, and editing resources raise many issues for full-time teachers functioning on a split site system since they spend more time travelling from site to site, thus losing contact time with other colleagues. Although departmental meetings are well attended, there are noticeably fewer discussions in the staff room, as break and lunch times are also travelling times. These issues, with their underlying themes, are generic in nature and are relevant in a variety of contexts and are listed below: A] Organisational culture B] Teamwork C] Importance of self worth D] Ownership and trust Methodology “Different kinds of research approaches produce different kinds of knowledge about the phenomena under study.” (Blaxter, et al. 2002, p.59) Action research is about problem solving to extend knowledge (Hult & Lunnung, 1980, West et al., 1995, McConnell, 2000). My research question involves qualitative research, which lends itself to problem solving in a cyclic manner. It involves a planned reaction to a problem, followed by feedback, evaluation, critical reflection and discussion, to redefine issues concerned with the sharing of information. A greater awareness and understanding of an identified problem is developed over time, which should lead to a solution or improved practice. As Cohen and Manion (1994) point out, “An important feature of action research is that the task is not finished when the project ends. The participants continue to review, evaluate and improve practice.” However, Cohen and Manion’s approach of ‘review, evaluate and improve’ works well with quantitative research, or for one person trying to affect a change. It does not appear appropriate for uniform progression of a group and group activity over a longer period of time. Hence for a group to progress as a unit, emphasis on developing a consensus between its members is important. For these extended studies a conductor is necessary to form an extended cyclic approach including review, evaluate, conduct and improve. Improved practice and the opportunity to develop my own relationships within the group are important to me in order to develop a sense of worth. I have chosen action research as my method as it brings the interviewer closer to the interviewee, hence it lends itself to developing relationships, and as Punch (1998, p.247) describes an awareness of the ‘subjects perspective’. Action research also draws upon the skills that I have developed in problem solving, as a teacher f Design and Technology subjects. Description of Data Collection The key issues of my research question would demand different types of data collection. The two issues of organisation and teamwork will require extensive reading and understanding of academic organisations, school policy documents, and conducting supporting interviews with managers. For the purpose of this study I am limiting myself to the key issue of self worth, which itself will require extensive reading, reflection, informal discussions, questionnaire and formal interviews. This strategy hopefully will elicit information that is relevant and specific to the needs of my colleagues as well. As these needs evolve Bell (1990, p.8) argues, “It is therefore essential that any practice in the field of education, even that deemed exemplary, is regularly monitored and renewed, if the highest standards are to be achieved and maintained.” This implies continuous efforts into a future time frame, to keep the research relevant and reliable for both current and future colleagues. If the researcher or conductor becomes a passive participant the band will stop playing. On the definition of an interview, Cohen, et al. (1989, p.307) state, “It is one initiated by the interviewer for the specific purpose of obtaining research relevant information and focused by him on content specified by research objectives or systematic description, prediction or explanation.” The interviewer should have a clear objective in developing questions to retrieve relevant information from the interviewee. More often than not, however, the interviewee will address other issues, perceived by them as relevant to the study. This is also critical information as it is more related to the interviewee’s needs and if ignored may damage relationship and trust. Results and Analysis (Teamwork, sharing and working together) Butcher, et al. (2003) mention that, “Teachers historically had a good amount of autonomy and may not be open to the sharing what is required to make an effective team.” They seem to be implying autonomy as a barrier to effective teamwork, and suggested that teachers should be encouraged to do team orientated tasks, which Handy (1993, p.154) claims will also promote a sense of shared responsibility. In a recent interview one colleague noted that it would be productive to work in a team to develop resources, and went on to state that this would both inspire and motivate both participants. Bell (2005, p.33) also advocates working in small groups on a single relevant task as ‘motivational equity’. The interviewee also noted that planning and production had to be done in their own time, with a minimum of 30 minutes to develop a resource, and upwards to a day for more complex resources. As the interview developed the interviewee made particular emphasis on the need to participate and share resources. The interviewee also indicated that when developing resources in pairs she felt less possessive about the resource. Whether I can generalise and say sharing the responsibility induces a sense of teamwork, increases motivation, and provides an environment conducive to sharing, will require further research. Individuals instinctively need to feel that they are part of a community (team). This lends itself to the belief individuals need to be teammates in order to feel valued and in turn, trust others. This element of proximity seems also to be crucial in developing teamwork and sharing attitudes. At a recent staff meeting (14th Oct., Tape 1), the consensus of opinion was that differences in resources were largely due to geographical problem of distance. Two colleagues who teach on more than one site also cited problems of travelling between lectures, which compounded the problem of staff communication and feedback on individual students and a reduction in time to prepare not only lessons but also workshops for practical lessons. If the absence of closer proximity is responsible for schools functioning independently of each other, colleagues’ concerns with issues of communication, student feedback and resources might also be issues developed from the sense of ‘un-closeness’ between teachers. Another key issue for future research is that distance may also be responsible for developing a sense of competition between the three sites and individual teachers and this may have adversely affected staff morale. Methodological Considerations Blaxter, et al. (2003, p.221) on the reliability of research raises the question, “If another researcher were to look into the same questions in the same setting, would they come up with essentially the same results?” Upon reflection I must declare another researcher would probably focus on other aspects of the research question which itself is inclusive in nature, with many possible key issues. My own bias towards subject areas that interest me, meaning my perspective, has influenced this research and in Blaxter’s definition of reliability my research may be unreliable. However if another researcher with a similar perspective and disposition were to examine the research question, he might very well identify the same variables, and arrive at similar conclusions. Reliability, therefore, seems to be a question of perspective. In choosing action research with a combination of informal discussions, interviews and questionnaire to analyse my research question, I believe I have chosen the correct ‘methods and approaches’ as per Blaxter, et al. (2003, p.221). However validity could be improved by increasing the number of interviews to include those teachers from other departments, and to those that travel from site to site. This in turn would also improve reliability of the study. Conclusions & Recommendations In this instance participation and competition are linked and seem to create a dilemma by being at opposite ends of a single spectrum. In short, if efforts are made to increase participation in team like activities such as sharing and producing resources together, competition between teachers will decrease. Similarly, if a competitive atmosphere between staff is promoted, participation in group or team activities will decrease. Further research is necessary to validate this hypothesis with further consideration for the concept or influence of motivation. A further study might prove an additional link in the theory that Participation + Proximity (or value) = Motivation, which could be written.  Read More