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Interview Questions, Protocol and Activity - Essay Example

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For the qualitative research, a structured interview consisting of both open ended and closed questions shall be used.
The interview that…
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Interview Questions, Protocol and Activity
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Running Head: Interview Questions Affiliation Qualitative Research The qualitative component of this research will be used to obtain extra information that will assist in answering the research questions. For the qualitative research, a structured interview consisting of both open ended and closed questions shall be used.
Target Population
The target population will be preschool teachers. The participants will be randomly picked among the teachers who teach the above stated level. Five teaches will be interviewed in this study.
How The Interview Will Be Conducted
The interview that is to be conducted to get more information on the research question will be an oral interview. The five questions prepared specifically for the target population will be asked orally. The responses will be noted down in the response section as the interview continues.
Analysis Of Data
After the completion of the interviews, analysis of the data obtained will be done. The data analysis will be carried out using three iterative steps (Mills & Sperling, 2012). The first step will going through the notes and summarizing the main points. The second step will be the descriptive step where there will be in depth description of the participants, the activities that took place during the interview and the views of the participants in relation to the research questions. The third and final step will be the organization and categorization stage. In this stage, information or data that tend to show a similarity in terms of content and views will be grouped together for easier synthesis (Mills & Sperling, 2012).
Interview Protocol Form
Project: Exploring the effect of class size of teacher’s teaching performance
Date ___________________________
Time ___________________________
Location ________________________
Interviewer ______________________
Interviewee ______________________
Other Topics Discussed:____________________________________________
________________________________________________________________
Documents Obtained: _____________________________________________
________________________________________________________________
________________________________________________________________
Post Interview Comments or Leads:
Notes to interviewee:
Thank you for participating in this research. The research is being done to explore the effects of class size on the teachers’ teaching performance. Confidentiality in this interviewee is guaranteed.
Interview Questions
1. What factors affect the teaching performance of a teacher in class?
2. What is your view on a class of less than 20 students and a class of more than 20 students in terms of the teacher’s performance?
3. Does the number of students in a class have any correlation with teacher assignment?
4. Do you think class size affects professional development of a teacher?
5. How does the number of students affect the teaching quality in a class?
Response from Interviewee:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
References
Babcock, P., & Betts, J. (2009). Reduced class distinctions: effort, ability, and the education production function. Journal of Urban Economics, 65(1), 314-322.
Blatchford, P., Bassett, P., & Brown, P. (2005). Teachers and pupils behavior in large and small classes: A systematic observation study of pupils aged 10 and 11 years. Journal of Educational Psychology, 97 (3), 454-467.
Blatchford, P., Russell, A., Bassett, P., Brown, P., & Martin, C. (2007). The effect of class size on the teaching of pupils aged 7–11 years. School Effectiveness and School Improvement, 18 (2), 147-172.
Center for Public Education (2014). Class size and student achievement: Research review. Retrieved July 9, 2014, from: http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Class-size-and-student-achievement-At-a-glance/Class-size-and-student-achievement-Research-review.html
Chingos, M., & Whitehurst, G. (2011). Class Size: What research says and what it means for state policy. Retrieved July 9, 2014, from: http://www.brookings.edu/research/papers/2011/05/11-class-size-whitehurst-chingos
Cuseo, J. (2007). The empirical case against large class size: Adverse effects on the teaching, learning, and retention of first-year students. Journal of Faculty Development, 21 (1), 5-21.
Ehrenberg, R., Brewer, D., Gamoran, A., & Willms, D. (2001). Class size and student achievement. Psychological Science in the Public Interest, 20 (1), 1-30.
Finn, J., Gerber, S. &Boyd-Zaharius, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97 (2), 215-223.
Graue, E., Hatch, K., Rao, K., & Oen, D. (2007). The wisdom of class-size reduction. American Educational Research Journal, 44(3), 670-700.
Khan, P., & Iqbal, M. (2012). Overcrowded classroom: a serious problem for teachers. Educational Technology, 49, 10162-10165.
Krueger, A. (2003). Economic considerations and class size. Economic Journal, 113, 34-63.
Lewit, E., & Baker, L. (2014). Child indicators: Class size. Retrieved July 9, 2014, from: http://futureofchildren.org/publications/journals/article/index.xml?journalid=52&articleid=281
Magnuson, K., Ruhm, C., & Waldfogel, J. (2007). The persistence of preschool effects: Do subsequent classroom experiences matter? Early Childhood Research Quarterly, 22 (1), 18-38.
Mills, G., & Sperling, A. (2012). Educational Research. New Jersey: Pearson Education, Inc.
Salem-al-amarat, M. (2011). The Classroom Problems Faced Teachers at the Public Schools in Tafila Province, and Proposed Solution. International Journal of Education and Science, 3 (1), 37-48
Terman, D., Larner, M., Stevenson, C., & Behrman, R. (2014). What are the educational needs of students with disabilities? Retrieved July 9, 2014, from: http://www.princeton.edu/futureofchildren/publications/journals/article/index.xml?journalid=57&articleid=337§ionid=2249
Tienken, C., & Achilles, C. (2006). Making class size work in the middle grades. AASA Journal of Scholarship & Practice, 3 (1), 26-36.
Zyngier, D. (2014). Class size and academic results, with a focus on children from culturally, linguistically and economically disenfranchised communities. Evidence Base, 1(1), 1-23. Read More
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