Observational Methods

Observation is a research tool when it

“1. serves a formulated research purpose, (2) is planned deliberately, (3) is recorded systematically, and (4) is subjected to checks and controls on validity and reliability.” (Kidder quoted in Merriam, p. 88).


What can be observed? (closely from Merriam, p. 90)

  1. the setting:  the nature of the physical environment and the behaviors that such a setting might encourage
  2. the participants:  Who is there, what roles are they playing, what brings these people together?
  3. Activities and interactions:  What is going on?  Sequences of activity or patterns.  How are people interacting?
  4. Frequency and duration:  When did a situation begin?  How long does it last? How typical of such situations is the one being observed?
  5. Subtle factors:  Nonverbal communications, unplanned activities, what does not happen that was supposed to happen

Structured observations:  Decide beforehand what you are going to be looking for.  Maybe have a list (perhaps coded) of behaviors.  E.g., 1 = student asked question of teacher  2= student asked question of student  3 = teacher asked question of student.

Combining a coded list with a classroom map can be fruitful. Then, each student is located and their behavior recorded.
 
Field notes:  more open-ended, descriptive approach.   May be written after the day of interactions, so are reflective as well as more objective description.   Difficult to do while teaching.  

Advantages of structured observations

Disadvantages

Simple

No outsider needed in many situations

Can be focused on a specific behavior

Can be efficient and easy to do

Can lead to quantifiable data

Can help define patterns

There must be a decision about what to observe

Need training to use a tool like Flanders Interaction

May be obtrusive or hard to fit into a teacher’s day

May be subjective


Field notes (based on Hopkins, p. 60)

Advantages

Disadvantages

Simple, no outsider needed

Used regularly can be an ongoing record

Can be a memory-aide

Helps in relating incidents or seeking patterns

Good in case study

Not specific, may need to supplement with VT, etc.

Cannot record conversation

Can be highly subjective

Initially time consuming as you are learning skills and defining areas of interest

 
Merriam, Sharan B.  Case Study Research  in Education: a qualitative approach.  SanFrancisco: Jossey-Bass, 1988.
Hopkins, David.  A Teacher’s Guide to Classroom Research, Philadelphia: Open University Press, 1985.

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