1. Validity, Triangulation, Resonance

2. 1. Qualitative: Starts with a question, data is rich, >reasons, opinions, words, analysis by coding, categorising, in order to find patterns and movements. Grounded threory, the theory comes from the data; Qn > Int>Classroom Obs>analysis may inform further data collection; theory as findings. 2. Quantitative. Starts with a theory, gathers data to prove or disprove theory. Qns, numerical, countable data, likert scales, yes/no, quantifiable, reduced to numbers. 3. Don’t forget…definitions are always fuzzy, wobbly…..points on a scale…….

3.  Validity is another word for truth.  Description of Methods and Analysis  Findings based on critical analysis of all data  Deviants  Anecdotalism  Findings clearly linked to data

4.  All cases of data need to be included in the analysis, even deviant cases, and all should be reflected in the findings.  Everything must be accounted for.  INTERNAL VALIDITY…judges the adequacy of the complete research process, through the description.  EXTERNAL VALIDITY…how transferable, or generalisable, are the findings to similar cases outside the sample. (>>resonance<<)  Qualitative validity may also be Pragmatic, Respondent, Catalytic.

5.  Triangulation may add to the validity of the research process;  Data triangulation may be using different data sources to investigate the research questions.  May move from Qns>Ints>Obs>texts>respondent Qns (if gounded, from here back to where you came in…Qn>>Ints>>……………………….  May also be analysis triangulation…

6.  Readers’ judgments  Procedural account of the analysis  Respondent validation >>data and insight  Immersion  Replication?

7.  The truth value of a piece of research  Context richness  Triangulation  Does the description of the research process clearly lead to the findings?  What is done and how it is done>>>from 300 pages of interviews and observations to the main conclusion.  Transcripts, analyses, printouts, stages of analysis >> the appendices (PhD more demanding than MA)

8.  Respondent: Immediate and local meanings of findings from the point of view of the participants  Catalytic: Helps subjects understand and change their environment for the better (how may your research on Vocabulary Strategies really help in the language classroom)  Pragmatic: utilisation and application of research; who benefits, who may be harmed by it?

9.  1. Access  Guidance  Knowledge  Catalysing effect  Local problems  Empowerment  Ethical concerns

10.  Generalisation; a broad encompassing statement, drawing a wider inference from something particular. Reasoning, moving from the observed or known to something unobserved or unknown.  May be more applicable in statistical research because of the larger numbers of applicants.  A greater number or diversity of applicants may make the research more generalisable……

11.  The research situation or context, as well as the process, is described in such detail, that a reader of the research could recognise and apply elements of it to another teaching situation, even one superficially very very different.  The ‘Natural History’ of the research is such that another teacher may say ‘that’s just like my class in XXX!!’

12.  Perhaps more relevant to statistical research. If a study was carried out at another time with the same design and similar participants etc, the results may be the same or similar; related to reliability in testing.  Replicability. How replicable is the research?  More objective research may be more replicable…

13.  Writing as a form of thinking  Writing as a form of analysis  A method of inquiry  Poems, opera, and pagan rituals  Orphan findings and royalty…..did the Queen write up your dissertation?

14.  1. How teacher training affects classroom procedure in trainee teachers  2. The teaching of grammar; NS and NNS approaches in Bilkent University, Turkey  Using the L1 in teaching young learners in a cram school in Tokyo  What makes a good teacher? Perceptions of teachers and learners in a private school in Bangkok.

15.  Richards, K. 2003. Qualitative Inquiry in TESOL. Palgrave  Miles and Huberman. 1994. Qualitative Data Analysis. Sage  Cohen, Manion, and Morrison. 2011. Research Methods in Education. Routledge/  Seale, C. 1999. The Quality of Qualitative Research. Sage.  Richardson, L. 2003. Writing a Method of Inquiry. In Denzin,N and Y. Lincoln. Handbook of Qualitative Research. Sage