research characteristics

• Hill (2005):

  Looked at differences in using adults and children in research:

  -power and status

  -vulnerability

  -ability and understanding
• factors that decrease the validity of research in schools:

  -researches can be seen as a teacher by the students, students might not be as truthful in the research.

  -children will not relate to the researcher (age, social class etc).

  -students may feel uncomfortable.

  -students might not understand what they are being asked.

  -researchers have power over the situation and a higher status.
• factors that increase the validity of research in schools:

  -students might feel empowered and give the researches accurate, valid findings.
• classrooms:

  -closed, controlled settings - clear physical and social boundaries.

  -teachers, the law and headteachers have high control over classrooms. Can all act as scapegoats and not allow researchers in classrooms.

  -teachers control things like talking, seating and activities.

  -peer pressure can also make pupils not give valid results.
• schools:

  -there is a hierarchy, uniform, a strict routine and limited access (relates to a prison).

  -researchers can be seen differently by teachers and pupils.

  -headteachers have the right to refuse researchers access.

  -Meighan (1981) - headteachers view researchers negatively.

  -schools already have a lot of data to give.
• parents:

  -parents are not in schools often so it is hard to access them.

  -if parents had a bad education they will might not be truthful in research.
• researcher:

  -would've had a good education and are highly educated so may be biased. Can make leading questions.
• teachers:

  -power & status: teachers have more power than students and researchers.

  -classrooms reinforce the teachers power.

  -covert investigations are hard to do in classroom as teachers know - if not researchers have to create covers.

  -Impression management: manipulating the impression others have of us. Goffman 1969 - social action theory: front stage and back stage. Teachers put on an act in classrooms which is their front stage, they act how they normally do in their back stage.

  -Teachers are used to being observed so are unlikely to change their behaviour in research.