質(zhì)性研究網(wǎng)課unit3數(shù)據(jù)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訪談問題舉例關(guān)于學(xué)生對(duì)英語(yǔ)課看法的訪談提綱老師每個(gè)單元都是怎么講的？每學(xué)一個(gè)單元，最喜歡老師講哪一部分的內(nèi)容？為什么？你認(rèn)為哪一個(gè)部分最重要？老師這個(gè)部分是怎么講的？你希望老師如何講這個(gè)部分？其他部教師對(duì)語(yǔ)法教學(xué)看法的訪談提綱對(duì)大學(xué)寫作教師的訪談提綱關(guān)系？教師教學(xué)和寫作教學(xué)質(zhì)量有什么關(guān)系？訪談一位教研員（節(jié)選訴我howtodowhat就行了。功利，對(duì)吧？所以老師功利也無(wú)可厚非。所以愛聽課，聽完課他覺得哦，這事觀察的定義觀察的分類TherelationshipbetweenobserverandCompleteParticipant–Participant-as-Observer–Observer-as-Participant–Complete總體觀察記錄舉例（等，2012，p.83）FN：中學(xué)外語(yǔ)閱讀教學(xué)課 第1XX日期/時(shí)間：200910171:30-，進(jìn)入居民區(qū)通往學(xué)校的圍墻上就寫有學(xué)校對(duì)學(xué)生的一些要求，展示了這所學(xué)校所倡導(dǎo)的一些理念。校門外有一個(gè)簡(jiǎn)單的宣傳欄，介紹去年參加高考學(xué)生的分?jǐn)?shù)和去向。我去的時(shí)候正是課間，看到很多學(xué)生穿了校服在課間活動(dòng)，圍著學(xué)校排著隊(duì)在跑步。訓(xùn)則寫在主教學(xué)樓的處的一面墻上。校園看起來(lái)不大，主要的教學(xué)樓只有一棟，容納了的我很有些不習(xí)慣。我要找的在一樓，里有一個(gè)櫥柜，五張辦公桌，辦公桌上放有電腦，很多學(xué)生作業(yè)本，書等物品。接待我的身材中等，大約三四十歲的樣子。她非常熱情，待人也很，她也向我介紹了同事和吳老師?？瓷先ジ畈欢?，而更年輕些。里另外的兩位老師是教其他課程的。我跟隨進(jìn)到教室。教室在一層，不很大，前面左側(cè)靠近講臺(tái)有個(gè)多裝備，設(shè)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&Fr?hlich,觀察評(píng)論舉例（化名Module4 AdventureintheHimalayas (11:40-12:20am)時(shí)間教學(xué)活動(dòng)總體評(píng)價(jià)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:這個(gè)題沒有語(yǔ)境，應(yīng)該都可可以。T:這個(gè)不合語(yǔ)法呀，句義不對(duì)呀。S:為什么？T:，沒有為什么，句義不對(duì)呀Thebellrang.NotTheexnationsof ritemsfrequentlypunctuatedquestionsfromstudents,particularlyoneboyinthebackwhoalwaysspokeinloudvoice“Why?about2noviceembarrassment回到，我問今天做的什么題，她拿出一份高一英語(yǔ)語(yǔ)法練習(xí)，說(shuō)是從區(qū)教思：我不知道他們是否真的理解grring，就算理解，又能多少。我覺得這些老師都被高考?jí)旱么粊?lái)。不敢做真正符合語(yǔ)言學(xué)習(xí)規(guī)律的活動(dòng)。學(xué)生對(duì)語(yǔ)言 SixSourceofEvidence:StrengthsandWeaknesses(Yin,2003,p.Sourceofunobtrusive--notcreatedasaresultofthecasestudyexact--containsexactnames,references,anddetailsofaneventbroadcoverage--spanoftime,manyretrievability--canbe reportingbias--reflectsaccess--maybedelibera andmany[Sameasabovepreciseand[Sameasaboveaccessibilityduetoprivacyoncasestudytopicinsightful--providesbiasduetopoorlyconstructedresponseinaccuraciesduetopoorreflexivity--intervieweegiveswhatinterviewerwantstohearDirectreality--coverseventsinrealtimecontextofeventselectivity--unlessbroadre