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|Title: ||Teachers as research instruments: a “confessional tale” about a longitudinal study|
|Authors: ||Welch, Malcolm|
|Keywords: ||Longitudinal research|
|Issue Date: ||2008|
|Publisher: ||© The Design and Technology Association|
|Citation: ||WELCH, M. and BARLEX, D., 2008. Teachers as research instruments: a “confessional tale” about a longitudinal study. IN: Norman, E.W.L. and Spendlove, D. (eds.). The Design and Technology Association International Research Conference, [Loughborough University, 2-4 July]. Wellesbourne : The Design and Technology Association|
|Abstract: ||The authors have recently concluded the data collection phase
of a three-year intervention study that has tracked one class of
elementary pupils learning to make design decisions in a
design & technology education classroom. The research design
stated that in-depth data would be collected from a
purposefully sampled group of four pupils (two boys and two
girls) and also from the classroom teacher. However, during
the second year of the study the authors encountered several
serious problems with the intervention, which in turn led to a
data quality problem.
This paper, which offers a “confessional tale”, is in four parts.
First, it describes the research design of the study, which was
intended to begin the process of developing a theoretical
model for learning to design. Second, the paper uses excerpts
from transcripts to illustrate how the nature of teacher-pupil
interactions (a) enabled the success of the research design in
Year 1, and (b) led to data quality problems in Year 2. Part
three indicates the lessons learned and describes the
researchers’ response to the problems encountered in Year 2.
The paper concludes with a cautionary note for researchers
designing a longitudinal study.|
|Description: ||This is a conference paper|
|Appears in Collections:||D&T Association Conference Series|
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