METHODS IN CONTEXT Flashcards
(10 cards)
Why might a structured interview be less effective with younger pupils?
Pupils may struggle with formal language, leading to misunderstandings or less valid data due to power imbalances.
Why are covert observations difficult in a school setting?
Ethical concerns (no informed consent), safeguarding issues, and it’s hard to blend in unnoticed as an adult.
What’s a practical advantage of using official statistics in education research?
They are cheap, easy to access, and allow large-scale trends to be analysed over time.
e.g., GCSE results by gender or ethnicity.
How could teacher labelling affect the validity of classroom observations?
Teachers may act differently under observation (Hawthorne effect), or play up a more professional role, masking real labelling behaviours.
Why is gaining access to schools a major barrier for researchers?
Gatekeepers like headteachers may deny access due to disruption concerns or fear of negative publicity.
Why might questionnaires be ineffective for researching anti-school subcultures?
Lacks depth — students may not be honest or engaged, and complex peer group dynamics are hard to capture in fixed responses.
How does the researcher’s own social background affect research in schools?
It may influence rapport — middle-class researchers might struggle to relate to working-class or ethnic minority pupils.
What ethical issues arise when researching pupil achievement by social class?
Risk of stigmatising pupils or reinforcing stereotypes; issues of informed consent and confidentiality are critical.
How could longitudinal studies be useful in education research?
They track pupil progress over time, revealing patterns — but risk high dropout rates.
e.g., impact of deprivation.
What theoretical issue is most relevant when choosing a method for researching schools?
Interpretivists favour validity and verstehen (understanding), while positivists seek reliability and generalisability.
