1. DATA presentation and analysis

2. Schedule looking forward
Date
5-7pm
7 -9pm
3 April
Daryll MMU top up
DPP2 (BN)
Easter
24 April
Research Study (DK)
1 May
Research Study & presentations
8 May
Deadline Research Study & presentations
15 May
DPP submission
Tutorials (DK/BN)
19 May

3. Session aims
To examine different methods of presenting/analysing data + identify advantages /disadvantage of each method
Justify possible methods to use with your own data
Assess exemplar data analysis chapters against marking criteria

4. What data have you collected?
Quantitative
Qualitative
Primary data
Secondary data

5. Data presentation & analysis techniques
Simple
Sophisticated
Post it activity
Ideas blast of methods
Then put on timeline according to complexity
Discussion about choice and why

6. Table of results 1 4 8 3 Lengths of phonic sessions (mins) 5-10
20-30
30 +
Number of schools 1 4 8 3

7. Pie chart

8. Bar Chart

9. Bar chart

10. Line graph

11. Charts 4 3 Confidence on delivering maths interventions 2 1 0 - 1
2 - 3
4 - 5
6 - 7
8 & over
Number of years as a TA

12. Statistical analysis Mean, mode, median Standard deviation
Correlation coefficient e.g. Spearman Rank correlation coefficient

13. Distribution about the mean

14. Scattergraph and correlation

15. Strengths & weaknesses
Table of results
Bar / pie chart
Line graph
Chart
Scatter graph and correlation
Statistics
Spot one error with the presentation that you have – What would you do to rectify it?
Criteria to use to judge these???? (Discussion point)

16. What would you use?
Tally of how many people used different reading schemes (5 schemes in total)
24 TAs have been training to deliver phonics; 10 have not
Behaviour level (1-10 scale) of a pupil monitored on different days/times over a week
Reasons why people do/do not like to use outdoor learning activities

17. What could you use?
To show if there is a relationship between the experience of the TA (yrs) and his/her rating of behaviour management in the class (1poor-5 excellent)
To draw out the key messages from this data:
Qu – to what extent do you agree SA A D SD
UNK
I think that TAs are valued in school 9 4 7 5 -
Teachers involve TAs in planning activities 2 13 3
TAs have sufficient training for their role 8 1

18. Your data
Work in pairs
Select 3 questions from your survey / interview
Create some ideas of how you could represent this data - share them with your partner
Think quality not quantity!
Record ideas on the data ‘wall’:

19. EXEmplar answers Work in pairs/small groups
Analyse the exemplar chapter(s)
Strengths
Weaknesses
Linkage to wider reading
- strengths/weaknesses/justification of methods selected
- explanation/analysis of results
What mark out of 100 would you award it and why?

20. Session Review Think about how you can:
Present data to show trends/patterns
Present data around your key objectives
Link your data to wider reading via your explanation/analysis

21. Plenary Justify 1 action that you will now take
Describe 2 ways you have developed your knowledge
Recall 3 pieces of information that we covered in today’s session

22. Further reading
Basit, T (2010) Conducting Research in Educational Contexts, London: Continuum
Bell, J (2005) Doing your Research Project: A guide for first time researchers in education and social science, Sixth edition , Berkshire: Open University Press
Burton, N, Brundrett, M & Jones, M (2008) Doing Your Education Research Project, London: SAGE
Clipson-Boyles, S (2000) Putting Research into Practice in Primary Teaching and Learning, London: David Fulton
Cohen, L, Manion, L & Morrison, K (2007) Research Methods in Education, Sixth Edition, London: Routledge Falmer
Gillham, G (2000) Case Study Research Methods, London: Continuum
Gillham,G (2007) Developing a questionnaire, Second edition, London: Continuum
Gillham ,G (2001) Research Interview, London: Continuum
Gregory,I (2003) Ethics in Research, London: Continuum
Litosseliti, L (2003) Using Focus Groups in Research, London: Continuum

23. Further reading
Macintyre, C (2000) The Art of Action Research in the Classrooom, London: David Fulton
McNiff, J & Whitehead, J (2005) Action Research for Teachers: A practical guide, London: David Fulton
Pring, R (2004) Philosophy of Educational Research, London: Continuum
Rober-Holmes, G (2005), Doing Your Early Years Research Project: A step by step guide, London: SAGE
Rose, R & Grosvenor, I (2001) Doing Research in Special Education, London: David Fulton
Swann, J & Pratt, J (2004) Educational Research in Practice, London: Continuum
Walford, G (2001) Doing Qualitative Educational Research, London: Continuum
Wellington, J & Szczerbinski, M (2007) Research Methods for Social Sciences, London: Continuum
Wellington, J (2001) Educational Research: Contemporary issues and practical approaches, London: Continuum
Walliman, N (2010) Research Methods: The Basics, London: Routledge