Methods in Context

Scheme of Work
Lesson Topic

1 Introduction (Structure & Requirements)

2 Research in an Educational Setting

3 Using Experiments to research Education

4 Using Questionnaires to research Education

5 Using Interviews to research Education

6 Using Observations to research Education

7 Using Secondary Sources to research Education

8 Revision & Mapping

9 Methods in Context – Independent Research Project

10 Methods in Context – Independent Research Project

11 Methods in Context – Independent Research Project

12 Methods in Context – Independent Research Project

 Lesson 1 - Methods in Context -
Introduction
• Examine the requirements for answering a Methods in Context question.

SPEC: Students must be able to apply sociological methods to the study of education.

ALL (Grade C/D) MOST (Grade B/C) SOME (Grade A/A*)

Be able to identify and Be able to identify and Be able to identify and
briefly explain some of the deeply explain many of the thoroughly explain all of
requirements of the requirements of the the requirements of the
Methods in Context Methods in Context Methods in Context
question. question. question.
What does it look like?
 Tips for Success

Use the Item at least once, it asks you to do it in the question.

Cover strengths and limitations, it asks you to do it in the question.

Only refer to the method mentioned in the question.

The item tends to have ‘hooks’ or clues about issues you can write about, read it
and look for them.

6 paragraphs of Level 3 Points is enough to get you full marks.

How to reach Level 3? Link the strengths / weaknesses of the method to

studying the actual topic in the question.

L3 areas to consider: the characteristics of the potential research subjects, the

research context and settings, the sensitivity of researching the topic
 20 mark- 3 levels
Level 1 MAX 11
Method only.
MAX 15 Level 3
Method and
specific
application
Up to
to the issue
20
in question.
marks

Level 2
Must relate
Method and to item
application
to education
in general.
 Lesson 2 - Methods in Context –
Education as a Research Context
•Outline the main characteristics of education as a context of
sociological research.
• Explore potential issues that could be faced when conducting
research in an educational context.
SPEC: Students must be able to apply sociological methods to the study of education.

ALL (Grade C/D) MOST (Grade B/C) SOME (Grade A/A*)

Be able to identify and Be able to identify and
describe one or two issues describe three or more
that sociologists would issues that sociologists
face when conducting would face when
research in an educational conducting research in an
setting. educational setting, and
suggest ways in which they
might be overcome.
Be able to identify and
describe three or more
issues that sociologists
would face when
conducting research in an
educational setting, explain
what type of issue each is
and suggest ways in which
they might be overcome.
 Is Rossett an ‘outstanding’ school?

Pretend you are a sociologist looking into this

question – what research methods would you use?
 PET Issues
PRACTICAL
T Time
R Research Opportunity
A Access
M Money
P Personality
S Sampling
 PET Issues
ETHICAL
D Deception (covert)
R Right to Withdraw
I Informed Consent
P Protection from Harm
 PET Issues
THEORETICAL
P Positivist
I Interpretivist
Q Qualitative
Q Quantitative
 PERVERT Issues
PERVERT
P Practical
E Ethical
R Reliability
V Validity
E Examples
R Representativeness
T Theoretical
 Classrooms
Pupils Schools

EDUCTION AS
A CONTEXT
Teachers FOR SOCIAL
Parents
RESEARCH
 Researching Pupils
• Power and status.

• Pupils ability.

• Vulnerability & ethical issues.

• Laws & guidelines

 Researching Teachers
• Power and status

• Impression Management
 Researching Classrooms
• A controlled setting – restricted access.

• Pupils and teachers hiding their true

thoughts/feelings.

• Gatekeepers

• Peer Groups
 Researching Schools
• Schools’ own data

• The law

• Gatekeepers

• School organisation
 Researching Parents
• Difficulty in contact and access.

• Willingness to participate.

• Social class/attitudes to school.

