Terms/Dates Activity Purpose Method/Methodology Term 3 May/June Initial meetings with Discussion of research Ensuring are comfortable with process and have provided 2011 teaching being project, their involvement informed consent. Explained focus of research, reassured feedback observed. and obtain informed would not be an aspect of this experience. Focus is on the learning consent. and how this would be used to develop reflective skills of the participant learners and teachers. Meso-systems level. 15 minute discussions not recorded. – May 2011 Interview with the Pair Discussion in further depth Establish viewpoint from the teacher being observed: concerns, 1 teacher about involvement in the expectations, in terms of meso-systems level impact. ‘observee’. process. 20 minute interview recorded (DVR), fully transcribed for coding and analysis. June 2011 Pair 1 and Pair 2 Used pro-forma provided Researcher sat in on lessons to observe pair no direct input, field – each completed an (Appendix Three) to record notes. informal observation. individual observation Follow-up discussion comments. Framework for Each pair: 1 hour classroom observation, completing own notes on after observation to follow-up discussions. pro-forma. review own Immediately observation, 30 minutes follow-up discussion viewpoints . recorded (DVR). Set up by researcher, but researcher not present during discussion. Fully transcribed to inform follow-up interviews, and subsequent coding and analysis. Themes emerging related to: learning observed, discussion, language used, concurrence or divergence of ideas. Evidence of interactions and relationships of practice or –communities ecological learning systems. and meso-systems levels.) 4.1, Initial coding themes identified and set up in (Table ‘continuum’ 4.1.1: 82). Participants offered option to also email further thoughts to me at any subsequent point. July 2011 Follow-up interviews Impact on those involved, Action research and phenomenological approach, micro- , meso- and with participant what were their perceptions exo-systems level perceptions. teachers who had in terms of their own 30 45 minutes each interview recorded (DVR). – a learner. practice and that of others Fully transcribed after for subsequent coding and analysis, or to ‘paired’ and for the organisation. provide additional in support of data findings. – ‘quotes’ Informal dissemination of Themes emerging, discussion, language used, any evidence relating some interim findings to to communities of practice or ecological learning systems. Impact on participants. own practice and outcomes at an individual level.
Terms/Dates Activity Purpose Method/Methodology Term 3 May/June 2011 Initial meetings with teaching being observed. Discussion of research project, their involvement and obtain informed consent. Ensuring are comfortable with process and have provided informed consent. Explained focus of research, reassured feedback would not be an aspect of this experience. Focus is on the learning and how this would be used to develop reflective skills of the participant learners and teachers. Meso-systems level. 15 minute discussions – not recorded. May 2011 Interview with the Pair 1 teacher ‘observee’. Discussion in further depth about involvement in the process. Establish viewpoint from the teacher being observed: concerns, expectations, in terms of meso-systems level impact. 20 minute interview recorded (DVR), fully transcribed for coding and analysis. June 2011 Pair 1 and Pair 2 each completed an informal observation. Follow-up discussion after observation to review own viewpoints . Used pro-forma provided (Appendix Three) to record individual observation comments. Framework for follow-up discussions. Researcher sat in on lessons to observe pair – no direct input, field notes. Each pair: 1 hour classroom observation, completing own notes on pro-forma. Immediately observation, 30 minutes follow-up discussion recorded (DVR). Set up by researcher, but researcher not present during discussion. Fully transcribed to inform follow-up interviews, and subsequent coding and analysis. Themes emerging related to: learning observed, discussion, language used, concurrence or divergence of ideas. Evidence of interactions and relationships –communities of practice or ecological learning systems. and meso-systems levels.) Initial coding themes identified and set up in ‘continuum’ (Table 4.1, 4.1.1: 82). Participants offered option to also email further thoughts to me at any subsequent point. July 2011 Follow-up interviews with participant teachers who had ‘paired’ a learner. Impact on those involved, what were their perceptions in terms of their own practice and that of others – and for the organisation. Informal dissemination of some interim findings to participants. Action research and phenomenological approach, micro- , meso- and exo-systems level perceptions. 30 – 45 minutes each interview recorded (DVR). Fully transcribed after for subsequent coding and analysis, or to provide additional ‘quotes’ in support of data findings. Themes emerging, discussion, language used, any evidence relating to communities of practice or ecological learning systems. Impact on own practice and outcomes at an individual level.
Observations_a%20vehicle%20for%20enabling%20learner%20voice%20and%20developing%20expert%20learners.docx