This document discusses research methods in the context of education. It outlines 5 key areas of research: pupils, teachers, parents, classrooms, and schools. For each area, it identifies advantages and disadvantages of different research methods. Power dynamics and issues of consent are important considerations. For pupils, interviews may be intimidating while group interviews allow peer support. Teachers are accustomed to observation but may perform for researchers. Classrooms have clear roles that could influence responses. Schools have hierarchies and responsibilities that may impact participation.

1. Education
The research context

2. Methods in Context
• On the exam paper, you will be asked a methods in context question
• You will have to apply your knowledge of research methods specifically to the research of
education
• You will be given an issue in education such as pupil subcultures or ethnicity and
achievement
• You will discuss the advantages/disadvantages of a given research method to this issue

3. 5 areas of research
1. Pupils
2. Teachers
3. Parents
4. Classrooms
5. Schools

4. Pupils

5. Within a school pupils have less power and status than adults
More difficult to state their opinions honestly
School is hierarchical

6. • One to one interviews
• Pupil may feel intimidated and may not answer honestly for fear of
challenging adult opinions
• Group Interviews
• May allow pupils to be more honest as they can be ‘backed up’ by other
pupils
Power and status

7. Which ever method is used, some power imbalance will remain
Power and status

8. Pupils may have limited :
o Vocabulary
o Self expression
o Thinking skills
o Confidence
Why would there be a problem giving a questionnaire to reception
children?

9. Is it possible to get informed consent
if the child cannot properly understand
the nature of the research ?

10. Vulnerability
Informed consent:
Consent should be gained from the pupils themselves as well as
parents/teachers
children may not understand the nature of the research,
children may not be mature enough to make a moral choice.

11. Child protection
Personal data should not be kept unless it is vital
Personal data should be kept confidential

12. Stress
Questioning/Interviewing children
for a long period of time would be
inappropriate

13. Is the research necessary, do the benefits
outweigh the costs ?

14. • Time: may take more time to understand questions
• Rapport: more important to establish trust due to vulnerability
• Maybe more important to match gender/ethnicity of the young person

15. Teachers

16. Power
Power relationships are not equal in schools
Hierarchy
Teachers may see the researcher as a Tresspasser

17. • Teachers may be overworked
• Interviews/Questionnaires need to be kept
short
• Teachers are used to being observed so they
may ‘put on a show’ for the researcher

18. Classrooms

19. • Classrooms are highly controlled social settings (mostly)
• Clear boundaries/ behaviour
• Interactions – both teachers and students are used to hiding their real
thoughts and feelings in this situation.

20. • School groups such as classes and
friendship groups may make
pupils more sensitive to pressure
to conform.
• May ‘copy’ when filling in
questionnaires

21. Schools

22. • Schools have formal rules/hierarchies
• Researcher may be seen as part of hierarchy
• May even be seen as ‘the enemy’ (like OFSTED inspectors)

23. • Head teachers act as gatekeepers
• Head teachers may not wish research to be done
• It may interfere with the day-to-day running of the school
• The research may reflect badly on the school
• (Roland Meighan 1981)

24. • Schools have a legal obligation to collect certain information about students
• This could be used by researchers
• Legal duties of protection may limit the research that can be carried out

25. • There is a lot of publicly available data on schools
• Schools also produce large numbers of personal documents (eg reports)
• These may not be easy to access though

26. Advantages
• They are all available in one place
• Convenience sample
Disadvantages
• Maybe be over keen to please the
establishment
• May not be keen to complete
research as they have limited choice
• May not have true right to
withdraw

27. Parents

28. • May be difficult to contact
• Interactions may be harder to observe
• Ethnicity and class may cause barriers between and
researcher and parent

29. • Middle class parents may be more likely to take part in research
• This may bias results