By Colin Lankshear, Michele Knobel
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Extra info for A Handbook for Teacher Research
1. These questions act as a guide to help us structure our research project coherently. To conduct our research rigorously we need to produce answers to each of these questions. Our research unfolds as we answer these questions, implement the tasks and follow the leads provided by our answers. A suitable approach to collecting data Teacher researchers must collect good-quality data that are relevant to their research question and problem and that they can analyse using methods that are consistent with the overall design of the study and with which they are proficient (or will be proficient by the time they come to analyse their data).
Order to specify a . How will I succinct set of organize these research aims data so they will and objectives, be in good shape and a finite set for being of research analysed? questions? data analysis will I use? What justifies these forms of analysis? How will they help me achieve my research purposes? How are these forms of analysis conducted? What do I need to know, be able to do and have access to in order to use these forms of analysis in an expert way? What will these forms of analysis let me ‘say’ about the data (and not say)?
For example, describing research in terms of collecting and collating information and presenting a report reflects a view of ‘research’ as AN INTRODUC TION TO TE ACHER RESE ARCH 19 ‘the classroom project’. In the venerable classroom project, students collect information (including illustrations) and organize it as collages of text and images. Projects, however, do not work with concepts of collecting and analysing data in a research sense. Indeed, they do not work with the notion of data at all, but with ‘gathering information on a topic’.
A Handbook for Teacher Research by Colin Lankshear, Michele Knobel