By Colin Lankshear, Michele Knobel
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Additional resources for A Handbook for Teacher Research
On the other hand, if we want to concentrate on less data but analyse it in great depth, we need to use forms of data analysis that will give us the kind of depth and detail we seek. Finally, our research design must contain a strategy for interpreting the analysis of our data in order to provide us with findings and conclusions from our research, and which may allow us to advance recommendations or implications based on our investigation. 1. The important point to note here about the idea of a research design is that all of its components must ‘fit’ with each other or ‘go together’ with each other in a coherent manner.
A suitable approach to collecting data Teacher researchers must collect good-quality data that are relevant to their research question and problem and that they can analyse using methods that are consistent with the overall design of the study and with which they are proficient (or will be proficient by the time they come to analyse their data). Decisions and selections regarding data collection tools and techniques need to be made during the planning phase of the study, and well before any data is collected, in order to ensure that the researcher collects sufficient data of the kind needed for the study.
This division cuts across the distinction between ‘research as social science/case study’ and ‘research as composition/writing experience into knowledge’. The matter that most concerns us here is that many teacher research projects fail to display the core research values endorsed in the original charter concepts of teacher research represented in their distinctive ways by Berthoff and Stenhouse. Teacher inquiry without system, theory or analysis Two brief anonymous examples may serve to illustrate here what is a much larger phenomenon.
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