质性研究网课unit3数据收集handout

DataCollectionYANGTable1ThemaincharacteristicsofthreequalitativeresearchNarrativeCaseToexplorethelifeofoneormoreindividuals,usingdescriptionandysisofacase(orcases),usingdataTodescribeandinterpretthecommonpatternsofaculture-sharinggroupthroughprolongedparticipant psychology,andpoliticalscience,medicine,andUnit(s)Anindividuallearnerorteacher,aclass,orcountry,aclassactivityorlanguageAgroupthatsharethesameculture–agroupoflearnerswiththesamefirstlanguage,aclassoryearofstudents,thestudentsorteachersofonedepartmentormainMultiplesources:andverbalreports,sandTwomainsources:otherssandSkillsrequiredofcasestudyAcasestudyshouldbeabletoaskgoodquestions–andinterprettheshouldbeagood‘listener’andnotbetrappedbyhisorherownideologiesorshouldbeadaptiveandflexible,sothatnewlyencounteredsituationscanbeseenasopportunities,notthreats.musthaveafirmgraspoftheissuebeingstudied,whetherthisisatheoreticalororientation,evenifinanexploratorymode.Suchagraspreducestherelevanteventsandinformationtobesoughtmanageableproportions.shouldbeunbiasedbypreconceivednotions,includingthosederivedfromtheory.Thus,ashouldbesensitiveandresponsivetocontradictoryevidence.(Yin,2003,p.Figure1Qualitativedatacollectionmethods(adaptedfromvanLier,1988,p.Threeprinciplesofdatacollection(adaptedfromYin,2003,p.97-Principle1:UsemultiplesourcesofFigure2 ConvergenceandNonconvergenceofMultipleSourcesofEvidence(COSMOSCorporation,Yin,2003,p.100)Principle2:Createa 旅Figure3DataManagement(等Principle3:MaintainachainofFigure MaintainingaChainofEvidence(COSMOSCorporation,Yin,2003,p.SourcesofInterviews:Perhapsthemostcommonlyusedmethodofdataelicitationinqualitativeeducationalresearch,interviewsmayyieldawealthofvariabledata.Interviewsmaybestructured,oropen,dependingonthescopeofinquiryandtheroleofindividualinterviewees.Theinterviewercanrecordtheinterviewortakenotes.Directobservation:Theinvestigatorystheroleofobserver,watchingparticipantsastheyactincertainsettings.Thoughpositionalityisstillanissue,theinvestigatorisnotanactiveparticipantinthesetting.Hesitsquietlyonthefringe,takingnotes.Formanycasestudyresearchers,directobservationisakeysourceofdata;countlesshoursmaybespentattheresearchsite,inginminutedetailhisorherobservations.Participantobservation:Unlikedirectobservation,participantobservationmeansthattheinvestigatorhimselfysakeyroleinthesetting.Forexample,aresearcherconductingacasestudyofanacademicconferencemayattendsessionstogatherdata.Heystworoles–thatofaresearcherobservingandthatofaparticipantattendingasession.Participantobservationis,inaway,moredifficultthandirectobservationbecauseattentionmaybedividedastheresearcher-participanttriestobalancetworoles.Diaries:Participants’recordsoftheirownexperiences,andtheirinterpretationsofthoseexperiences,areparticularlyrelevanttothecasestudyresearcher.Theyhavetheadvantageofbeingrecordedinproximitytotheeventsthemselvesandmaysuggestfollowupquestionsforinterviews.:Whereverphenomenaoccurinthepost-litureworld,thereisusuallyapapertrail.Whatcanbeglancedfromthisrecord? sincludeletters,pamphlets,agendas,minutes,reports,otherstudies,andnewspaperarticles.Archivalrecords:Organizationskeeprecords,andtheserecordsmayshedlightonvariousaspectsofthecaseinquestion.Theserecordsmayincluderecords,organizationalcharts,budgets,maps,censusdata,andeven alnotes.Alloftheserecordsmayhelpyouunderstandacaseataparticularpointintime.Artifacts:Physicalartifactssuchaspictures,artwork,tools,oreventechnologymayrevealmuchabouttheceswheretheywereseenasnecessaryordesirable.