1. Recap Data collection tools? – Journals – Field notes – Photographs – Minutes – Lesson plans – Other documents

2. A thought about observations… From Eleanor Roosevelt: “ Perhaps the most essential thing for a continuing education is to develop the capacity to know what you see and to understand what it means… As an example many years ago (I was) asked to check on conditions in department stores. I made my report. It was valueless.

3. “But,” I was asked,” do these women have any stools to sit on behind the counter when they are not waiting on customers or must they stand all day?” For years I had gone to department stores, I had seen women behind counters. It had never occurred to me that perhaps they could never sit down and rest. I hadn’t looked. And if I had looked, I would not have understood what it meant until someone else pointed out its meaning.

4. When I began…actually to look around me and to try to understand the meaning of what I saw, everything I encountered became more interesting and more valuable. It was like a two-dimensional picture seen in three- dimensions, with depth.”

5. Moral Much to take in during observations (teacher/students/content/interactions…) Focus on gathering information for your question But, keep your eyes open for things you might not have anticipated Don’t have tunnel vision E.g.—good and bad with science teacher

6. What we hope to do tonight: Continue with methodology: Interviewing

7. 3 main structures Structured: follow interview guide/protocol closely Semi-structured: deviation from the guide/protocol is permitted to follow different avenues that come up or remove questions already answered Unstructured: no script; conversational; generally not used

8. Set Ups Individual and Focus Groups Pros of Groups – Less time – Encourages ideas (brainstorming) – Puts interviewees at ease – Natural groups Cons of Groups – Restrained – Mimic what others state v. sharing own thoughts – Need to facilitate to avoid monopolizing – Harder to transcribe

9. Writing the Questions 1.Want questions focused on the topic but broad 2.Try out questions – pilot them Do subjects understand the vocabulary Do they understand the question Are you getting the type of information you need Can you probe

10. 3.Think about the number of questions 4.Do you need any demographic information 5.Be guided by the literature in writing your own interview protocol

11. Prior to the Interview Let people know what you’ll be talking about in general Provide questions? Set up a convenient time/place

12. During the interview Basics Small talk first Interact as an equal Assure confidentiality Don’t interrupt Allow wait time/permit pauses Don’t be judgmental Don’t complete the thoughts

13. Don’t suggest a particular response or encourage or dissuade answers (e.g. soap survey) Explore person’s answers – How/what do you mean? – Could you tell me more about that? – What do you have in mind? – Why do you feel that way? – Anything else?

14. Aids Recording Typed questions Take notes as you go Manipulatives, if needed, to aid in clarification

15. After the interview Do field notes asap Include perceptions, descriptions, observations about what happened Like Eifler field notes in text

16. http://www.mind-mapping.co.uk/assets/examples/MM---Int-Skills.gif Private Universe Focus on types of questions/questioning sklls

17. Debrief Private Universe Value of the interview Could you get students’ thoughts from a test? Pointers from the interviewer?

18. Our Research Question How do you manage the increased workload of doing a Master’s degree while working full time?

19. Our Question At your table groups, come up with 3-5 interview questions we might use to get data for our research question.