A presentation on data gathering and ethics recently created for year 3 undergraduate students. Having looked around I couldn't find anything that wasn't text heavy so I

1. DataGatheringDr Ashley CaseyUniversity of Bedfordshire

2. research design

3. A Plan/structure used to get answers to research problems

4. 1. Procedures & 2. Quality

5. 1. Methods 2. Piloting & 3. Triangulation

6. research sample

7. 1. Random 2. Stratified 3. Clustered

8. data gathering

9. 1. Primary 2. Secondary

10. Primary

11. Interview Observation Reflection Questionnaire

12. observation

13. Watching & listening but no direct intervention

14. Participant a member of the observed group Non-Participant Passive Observer

15. Recording Observations Narrative Scales Categorical Recording Recording on videoor audio

16. Interview

17. Gathered from People

18. Unstructured Spontaneous uses an interview guide Semi-Structured Questions but with prompts Structured Pre-determined Questions

19. Avoid Pressure Arguing Complicated language Embarrassment Belittling their intelligence

20. Questionnaire

21. A written list of questions

22. Closed Respondents choose one predetermined answer Open Respond in a manner they prefer

23. Measurement Likert Scale Standardised information Used in market research

24. Reflection

25. Reflect, evaluate & improve

26. Journaling Reflecting on action Critical Reflections Can expose yourself to stimuli

27. Types Blog Word Document Paper and Pen

28. Journal Descriptive Non specific focused Write what you think

29. Critical Questions Why did she do that? What is the evidence? Why did I do it that way? Why did that happen?

30. Advantages Think Question Problem-solve Decision making

31. Disadvantages Time consuming bland Staying on focus

32. Secondary

33. Data Already Available

34. Collected by Someone else

35. Examples Books Journals Websites Brochures Statistical Data

36. Horses for courses

37. Choose methods thathelp you answer your question

38. Validity?

39. Objectivity?

40. Accuracy?

41. Trustworthiness

42. Authenticity

43. “by foregrounding the views and voices of particular research participants and examining ways in which my research engendered action within my teaching I have aspired towards authenticity. - Casey (2010) ”

44. Why are your findings Trustworthy and authentic?

45. Because your data gathering tools worked

46. Pilot

47. “I promise that I will do my best” - Boy Scout Promise

48. Ethics in Education

49. “A set of principles of right conduct”

50. “A healthy, safe learning environment” - O’Neil (2004)

51. “Encouraging and caring Environment” - O’Neil (2004)

52. “High Standards of achievement” - O’Neil (2004)

53. “Focus on students’ needs” - O’Neil (2004)

54. Confidentiality& Integrity

55. Your Ethics

56. 10 Questions

57. 1. Does the study involve vulnerable participants or those unable to give informed consent (e.g. children, people with learning disabilities, your own students)?

58. Yes

59. 2. Will the study require permission of a gatekeeper for access to participants (e.g. schools, self-help groups, residential homes)?

60. Yes

61. Questions 3-10

62. Your Answers

63. No

64. NB If you have answered yes to any of the above questions or if you consider that there are other significant ethical issues then details of how you are going to minimise the risk of harm to participants should be summarised below

65. Harm Is a research strategy likely to cause harm, and is there any way in which such harm could be justified or excused? - Bridgeset al (2007)

66. Autonomy Does the research process display respect for people in the sense of allowing them to make decisions for themselves, notably about whether or not to participate? - Bridgeset al (2007)

67. Privacy A central feature of research is to make matters public, to provide descriptions and explanations that are publicly available. But what should and should not be made public? - Bridgeset al (2007)

68. Reciprocity The research process can also disrupt people’s lives in various ways. Given this, what, if anything, should participants reasonably expect in return from researchers; and what should researchers offer them? - Bridgeset al (2007)

69. Equity It may be argued that the various individuals and groups that a researcher comes into contact with in the course of research should be treated equally, in the sense that no-one is unjustly favoured or discriminated against. - Bridgeset al (2007)

70. Questions?

71. References Bridges, D., Gingell, J., Suissa, J., Watts, M. and Winch, C. (2007) Ethics and educational research: philosophical perspectives. London: TLRP. Online at http://www.bera.ac.uk/ethics-and-educational-research-philosophical-perspectives/ Casey, A. (2010). Practitioner Research in Physical Eductaion: Teacher transformation through pedagogical and curricular change, Unpublished doctoral Thesis, Leeds Metropolitan University. O’Neal, S. (2004). Individualized instruction for improved student achievement education’s ‘holy grail’. The Journal . Retrieved from http://thejournal.com/the/printarticle/?id=16635

72. Images Slide 2 – “home design” by Forwardcom on Stockxchng Slide 6 – Image from iStockPhoto Slide 8 - “Flower on Hand”by racks on Stockxchng Slide 11/12 - “Watching”by ngouldon Stockxchng Slide 11/16 - “Journalist” by ivancicas on Stockxchng Slide 11/20 - “hand with clipboard”by dinnyon Stockxchng Slide 11, 24 - Image from iStockPhoto Slide 33 - “Say What?”by ivancicas on Stockxchng Slide 43 – Free immage, source unknown Slide 45 - Image from iStockPhoto