(adaptedfromYin,2003,citedinHood,2009,p.77)Table2SourcesoftriangulationinSpringer’s(2003)studyofaproject-basedESLcourseonphotojournalism(fromNunan&Bailey,2009,p.213)Entailstheuseofmultiplemethodstocollectdatarunningfieldnotesduringthephotojournalismclass(researcherintheroleofanovertnonparticipantobserverandparticipantjournalentriesbytheresearcherbasedonimmediateanddelayedretrospectiononphotojournalismclassobservations(aswellasthoughtsonresearchquestionsandnotesondiscussionswithclassroomaudiorecordingsofthephotojournalismclass(digital[MD]recordingsusingastereomicrophone,whichwasnormallycedinthecenterofthetable;alsosomerecordingsfromanadditionalrecordercednearindividualgroupsduringgroup/paircopiesofstudent-generatedcoursework:fourmajor(biographyofapeer,photomanipulation&commentary,restaurantreview,newsstory)copiesofmaterialsusedinclass:(1)T-generatedworksheets;(2)T-collectedauthenticmaterials;(3)T-ledgroup-generatedlistsbrainstorms;(4)S-collectedauthenticmaterialsandassignments;(5)S-generatedpair-worktasksgroupinterviewswiththestudents( edusingfieldnotesanddigitalaudiorecording):(1)backgroundbiographicalinformationoneachstudent;(2)priorstudyofEnglish;(3)reactionstostatement:“Thephotojournalismcourselooklikefun,butsometeacherswouldbeskepticalthatit’snotreallyrelatedtolearninginterviewswiththeclassroomteachers(mostareoptionalandwouldbe edusingfieldnotesanddigitalaudiorecording;retrospectivejournalentriesonthreepreliminarymeetings):(1)reactionstotheclass,general+/－impressions;(2)discussionofstudentrequeststohavelessornocorenext(3)discussionofactualcourseschedule--flexibility/retrospectivechanges;(4)reactionstoideasaboutthemesandrecurringelementsDataTriangulationdifferentsourcesofdataareprogramTheoryvarioustheoriesarebroughttobearinastudyproject-basedlearningpedagogicalcontingentlanguagenone—onlyoneresearchercontributedtothe访谈问题举例关于学生对英语课看法的访谈提纲老师每个单元都是怎么讲的？每学一个单元，最喜欢老师讲哪一部分的内容？为什么？你认为哪一个部分最重要？老师这个部分是怎么讲的？你希望老师如何讲这个部分？其他部教师对语法教学看法的访谈提纲对大学写作教师的访谈提纲关系？教师教学和写作教学质量有什么关系？访谈一位教研员（节选诉我howtodowhat就行了。功利，对吧？所以老师功利也无可厚非。所以爱听课，听完课他觉得哦，这事观察的定义观察的分类TherelationshipbetweenobserverandCompleteParticipant–Participant-as-Observer–Observer-as-Participant–Complete总体观察记录举例（等，2012，p.83）FN：中学外语阅读教学课 第1XX日期/时间：200910171:30-，进入居民区通往学校的围墙上就写有学校对学生的一些要求，展示了这所学校所倡导的一些理念。校门外有一个简单的宣传栏，介绍去年参加高考学生的分数和去向。我去的时候正是课间，看到很多学生穿了校服在课间活动，围着学校排着队在跑步。训则写在主教学楼的处的一面墙上。校园看起来不大，主要的教学楼只有一栋，容纳了的我很有些不习惯。我要找的在一楼，里有一个橱柜，五张办公桌，办公桌上放有电脑，很多学生作业本，书等物品。接待我的身材中等，大约三四十岁的样子。她非常热情，待人也很，她也向我介绍了同事和吴老师。看上去跟她差不多，而更年轻些。里另外的两位老师是教其他课程的。我跟随进到教室。