The discussion (APPROX 1700 WORDS):
Brief intro to setting of research. (My setting is: Key stage 1 primary school classroom. My sample will include: 2 classroom teachers and 3 teacher assistants. CHECK METHODOLOGY)
How did you organize, sort and analyze the data? (CHECK METHODOLOGY)
Introduction to your findings.
Discuss your finding in light of existing literature and theory you have explored in your literature review (CHECK LITERATURE REVIEW).
Relate your findings to your research questions.
This section is concerned with the analysis of the data you collected and needs to answer the research questions. Consider using a thematic approach to structure the analysis – themes might be drawn from the literature review and/or research questions. Think about presenting your findings in different ways, but ensure that the link with your research paradigm is consistent.
•How did you sort, choose and make sense of your data?
•To what extent does the data support and/or contradict the literature on the topic?
My research questions:
1.How do teachers promote child-adult relationships in the classroom?
2.How do teachers implement their own pedagogy when supporting verbal and non-verbal interaction in children’s learning?
3.What resources do teachers use to support verbal and non-verbal interaction between the child and adult?
4.What do teachers regard as high quality verbal and non-verbal interactions with children’s learning in the classroom?
USE WEAVING AS A STRATEGY IN WRITING THE FINDINGS FOR EXAMPLE;
DURING THE INTERVIEW THE TEACHER EXPRESSED HER OPINION ON THE IMPORTANCE OF….
THEN GIVE A QUOTE FROM THE TRANSCRIPT.
THEN GIVE AN EXAMPLE OF A THEORY (LOOK AT LITERATURE REVIEW OR USE A RELEVANT THEORY TO BACK IT UP) FOR EXAMPLE VYGOTKSY, PIAGET, BRUNER ETC.
THEN BACK THE THEORY UP WITH LITERATURE FOR EXAMPLE; RESEARCH DONE BY….FOUND THAT SCAFFOLDING CAN PROVIDE…. ETC.
REMINDER:
I HAVE NOT YET INCLUDED THIS IN MY METHODOLOGY SO IT IS A REMINDER THAT I HAVE USED CODING FOR MY DATA EXAMPLE (T1, T2) CODING QUALITATIVE RESEARCH TO FIND COMMON THEMES AND CONCEPTS IS PART OF THEMATIC ANALYSIS.
REMEMBER:
Consider what was not said as well as what was said.
Identify useful quotes from participants.
Contradictions.
Specificity of responses- give more weight to those based on experience.
Not just words, but actions and behaviours.
Provide triangulation/crystallization
Make comparisons with literature review.
Remember that whatever you write it should be answering. the research questions (written above).
Likely to be a mix of past and present tense. For example, past tense to refer to data, present tense to develop a line of argument in relation to the data, present tense when using literature to discuss findings. Generally third person. In qualitative research, tentative language should be used e.g. ‘this suggests’, ‘perhaps’, ‘possible’, ‘appeared to’, ‘seemed to’.
CONCLUSIONS (APPROX 300 WORDS)
• Summary of research
• Key findings, key points from your discussion/argument
• What is the contribution of your research?
• What would you change/do differently?
THINKING POINTS:
•What tentative conclusions can be drawn (if any) from the findings and analysis?
•How valid are the research evidence and findings?
•Do the findings/conclusions develop, challenge or extend existing knowledge in the academic field?
•What were the limitations (if any) of your research? What worked well and what did not?
•In hindsight, what (if anything) would now be done differently?
