Support for doing research

TABLE 1: Deciding what to focus on and on how to collect your data when researching your own or someone else’s teaching/learning

Adapted from Croker, R. (2014). Ten Principles to Guide Researching Your Own Classroom. In Chartrand, R. From Many, One: Collaboration, Cooperation, and Community. (The 2013 PanSIG Proceedings). Nagoya: JALT Central Office

Table 1

Table 1

Column 1

Column 2

Column 3

Column 4

STEP ONE: DECIDE WHAT TO FOCUS ON

STEP TWO: DECIDE HOW TO COLLECT YOUR DATA

Explore what people are…

… by looking at their...

Collect data by…

e.g. by…

doing

behavioural processes and outcomes.

observing

- making notes

- audio-/video-recording or photos

- collecting samples of people’s work.

saying

linguistic processes.

listening, reading, observing

- audio-/video-recording and making notes/transcripts.

thinking and feeling

cognitive and

emotional processes.

asking, observing

- giving questionnaires

- getting class feedback

- interviewing people

- keeping a reflective journal

- collecting learning diaries

- doing think-alouds*.

learning

learning processes and outcomes.

reading, listening, observing

- collecting samples of student work

- giving students written or spoken tests/questionnaires.

There are no rows in this table

⁠

*Think aloud protocol = a data-gathering method whereby participants are asked to think aloud, saying what they see/think/feel while they perform a task or tasks. This allows observers an insight into the process, not merely of the product of learning.

Prior to doing any research, it’s important to obtain informed consent from the participants in your research so as to uphold the university’s ethical standards and respect your participants' rights.

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