activity in the classroom Type of visualization Rich Medium No Teachers’ (Observable indicators) processes after Debes evidence evidence evidence (1969) Teacher communicated to learners using Analyzing visuals visual materials Teacher used visual materials that Analyzing visuals deconstructed properties of shapes. Teacher encouraged learners to work with Analyzing visuals the visuals in terms of the concepts that were taught. The coding of various observable indicators which will form the basis of my analysis is as follows: Here the teacher demonstrates an abundance and big variety of the specific Rich evidence: indicator. For example, under designing visuals, abundance would refer to the teacher bringing to the class four or more visual materials. It would also refer to the teacher engaging deeply with these visuals. Here the teacher only uses one or two visual materials and engages with them Medium evidence: on a relatively superficial level of the specific indicators. Here the teacher does not use any visual materials and does not engage with any No evidence: visual processes. Validity Maxwell (2009) asserts that validation is an important way of ruling out the possibility of misinterpreting the meaning of what participants say and do, and the perspective they have about what is going on. Cohen, Manion and Marrison (2007) state that in qualitative research validity should be addressed through the honesty, depth and scope of the data achieved. In this study I will use triangulation (Gay, Mills & Airasian, 2012) to validate the data collected. For example, I employ audio-video recordings, stimulus recall and focus group interviews. This study will adopt a strategy of member checking to ensure internal validity and credibility. Meriam (2009) states that the process of member checking involves a discussion of preliminary analysis and interpretations with the participant teachers before making any conclusion. Member checking will help me to identify my own biasness and misunderstanding. All the four participating teachers will be involved collectively to share their views and perceptions about the interventions in the context of my stimulus recall and focus group interviews.
Teachers’ activity in the classroom (Observable indicators) Type of visualization processes after Debes (1969) Rich evidence Medium evidence No evidence Teacher communicated to learners using visual materials Analyzing visuals Teacher used visual materials that deconstructed properties of shapes. Analyzing visuals Teacher encouraged learners to work with the visuals in terms of the concepts that were taught. Analyzing visuals The coding of various observable indicators which will form the basis of my analysis is as follows: Rich evidence: Here the teacher demonstrates an abundance and big variety of the specific indicator. For example, under designing visuals, abundance would refer to the teacher bringing to the class four or more visual materials. It would also refer to the teacher engaging deeply with these visuals. Medium evidence: Here the teacher only uses one or two visual materials and engages with them on a relatively superficial level of the specific indicators. No evidence: Here the teacher does not use any visual materials and does not engage with any visual processes. Validity Maxwell (2009) asserts that validation is an important way of ruling out the possibility of misinterpreting the meaning of what participants say and do, and the perspective they have about what is going on. Cohen, Manion and Marrison (2007) state that in qualitative research validity should be addressed through the honesty, depth and scope of the data achieved. In this study I will use triangulation (Gay, Mills & Airasian, 2012) to validate the data collected. For example, I employ audio-video recordings, stimulus recall and focus group interviews. This study will adopt a strategy of member checking to ensure internal validity and credibility. Meriam (2009) states that the process of member checking involves a discussion of preliminary analysis and interpretations with the participant teachers before making any conclusion. Member checking will help me to identify my own biasness and misunderstanding. All the four participating teachers will be involved collectively to share their views and perceptions about the interventions in the context of my stimulus recall and focus group interviews.
Gottfried+Muhembo+FINAL+MEd+Research+Proposal+edited+after+HEDC+comments.docx