教室在一层，不很大，前面左侧靠近讲台有个多装备，设Table3QuestionsrelatingtotheprincipalfeaturesoftheCOLTscheme(afterNunan,1992,p.99)(fromNunan&Bailey,2009,p.269)PartA:Classroom1a.ActivityWhatistheactivitytype—e.g.,drill,roley,2a.ParticipantIstheteacherworkingwiththewholeclassornot?Arestudentsworkingingroupsorindividually?Ifthereisgroupwork,howisit3a.Isthefocusonclassroommanagement,language,(form,function,discourse,sociolinguistics),orother?IstherangeoftopicsbroadorWhoselectsthetopic—teacher,students,or4a.StudentArestudentsinvolvedinlistening,speaking,reading,writing,oracombinationofthese?5.Whattypesofmaterialsareused?Howlongisthetext?Whatisthesource/purposeofthePartBClassroom1b.UseoftargetTowhatextentisthetargetlanguage2b.InformationTowhatextentisrequestedinformationpredictable3b.sustainedIsthediscourseextendedorrestrictedtoasingleclause,or Doestheinterlocutorreacttocodeor5b.incorporationof Doesthespeakerincorporatethepreceding ncehisorher6b.DiscourseDolearnershaveopportunitiestoinitiate linguisticDoestheteacherexpectaspecificformoristherenoexpectationofaparticularlinguisticform?COLT:CommunicativeOrientationtoLanguageTeaching(Spada&Fröhlich,观察评论举例（化名Module4 AdventureintheHimalayas (11:40-12:20am)时间教学活动总体评价T:Doyoulikemynewhairstyle?Sts:(murmurs)T:IamgladthatsomeonesaidthatIlook10yearsyounger.T:DoyoustillrememberwhatwelearnedinunitSts:GoodwaytoestablishrapportwiththeSts. T(showedoneslide)T:Whatdoyoucallit?S:rafting.T:Yes,whitewaterrafting?Doyoulikeit?Sts:Yes.Theteacheraltogethershowed5slidestowarmthelearnersupforthetext.Visualimpacts.TaskedthestudentstoreadaloudtheT:pleasereadthetextonyourownagain,andtrytoanswerquestions1-3.ThenIwillcheck.Twalkedaroundtheclassduringstudents’silentTheteachervariedtheformsofreadingbyeitheraskingtheStstoreadafterher,oraskingindividualstocarryon.T:HaveyoudoneEx3,our(Tproceededtoaskcomprehensionquestions.)Episode1:T:Whydoyouthinkpeoplewouldwanttogoonthistrip?S:(noAroutinetransitionfromonetasktoanother.Mightnotbeverycaptivating.ThequestionsarecomprehensionquestionsthatT:Justimagineyouwereonthistrip.Whywouldyouwanttogoonthistrip?Isitquietoradventurous?Safeordangerous?S:T:canyoumakeacompleteS:Theviewisbeautiful.It’sdangerousandcanfindanswersinthetext.NotverycognitivelyInEpisode1,theteachermakesefforttoelicitfeedbackfromthests.Teachershowsagr rpracticehandout高Tprovidedtheanswerstothe50questionsonthe1-5 6-10DCADCEpisodeT(exinsanS:S:这个题没有语境，应该都可可以。T:这个不合语法呀，句义不对呀。S:为什么？T:，没有为什么，句义不对呀Thebellrang.NotTheexnationsof ritemsfrequentlypunctuatedquestionsfromstudents,particularlyoneboyinthebackwhoalwaysspokeinloudvoice“Why?about2noviceembarrassment回到，我问今天做的什么题，她拿出一份高一英语语法练习，说是从区教思：我不知道他们是否真的理解grring，就算理解，又能多少。我觉得这些老师都被高考压得喘不来。不敢做真正符合语言学习规律的活动。学生对语言 SixSourceofEvidence:StrengthsandWeaknesses(Yin,2003,p.Sourceofunobtrusive--notcreatedasaresultofthecasestudyexact--containsexactnames,references,anddetailsofaneventbroadcoverage--spanoftime,manyretrievability--canbe reportingbias--reflectsaccess--maybedelibera andmany[Sameasabovepreciseand[Sameasaboveaccessibilityduetoprivacyoncasestudytopicinsightful--providesbiasduetopoorlyconstructedresponseinaccuraciesduetopoorreflexivity--intervieweegiveswhatinterviewerwantstohearDirectreality--coverseventsinrealtimecontextofeventselectivity--unlessbroadre