A Case Study investigating adolescent students’ attitudes to reading extending texts. Research Questions: What are Year 9 students’ current attitudes towards, and practices in, reading? How have these attitudes and practices been shaped? What role can schools play in encouraging positive attitudes and practices? Methodology: How can technology be used to enable an effective dialogic approach when doing research with adolescents? Researcher Position Interpretivist Insider researcher: class teacher; KS3 Coordinator; visible in promoting literacy at whole school level through assembly programme and working with local primaries. Aim to facilitate participatory research as far as is pragmatic

A Case Study investigating adolescent students’ attitudes to reading extending texts. Large rural mixed comprehensive school with Sixth Form. Most students are from White British backgrounds and the number of EAL students is below national average. Numbers of SEND and PP students is also below average. There is an on-site ASD centre, from which most student attend a proportion of mainstream lessons. The school is rated as ‘good’ by Ofsted (2017). Sampling process Purposive sampling: Mixed-gender Inclusive of PP students Above 95% attendance Consent from both student and parents/carers. Contact made with all parents and carers by phone prior to project Research design: sampling and school/year 9/focus group context

Student M F PP At Below Above 1 2 3 4 5 6 7 8 9 10 11 12

A Case Study investigating adolescent students’ attitudes to reading extending texts. Research Design Methodology: How can technology be used to enable an effective dialogic approach when doing research with adolescents? Stage one: sampling Purposive sampling Reading age data Use of IT Student consent National Literacy Trust Prior research Gender S.E.S Stage two: focus groups (Qualitative) Student led Sharing researcher position Reading river collaborative work Inductive Shared creation of knowledge Nind: Participatory research Koven: Students’ intertextuality Saphir - Worf Stage three: Whole year questionnaire (Quantitative) Share in English lesson Accessible language Questions inducted from focus groups Guthrie ‘Motivation for Reading Questionnaire’ (1997) Research design: participatory research and use of IT Saphir Wharf Nind Koven

A Case Study investigating adolescent students’ attitudes to reading extending texts. Primary School: reading became a chore, we were checked up on that we were doing reading every evening. I enjoyed reading to Mr Turner. Research design: stages and emerging findings Summer - read outside in the evenings.

Welcome Year Nine! Come in and sit with your group. Miss Williams’ Year Nine Reading Project: Welcome Session Welcome Year Nine! Come in and sit with your group. Group A Group B Group C Students’ names In a focus group, participants can speak as much, or as little, as they like and should feel their voice is heard and valued among the group. How do you think we should organise these sessions? Snacks!! Meet somewhere comfortable: Reading Room or Quad Get the questions before on slides Everyone gets to share ideas Listen to each person Be positive Reading Rivers

A Case Study investigating adolescent students’ attitudes to reading extending texts. References BERA. (2011) Ethical Guidelines for Educational Research, Available at: https://www.bera.ac.uk/researchers-resources/publications/ethical- guidelines-for-educational-research-2011 (accessed 14th August 2016). Boddy, J. (2014). Research across cultures, within countries: Hidden ethics tensions in research with children and families? Progress in Development Studies, 14, 1, 91-103. Burke. R and Onwuegbuizie A.J. (__) Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33, 7, 14-26. Cohen, L. Manion, L. and Morrison, K. (2007). Research Methods in Education (sixth edition). Oxford: Routledge. Harvey, L. (2014). Beyond member-checking: a dialogic approach to the research interview. International Journal of Research & Method in Education, 38,1, 23-38. Koven, M. (2014). Interviewing: Practice, Ideology, Genre and Intertextuality. The Annual Review of Anthropology, 43, 499-520. Kvale, S. and Brinkmann, S. (2009). InterViews: Learning the Craft of Qualitative Research Interviewing (second edition). Los Angeles: SAGE. Nind, M. (2014). Inclusive research and inclusive education: why connecting them makes sense for teachers’ and learners’ democratic development of education. Cambridge Journal of Education, 44, 4, 525-540. Roulston, K. (2011). Interview ‘Problems’ as Topics for Analysis. Applied Linguistics, 31, 1, 77-94. Scholes, L. (2013). Clandestine Readers: boys and girls going ‘undercover’ in school spaces. British Journal of Sociology of Education,36,3, 359-374. Seale, J. Nind, M. and Parsons, S. (2014). Inclusive research in education: contributions to method and debate. International Journal of Research & Method in Education, 37, 4, 347-356. Thomas, G. (2013). How to do your research project: A guide for students in Education and Applied Social Sciences. London: SAGE. Unrau, N. and Quirk, M. (2014) Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions. Reading Psychology, 35, 3, 260-284. Bibliography