哈佛代写Essay:定性数据

2017-06-18 23:46

定性数据的收集来帮助理解人类的一个现象，话语或相互作用的（A，2009）与其他研究人员（如银，2003；舍曼和韦伯，1988）强调重要性的信息收集是发现导致洞察力而不是寻找一个预定的想法（舍曼等人，1988）。教师访谈将被用来收集定性数据，目的是为清单的结果添加上下文和解释。这看数据的方法被称为“解释”的数据为例说明作为一个整体（克伦克，2008）。在本文的案例中，笔者不会经常那么对作者作为主要的数据收集工具的机会将被限制在学校，教师反馈的元素将为额外的语境和环境因素，例如提供更好的洞察关键：父母和同伴的影响。这个角色的重要性是由克伦克指出（2008）他认为，只有在面对面的情况下，这种“复杂和微妙的…这是人类经验的可以“捕获”。孩子的观察将使定性和定量的数据收集。在这种方法下，收集到的质量信息（行为）将使用编码系统分配数值。该方法允许对任务的行为要解说的结论与数值支持快照。然而，它也允许在必要的情况下进行描述性评论来解释结果，例如：在课堂特定的点上观察到的一些行为，或者是对刺激的反应。
哈佛代写Essay:定性数据
Qualitative data is collected to aid 'understanding a human phenomena, discourse or interaction' (Lichtman, 2009) with other researchers (such as Yin, 2003; Sherman & Webb, 1988) emphasising the importance of the information gathered being a 'discovery that leads to insight' rather than looking for a predetermined idea (Sherman et al., 1988). The teacher interviews will be used to collect qualitative data for the purpose of both adding context and explanation to the outcomes of the Inventory. This method of looking at the data is called 'explanation building' with the data providing an explanation for the case as a whole (Klenke, 2008). In the case of this dissertation, as the author won't be in the school often and so the opportunity for the author to act as a 'primary data collection tool' will be limited, the element of teacher feedback will be crucial in providing a better insight into additional contextual and environmental factors for example: parental and peer influence. The importance of this role is pointed out by Klenke (2008) as he suggests that it is only in face-to-face situations, that the 'complexity and subtlety … which is human experience' can be 'captured'.The video observation of the children will enable both qualitative and quantitative data to be collected. Under this method, the qualitative information collected (behaviour) will be allocated numerical value using a coding system. This method allows for a snap shot of off-task behaviour to be commentated on with conclusions being supported with numerical values. However, it also allows for descriptive commentary where necessary to explain outcomes - for example: were some behaviours observed at particular points of the lesson or were any a reaction to a stimulation.

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