What do AQA say?
Researching Education – A Summary
Education is a r_ _ _ _ _ _h context with many
distinctive c_ _ _ _ _ _ _ _ _ _ _ _ _ s. For example, the
need to p_ _ _ _ _t pupils poses e_ _ _ _ _l problems.
Classrooms are highly c_ _ _ _ _ _ _ _ d settings and
this may make it difficult to uncover real
a_ _ _ _ _ _ _s. Teachers are accustomed to being
o_ _ _ _ _ _d and may ‘put on a show’ when being
s_ _ _ _ _d. Schools are closed, h_ _ _ _ _ _ _ _ _ _l
organisations and this may make a_ _ _ _s
difficult. Parents may be difficult to c_ _ _ _ _ t
without the school’s c_ _ _ _ _ _ _ _ _n.
Researching Education – A Summary
Education is a research context with many
distinctive characteristics. For example, the
need to protect pupils poses ethical problems.
Classrooms are highly controlled settings and
this may make it difficult to uncover real
attitudes. Teachers are accustomed to being
observed and may ‘put on a show’ when being
studied. Schools are closed, hierarchical
organisations and this may make access
difficult. Parents may be difficult to contact
without the school’s cooperation.
 Homework
Page 107 ‘Quick Questions’
 Lesson 3 - Methods in Context – Using
Experiments to Research Education
• Explorestrengths and limitations of using experiments to
conduct research within education.
SPEC: Students must be able to apply sociological methods to the study of education.

ALL (Grade C/D) MOST (Grade B/C) SOME (Grade A/A*)

Be able to recall and
explain one or two
advantages and
disadvantages of using
experiments to conduct
sociological research.
Be able to recall and
explain two or three
advantages and
disadvantages of using
experiments to conduct
sociological research
and to apply them to an
educational setting.
Be able to recall and
explain three or four
advantages and
disadvantages of using
experiments to conduct
sociological research
and to apply them to
looking into a specific
topic within an
educational setting.
 Starter
Paper 2 Research Method Question

Outline two differences between artificial and

laboratory experiments [4 marks]
 Level 1 - PERVERT
Laboratory Field

Strength Weakness Strength Weakness

 Level 2 – In an education setting…
Laboratory Experiments
READ – Examples of Studies p.113 Then…

What ethical problems can exist if experiments are

carried out on real school children?

What is the advantage of focussing on one specific

aspect in a study?

What variables exist that make schools a practical

problem to experiment in?
 Level 2 – In an education setting…
Field Experiments
RECALL VERBALLY – Rosenthal & Jacobsen study on
Labelling & Self Fulfilling Prophecy, then…

Ethically, as a result of their field experiment what could

have happened to 80% of Pupils?

In order to increase validity, what ethical issue do field

experiments require?

In terms of reliability, why would there study be difficult

to replicate?

With the study being longitudinal, it allowed what?

Level 3 – In relation to a specific topic

Where are the hooks?

Level 3 – In relation to a specific topic

Read through the candidate answer, and

mark L1, L2, L3, for all the points raised.

What would you give it out of 20?

Over to you…add three additional

paragraphs that make L3 points in relation
to the question.
 Lesson 4 - Methods in Context – Using
Questionnaires to Research Education
• Explorestrengths and limitations of using questionnaires to
conduct research within education.
SPEC: Students must be able to apply sociological methods to the study of education.

ALL (Grade C/D) MOST (Grade B/C) SOME (Grade A/A*)

Be able to recall and Be able to recall and
explain one or two explain two or three
advantages and advantages and
disadvantages of using disadvantages of using
questionnaires to questionnaires to
conduct sociological conduct sociological
research. research and to apply
them to an educational
setting.
Be able to recall and
explain three or four
advantages and
disadvantages of using
questionnaires to
conduct sociological
research and to apply
them to looking into a
specific topic within an
educational setting.
 Starter – Mini Quiz
1) What is the main questionnaire that is filled in
by every household and is a key source of data for
Sociologists?
2) What is a questionnaire called when it is done by
the respondent?
3) Questionnaires can also be sent via the ______
or by ________.
4) Two types of questions that can be asked on
questionnaires are ________ and ________.
5) In order to get people to fill them out,
researchers may offer a _________________.
 Starter – Mini Quiz
1) Census
2) Self-completion
3) Post , Email
4) Open , Closed
5) Reward / Incentive
 Level 1 - PERVERT Level 2 – In Education (p.121-122)
Strength Weakness Strength Weakness
Level 3 – Using Self-completion Questionnaires
to Conduct Educational Research
In small groups, prepare a Think about…
presentation focussing on the
Who is being studied?
following issues: Apply the What is being studied?
Level 2 points we have raised Why is it being studied?
to the specific topic to turn it When can you do the study?
Where will the study take place?
into a Level 3 answer: How will it be undertaken?

