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Session 3
Keith Turvey and Irena Andrews
MA Education (Teaching Leaders)
KV713 Research Project
The Dissertation 2014/15
Data analysis: unraveling
Reasoning
Inductive and deductive reasoning
“Although both deduction and
induction have their weaknesses,
their contributions to the
development of science are
enormous and fall into three
categories:1 the suggestion of
hypotheses; 2 the logical
development of these hypotheses;
and 3 the clarification and
interpretation of scientific findings
and their synthesis into a
conceptual framework.”
Cohen, Manion & Morrison (2000, P.5)
Your data might be:
•Interview transcripts
•Questionnaire response
•Observation schedules
•Action research: baseline +
innovation + recordings of effect
•Content analysis
Activity: Coding and thematic analysis
Using the extract from a group
interview with student teachers:
Read through the transcript once
Read it again and this time
annotate the transcript to identify
any themes that emerge for you
Share your keywords/themes with
a partner. Are there any
similarities
Discuss with the rest of the group.
What themes/codes would you
identify in this transcript
Presentation of data
(Bassey 1981:85)
An important criterion for
judging the merit of a case
study is the extent to which the
details are sufficient and
appropriate for a teacher
working in a similar situation to
relate his decision- making to
that described in the case
study. The relatability of a case
study is more important than its
generalisability
In analysis, interpretation
and presentation of data
Do not attempt generalisations
based on insufficient data
Do not claim more for your results
than
the evidence warrants
Small scale studies can inform,
illuminate and provide a basis for
policy decisions within an
institution
Reporting the findings
• Look for similarities, groupings,
clusters and items of particular
significance
• You may have ideas about this before
you start collecting your data – a
balance of ‘informed hunch’ and the
influence of pre-conceived ideas
• The literature can provide helpful
guidance
• It is worthwhile thinking about which
types of data and how it can be
analysed at the start
• Experiment with different ways of
presenting findings: Bar charts; pie
Statement of Results
Text, supported by tables, figures,
quotations
Tables, charts, graphs and quotes
should illustrate and illuminate the text
and help the reader to understand
complex data
The text should not describe what the
data shows but draw attention to what
is most important
Number tables and figures
Be clear about what information is
needed in the text and what should be
in the appendices
Presentation of data
Use sub –headings – these could be
• Research questions
•Identified themes
Present data under each
• Integrate data – bring together data
from questionnaires, interviews,
observations etc
• Explain the data , be precise: ‘ A
majority (4 out of 5) of respondents
indicated that.....’
• Let the data do the talking
Sample chapters
•Look at the examples
provided
•Draw up a list of good
ideas/things that work well
•Questions coming out of this
•What will you do?
Analysis and Discussion
Re-state the research question –
remember context
• Synthesise the results in such a way
as to allow a new perspective to be
reached
• Make links, comparisons and
contrasts, juxtapose results with the
findings of others
• Consider the results in the light of
the literature
• And also in the light of the
methodological approach
Analysis and Discussion
•Explain limitations in
research design -suggest
more appropriate approaches
•Draw out implications for
improvement of practice
• What evidence do you have
now to support new
knowledge?
•Avoid speculation that goes
beyond the evidence
Relationship between literature and project
elements
The literature Elements of your project
Rationale
Research design
Topic literature
Methodological
literature
Findings
Discussion
Conclusions
Recommendations
Structure
Abstract
Acknowledgements
1. Introduction 10%
2. Literature review
25%
3. Methodology 20%
4. Findings and Analysis
35%
5. Conclusions and
recommendations 10%
References
Timescales
March 07 Data coding
and
presentation
DRAFT Methodology
Updated Lit Review?
April Skype/
telephone call
Planning fieldwork?
May 08 Skype/
telephone call
Progress review
Sample of data analysis?
20 June
08.45 –
15.30
Round table
discussion
Defend methodology
Ethical issues?
03 July Progress
review and
formative
assessment to
discuss:
• Data analysis and writing
up
• September 17 or
November 19 submission?
Round table discussion
• 10 minutes to introduce their
research problem and question and
justify their chosen research
methodology.
• Following this, the presenter can
choose to ask the audience for
comments on one or two
methodological issues or invite the
audience to ask questions (5
minutes).

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KV713 Session 3

  • 1. Session 3 Keith Turvey and Irena Andrews MA Education (Teaching Leaders) KV713 Research Project The Dissertation 2014/15
  • 4. Inductive and deductive reasoning “Although both deduction and induction have their weaknesses, their contributions to the development of science are enormous and fall into three categories:1 the suggestion of hypotheses; 2 the logical development of these hypotheses; and 3 the clarification and interpretation of scientific findings and their synthesis into a conceptual framework.” Cohen, Manion & Morrison (2000, P.5)
  • 5. Your data might be: •Interview transcripts •Questionnaire response •Observation schedules •Action research: baseline + innovation + recordings of effect •Content analysis
  • 6. Activity: Coding and thematic analysis Using the extract from a group interview with student teachers: Read through the transcript once Read it again and this time annotate the transcript to identify any themes that emerge for you Share your keywords/themes with a partner. Are there any similarities Discuss with the rest of the group. What themes/codes would you identify in this transcript
  • 7. Presentation of data (Bassey 1981:85) An important criterion for judging the merit of a case study is the extent to which the details are sufficient and appropriate for a teacher working in a similar situation to relate his decision- making to that described in the case study. The relatability of a case study is more important than its generalisability
  • 8. In analysis, interpretation and presentation of data Do not attempt generalisations based on insufficient data Do not claim more for your results than the evidence warrants Small scale studies can inform, illuminate and provide a basis for policy decisions within an institution
  • 9. Reporting the findings • Look for similarities, groupings, clusters and items of particular significance • You may have ideas about this before you start collecting your data – a balance of ‘informed hunch’ and the influence of pre-conceived ideas • The literature can provide helpful guidance • It is worthwhile thinking about which types of data and how it can be analysed at the start • Experiment with different ways of presenting findings: Bar charts; pie
  • 10. Statement of Results Text, supported by tables, figures, quotations Tables, charts, graphs and quotes should illustrate and illuminate the text and help the reader to understand complex data The text should not describe what the data shows but draw attention to what is most important Number tables and figures Be clear about what information is needed in the text and what should be in the appendices
  • 11. Presentation of data Use sub –headings – these could be • Research questions •Identified themes Present data under each • Integrate data – bring together data from questionnaires, interviews, observations etc • Explain the data , be precise: ‘ A majority (4 out of 5) of respondents indicated that.....’ • Let the data do the talking
  • 12. Sample chapters •Look at the examples provided •Draw up a list of good ideas/things that work well •Questions coming out of this •What will you do?
  • 13. Analysis and Discussion Re-state the research question – remember context • Synthesise the results in such a way as to allow a new perspective to be reached • Make links, comparisons and contrasts, juxtapose results with the findings of others • Consider the results in the light of the literature • And also in the light of the methodological approach
  • 14. Analysis and Discussion •Explain limitations in research design -suggest more appropriate approaches •Draw out implications for improvement of practice • What evidence do you have now to support new knowledge? •Avoid speculation that goes beyond the evidence
  • 15. Relationship between literature and project elements The literature Elements of your project Rationale Research design Topic literature Methodological literature Findings Discussion Conclusions Recommendations
  • 16. Structure Abstract Acknowledgements 1. Introduction 10% 2. Literature review 25% 3. Methodology 20% 4. Findings and Analysis 35% 5. Conclusions and recommendations 10% References
  • 17. Timescales March 07 Data coding and presentation DRAFT Methodology Updated Lit Review? April Skype/ telephone call Planning fieldwork? May 08 Skype/ telephone call Progress review Sample of data analysis? 20 June 08.45 – 15.30 Round table discussion Defend methodology Ethical issues? 03 July Progress review and formative assessment to discuss: • Data analysis and writing up • September 17 or November 19 submission?
  • 18. Round table discussion • 10 minutes to introduce their research problem and question and justify their chosen research methodology. • Following this, the presenter can choose to ask the audience for comments on one or two methodological issues or invite the audience to ask questions (5 minutes).

Notes de l'éditeur

  1. But with each need to find a way to summarise key points and use it to address the key issue you have set yourself to look at . . . Content – analysis – analysis of communication forms for Harold Lasswell formulated the core questions of content analysis: "Who says what, to whom, why, to what extent and with what effect? Ethnographic study - According to the dictionary of anthropology, ethnography is the systematic description of the single contemporary culture often through fieldwork.
  2. No need to apologise about inability to generalise, but you would if the data was manipulated in an attempt to prove more than could reasonably be claimed
  3. Only one recommendation, there are others. Use as a guide not a straitjacket