诺丁汉代写Essay:避免偏见的结

2017-08-24 23:34

为了避免偏见的结果，A先生将观察课。数据将采取的形式记录表中不同类型的公司的行为将被监测和记录。LLD不同类型包括以呼唤，工作的很慢，不把正确的设备，录音，投掷物体，走过房间，使用移动设备，咯咯笑或大笑。Â中使用不同的策略来控制LLD不同课程的数据，例如数据收集时，老师在上课当老师不在班上移动，从这个考试然后将它转换成图形演示、分析和进一步的评估和比较能够回答的差异，如何将这些策略与LLD。虽然结果可以为你提供大量的数据，但许多错误可以发生在观察，其中一个主要的错误可能由于观察者的存在时，学生可以采取不同的行动或观察者可以有偏见，因此尽管案例研究过程的许多优点，它也有一定的局限性，主要由研究者由于主观性因此我要记住这个在实施的结果。随着个案研究、问卷调查将产生的学生回答。Â使用这种方法，我将能够从他们的角度数据采集以及他们认为老师管理班级尤其是当公司的行为是促使。这也是了解他们的观点，他们的感受如何使用这些技术时，在课堂上弥漫的LLD。问卷允许数据被聚集到数值排列问题更不灵活，答辩人只能从定制套你给的答案选择。本程序是一个快速的方法来收集数据和更公正的；很容易分析，他们很快回答者回答。然而，有一些缺点，如果人们不感兴趣的话题，他们会扭曲样本，或者他们会忽略一些问题。Â时制定的问题，这是重要的计划，他们帮助解答心中的问题。焦点小组会对学生产生。焦点小组也被称为小组讨论一个有效的和可靠的数据积累技术。焦点组将用于向学生提问，关于他们自己的看法，LLD，什么他们认为用于弥漫性和策略，Â如何经常发生在他们的教室也和他们如何思考策略可以帮助更加专心上课做好。焦点小组是有利的因为它提供了丰富的信息，可以突出问题不是以前认为的Wilson（2009）声称。因此，采用问卷调查和焦点小组将验证观察[米]过程中收集的数据。
诺丁汉代写Essay:避免偏见的结
To avoid biased results, Mr A will be observing the lesson. The data will be taken in form of tally table where different types of LLD behaviour will be monitored and noted. The different types of LLD include taking, calling out, slow at working, not bringing the right equipment, taping, throwing objects, walking across the room, using mobile devices, giggling or laughing.  The data collected during different lessons using different strategies to control LLD, for example data collected when teacher is moving around the class and when teacher is not moving around the class, from this examination it will then be converted into graphical demonstration, analysed and further evaluated and compared to be able to answer the difference that how these strategies are combatting LLD. Although observations can provide you vast amount of data, but many errors can occur during observations, one of the main error can occur due to the presence of observer, students can act differently or observer can be biased, therefore despite the many advantages of the case study procedure, it has limitation mainly due to subjectivity by the researcher therefore I will need to bear in mind this when carrying out the results.Along with the case study, questionnaires will be produced for students to answer.  Using this method, I will be able to gather data from their viewpoint on how well they think teacher manages the class especially when LLD behaviours are prompted. This is also to know their point of view that how they feel when these techniques are used in class to diffuse LLD. Questionnaires permits data to be congregated into numerical arrangement as the questions are more inflexible as the respondent can only select from customised set of answers you have given. This procedure is a fast way to gather data and more unbiased; it's easy to analyse and they are quick for respondent to answer. However, there are some disadvantages for instance, if people are not interested in the topic they will respond skewing the sample, or they will ignore some questions.  When formulating the questions, it is significant to plan them to help answer the research question in mind. Focus group will be generated for the students. Focus groups also called as group discussions an effective and reliable technique for accumulating data. The focussed groups will be used to ask the students questions regarding their own perceptions of LLD, what do they think of strategies used to diffuse LLD,  how often LLD occurs in their classroom also how well they think the strategies used can help to concentrate more and do well during lesson. Focus groups are advantageous as it delivers rich information that can 'highlight issues not previously considered' as Wilson (2009) claimed. Therefore, using questionnaires and focus groups it will verify the data collected during observation[M2].

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