– Subject and University PET / PERVERT

Choice
1) Characteristics of those being
studied.
– Bullying 2) Context & Setting of the
research.
– School Achievement 3) The sensitivity of researching
the topic.
– Pupil Subcultures
Peer Assessment
 Homework
Methods in Context question on p.123
 Lesson 5 - Methods in Context – Using
Interviews to Research Education
• Explorestrengths and limitations of using interviews to
conduct research within education.
SPEC: Students must be able to apply sociological methods to the study of education.

ALL (Grade C/D) MOST (Grade B/C) SOME (Grade A/A*)

Be able to recall and Be able to recall and
explain one or two explain two or three
advantages and advantages and
disadvantages of using disadvantages of using
interviews to conduct interviews to conduct
sociological research. sociological research
and to apply them to an
educational setting.
Be able to recall and
explain three or four
advantages and
disadvantages of using
interviews to conduct
sociological research
and to apply them to
looking into a specific
topic within an
educational setting.
 Starter – Mini Quiz
1) Name the different types of interviews.
2) Which type of interview only asks closed
questions?
3) During your time at Rossett, who has
interviewed you, where did it take place, and
which type of interview was it?
4) Two types of questions that can be asked
during interviews are ________ and closed.
5) Which type of interview is most likely to
produce valid data?
 Starter – Mini Quiz
1) Structured, Semi-structured, Unstructured,
Individual, Group, Face to face, Online.
2) Structured
3) Who, where, which type
4) Open.
5) Unstructured
Level 1 – PERVERT – Structured Interviews
ADVANTAGES
Time consuming in comparison to
postal or online questionnaires
Respondents can check their
understanding of the questions with
the interviewer
Significant costs my arise having to
hire and train interviewers.
A representative sample is possible,
therefore generalisations can be
made.
Data is easy to code and quantify
into statistics
Interviewer has to stick to pre-set
questions and is unable to explore
interesting issues that may pop up
Higher response rate than surveys
DISADVANTAGES
Can reach a large sample
Respondents are ‘forced’ to choose
an answer that the interviewer has
created.
As the questions are the same for
each respondent, it makes the data
more reliable and removes
interviewer bias
Electronic recording facilities may
not always be possible
Lacks Validity: the answers may not
match the respondents’ thoughts,
and respondents can’t go into detail
about thoughts and feelings.
Level 1 – PERVERT – Structured Interviews
ADVANTAGES
Higher response rate than surveys
Can reach a large sample
Respondents can check their
understanding of the questions with
the interviewer
Electronic recording facilities may
not always be possible
A representative sample is possible,
therefore generalisations can be
made.
Data is easy to code and quantify
into statistics
As the questions are the same for
each respondent, it makes the data
more reliable and removes
interviewer bias
DISADVANTAGES
Respondents are ‘forced’ to choose
an answer that the interviewer has
created.
Interviewer has to stick to pre-set
questions and is unable to explore
interesting issues that may pop up
Time consuming in comparison to
postal or online questionnaires
Significant costs my arise having to
hire and train interviewers.
Lacks Validity: the answers may not
match the respondents’ thoughts,
and respondents can’t go into detail
about thoughts and feelings.
 Level 2 – Interviews in Schools
BAIBOARD (IPAD)

6 x Groups

4-5 main issues bullet pointed for each section

(p.132-134)

LA: Practical, Reliability & Validity

MA: Access & Response Rate, Improving Validity
HA: ‘Teacher in disguise’, Group Interviews

Post answers on BAIBOARD

Level 3 – Peer Assessment – June 2012
Level 3 – Peer Assessment – June 2012
Level 3 – Peer Assessment – June 2012

Mark & Grade Answers

Stretch challenge: Create a L3 answer to

the question and/or complete practice
question on p.135
 Lesson 6 - Methods in Context – Using
Observations to Research Education
• Explorestrengths and limitations of using observations to
conduct research within education.
SPEC: Students must be able to apply sociological methods to the study of education.

ALL (Grade C/D) MOST (Grade B/C) SOME (Grade A/A*)

Be able to recall and
explain one or two
advantages and
disadvantages of using
observations to conduct
sociological research.
Be able to recall and
explain two or three
advantages and
disadvantages of using
observations to conduct observations to conduct
sociological research
and to apply them to an
educational setting.
Be able to recall and
explain three or four
advantages and
disadvantages of using
sociological research
and to apply them to
looking into a specific
topic within an
educational setting.
 Level 1 – Bassett Reminder

Note down advantages & disadvantages of Participant Observation 6:00-10:00

Note down advantages & disadvantages of Non-Participant Observation 13:00-14:00
 Level 2 - Recording Observations
‘Operationalising’ Behaviour
What traits could be include in a tally box to monitor behaviour around school?
 Level 2 – Practical Issues
• School observations take time, it took Lacey
how long to get familiar with the school?
• Why might a Head Teacher think it’s a good
idea to have a non-teaching adult around?
• What characteristics can affect relationships
between observer and participant?
• What month of the years’ timetable can’t
observations in school take place?
• What do people need to get access to schools
that cover Health & Safety regualtions?
 Level 2 – Practical Issues
• School observations take time, it took Lacey how long
to get familiar with the school? Two months.
• Why might a Head Teacher think it’s a good idea to
have a non-teaching adult around? Help control
behaviour, assist the teacher, or no permission needed
from parents.
• What characteristics can affect relationships between
observer and participant? Class, age, gender, ethnicity.
• What month of the years’ timetable can’t observations
in school take place? August.
• What do people need to get access to schools that
cover Health & Safety regualtions? DBS Check.
 Level 2 – Ethical Issues
• What law breaking activities could an observer
witness a student doing?
• What harm could come to a teacher or school
if their identities were not kept secret?
 Level 2 – Ethical Issues
• What law breaking activities could an observer
witness a student doing? Theft, truancy,
bullying.
• What harm could come to a teacher or school
if their identities were not kept secret?
Disciplinary, loose job, excluded from teaching
for life, leadership loose their jobs, trigger an
OFSTED inspcetion, affect public perception,
may lead to decreasing number of
applications, bad press.
Level 2 – Theoretical (Representativeness,
Reliability, Validity) Issues
• Although observations are one of the most valid
forms of research, however, what barriers and
factors could hinder the validity?
• Representativeness. Studies such as that by Willis
are based at __ school, with ___ students,
contrast this to the UK education system, which
has a combined total of _____________ primary,
secondary, and colleges combined.
• Regarding reliability, they are often hard to
replicate, as the _________________ of different
observers may evoke different responses from
participants.
Level 2 – Theoretical (Representativeness,
Reliability, Validity) Issues
• Although observations are one of the most valid forms
of research, however, what barriers and factors could
hinder the validity? Power difference between pupils
and adults, teachers are used to being observed and
changing their behaviour.
• Representativeness. Studies such as that by Willis are
based at __ school, with ___ students, contrast this to
the UK education system, which has a combined total
of _____________ primary, secondary, and colleges
combined. 1, 12, 34350.
• Regarding reliability, they are often hard to replicate, as
the _________________ of different observers may
evoke different responses from participants. Personal
characteristics.
Level 3 – Peer Assessment – June 2011
Level 3 – Peer
Assessment –
June 2011
Level 3 – Peer Assessment –June 2010
Level 3 – Peer Assessment –June 2010
 Lesson 7 - Methods in Context – Using
Secondary Sources to Research Education
• Explorestrengths and limitations of using secondary sources
to conduct research within education.
SPEC: Students must be able to apply sociological methods to the study of education.

ALL (Grade C/D) MOST (Grade B/C) SOME (Grade A/A*)

Be able to recall and
explain one or two
advantages and
disadvantages of using
secondary sources to
conduct sociological
research.
Be able to recall and
explain two or three
advantages and
disadvantages of using
secondary sources to
conduct sociological
research and to apply
them to an educational
setting.
Be able to recall and
explain three or four
advantages and
disadvantages of using
secondary sources to
conduct sociological
research and to apply
them to looking into a
specific topic within an
educational setting.
Level 1 – Advantages / Disadvantages of Official Statistics
 Level 2 – Types of Official Statistics in Education

By status? Being there?

Nationally?

What have we
already
looked at?
Destination?

Globally?

What you
study?
 Level 2 – Types of Official Statistics in Education

Achievement by Attendance,
Class, Gender, & truancy,
Ethnicity inclusion League Tables,
Marketisation

What have we
already
looked at?
Destination of
leavers into
further
PISA
education,
work, or training

Gender &
Subject Choice
Level 2 – Documents in Education
Public Documents
School websites Personal Documents

Graffiti in School Pupils written work

Notes between pupils in class School textbooks

School magazine, e.g. The Right Texts between pupils

Angle School Prospectus
Media reports about education
Letters from Parents
Pupil & teacher diaries
OFSTED Inspection Report
Government guidance / enquiries
Books and films about school life.
School reports on pupils
E.g. ‘Diary of a Headmaster’
Level 2 – Documents in Education
Public Documents
School websites Personal Documents
School Prospectus Pupils written work
Books and films about school life. School reports on pupils
E.g. ‘Diary of a Headmaster’
Pupil & teacher diaries
School textbooks
Graffiti in School
School magazine, e.g. The Right
Angle Notes between pupils in class

Media reports about education Texts between pupils

OFSTED Inspection Report Letters from Parents

Government guidance / enquiries

 Level 2 – Notes p.156-8
Official Statistics Documents
Advantages Disadvantages Advantages Disadventages
 Level 3 – Timed Question p.159
Model Paragraphs

Positivists prefer to use Official Statistics because they allow them to identify cause and
effect relationships, trends, and they can make comparisons between different social
groups. Within education, school results are available on league tables. Furthermore, data
is available on students ethnicity, as well as Social Class through Free School Meals.
Sociologists can therefore, compare the results of students for those that do and do not
have Free School Meals. If a wide gap is identified, the a positive correlation can be made
between Social Class & Achievement. Therefore, Official Statistics are useful for analysing
social class differences in education.

The reliability of Official Statistics can be called into question, as the definitions of
measurements often change. For example, when it comes to achievement, success has
been measured differently. When League Tables first came out under the Conservatives,
success was measured in % of A-C students, favouring private schools and middle class
schools. However, under Labour ‘Value-Added’ was seen as a more accurate way of
measuring achievement, therefore creating a new system of measurement, which tended
to be more accurate in determining good schools, as well as favouring working class
schools. Therefore, with Official Statistics having changed definitions, make it difficult to
draw comparisons over time.
 Lesson 8 - Methods in Context – Revision
& Mapping of Content
• Explore
strengths and limitations of using a variety of
methods for a variety of topics.
SPEC: Students must be able to apply sociological methods to the study of education.

ALL (Grade C/D) MOST (Grade B/C) SOME (Grade A/A*)

Be able to recall and Be able to recall and
explain one or two explain two or three
advantages and advantages and
disadvantages of using disadvantages of using
one or two methods to two of three methods to
conduct sociological conduct sociological
research into one or two research and to apply
topics. them to a range of
topics.
Be able to recall and
explain four or more
advantages and
disadvantages of using
four or more methods
to conduct sociological
research and to apply
them to looking into a
wide range of specific
topics within an
educational setting.
 Pulling out strengths and weaknesses of research methods:
Cost, accessibility, ability to record data, labour intense, time,
Practical requirements of funding bodies, personal skills, subject matter,
response rate. Getting in, staying in and getting out? TRAMPS
Is the method fair to participants? Informed consent, confidentiality,
Ethical privacy, effect on research participants, vulnerable people, is there a
danger of ‘going native’, bias. DRIP
Is the method consistent and reliable enough that it could be
Reliable repeated a number of times and still yield the same sort of results?

Is the data produced an accurate picture of reality or has it been

Validity skewed by the Hawthorne Effect, social desirability, or the Screw You
effect?
Is the sample sufficiently large that the results can represent the
Representative views / reality of the research population you want to study?

Does it produce quantitative data that will show the extent of a particular
Theoretical phenomenon, trends and correlations? Or is it the insightful, in-depth
qualitative data you want? Objectivity / subjectivity. Primary or secondary
data. Positivist vs Interpretivist PIQQ
Write in each method at the top of the grid.

Know what the so that you can

general strengths think at level
and weakness of three in terms of
each method are, strengths and
do a quick pervert weaknesses of the
in here method for the
specific issue.

Past Questions ