Structuring your MIC questions Intro – interpretivists/positivists 3 PEEEL paragraphs Conclusion – triangulation (I will explain this later!)

Using P.E.R.V.E.R.T Intro: Theoretical PEEL 1: Practical & Ethical, use one strength and one weakness. E.g you could use practical as a strength then evaluate using a weakness for ethical. PEEEL 2: Reliability & validity, again one strength one weakness PEEEL 3: representativeness & one other point Evidence should be used once/twice in your PEELs

Essay planning - Interviews Page 16 “Applying material from Item A and your knowledge, evaluate the strengths and limitations of structured interviews for the study of the extent of parental choice in education” (20 marks)

Planning… 1. Pick your strengths/weaknesses that you want to talk about/feel most confident with 2. Read the first paragraph… this is an idea of how you should structure it 3. Have a go at planning it as pair first, then complete it on your sheet

Triangulation - conclusion Triangulation is the use of two or more research methods in a single piece of research to check the reliability and validity of research evidence. Triangulation is useful because not only does it check the research you have done, it can also offer new insights and ways at looking at things, especially if using very different types such as official statistics and observations. There are many examples of triangulation. For example in his study The Tearoom Trade Humphries used questionnaires, unstructured interviews and participant observation.

MIC Lesson 4 Observations & Essay practise Objectives: To recap on the strengths and limitations of Observations To apply this knowledge to the study of education To plan an answer to a MIC question

Strengths/limitations… RECAP - observations Strengths/limitations… Recap in your box on page 18 – make sure you state which type of observation you are talking about.

Structured observational methods Complete page 19 of your booklet…

Unstructured observational methods Can you think of any practical issues in relation to carrying out an observation in a school… May be easier to gain permission to observe lessons than interview students or teachers Fuller – good for pupils to have a non-teaching adult around, but that permission from parents was not required for her to observe normal school behaviour (it would have been to conduct interviews)

Unstructured observational methods  Age, gender and ethnicity affect observation. (Wright, 1992 was carrying out her research – very few black teachers, this produced antagonistic reactions from some white teachers)  Busy public places, may be difficult for the observer to find a private place to observe  Schools are complex and time-consuming than other settings Hammersley – noting down conversations in the classroom, had to do it on the back of a paper, he said he may have made mistakes or lied on his own interpretation of the notes he had written down.