Transcript A Teacher`s Guide to Classroom Research - ORB

Ethnographic Research and
Classroom Observation
Desmond Thomas,
University of Essex
Useful references
• Allwright, D. & Bailey. K. 1991, Focus on the
Language Classroom, Cambridge University Press
• Cohen,L. & Manion,L., 2007, Research Methods in
Education, Routledge
• Hopkins, D. 2008, A Teacher’s Guide to Classroom
Research, Open University Press
• Nunan, D. 1989, Understanding Language
Classrooms, Prentice Hall
• Nunan, D. 1992, Research Methods in Language
Teaching, Cambridge University Press
What is meant by ethnographic research ?
• ER deals with different perceptions of ‘truth’
• Studies are carried out within a specified context.
Meanings and actions, contexts and situations are
inextricably linked and cannot be analysed in
isolation
• Emphasis on qualitative data collection and analysis
• Theories derive from data rather than being tested by
the data (usually)
• ER involves observation (participant/non-participant)
as well as interviewing and reflective diaries
The TESOL classroom context
• A language classroom can provide a rich
environment suited to one particular type of
ethnographic study (non-participant rather
than participant)
• Alternative approaches to research are
possible but would normally mean eliminating
many aspects of the event
• Observation is the main means of data
collection – but what kind of observation?
What do we mean by ‘classroom
observation’?
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AIMS: Research? Development? QA?
CONTEXT: One-off? Part of a series?
MODES: Mentor? Peer? S/Evaluation?
FOCUS: Unfocused, broad/narrow using
specially-designed instruments
• TECHNIQUES: Interaction analysis, ‘critical
moment’ analysis, counting interventions etc.
• STAGES: pre-observation meetings, class
visit, follow-up (especially important in TD)
Non-participant observation ‘caveats’
• Provides a snapshot of teaching and
learning only: it’s very easy to jump to
invalid conclusions
• The observer has power and
observation can be an emotional event
• The way classroom events are recorded
can sometimes lead to observer bias
Observation: some fundamental
questions of validity and reliability
• Do the results of an observation
correspond to an underlying reality?
Whose reality?
• Would 2 observers see the same
phenomena in similar ways? Would the
same observer see the same thing in
the same way on different occasions?
Structured vs unstructured
observation
• Structured/Systematic: counting interventions
such as questions asked and identity of
respondents or types of responses
• Semi-structured: answering questions on
issues such as classroom management
strategies used by the teacher
• Unstructured: Description of what the teacher
and students are doing + interpretative nonjudgmental comments
Structured observation
• Make your own grid for counting classroom
interventions (Hopkins 2002)
• Systematic observation tools: FIAC or
Flanders Interaction Analysis System
• Variations on FIAC: Flint (Moskovitz), FOCUS
(Fanselow), COLT (Frohlich)
(See Appendices of Allwright & Bailey 1991)
Structured observation: problems
• SO tools reflect a ‘scientific approach’ to
classroom research
• Most SO tools not designed for use by
teacher-researchers
• Each scale ‘represents the author’s
concept’ of a situation (Hopkins 2002)
• Bias towards quantitative data means
that much useful data will be lost
Semi-structured observation tools
• Action research topic areas such as ‘how to
increase student talking time’(Nunan 1989)
• Teaching Practice ‘Personal Aims’ such as
improving clarity of instructions
• Tracking of individual students and their
progress in class
Unstructured observation
Lesson stage Description of activities
Comments
1
Half the class has yet to
arrive – this will cause
some disturbance
2
The teacher greets the SS
Judgmental comment or not?
• “The teacher asked the question and one
student responded while the others remained
silent. This was repeated”
• “The teacher concentrated her attention on
one particular student when asking questions
and ignored the others”
• “The teacher was ineffective in involving most
of the class in answering questions”
• “The teacher should have ….”
Interpretative or judgmental?
• “The teacher asked the question and
one student responded while the others
remained silent. This was repeated”
Comment: “This suggests that not all of the
students were able to participate equally in
the activity either because of their passivity or
as a result of the teacher’s questioning style”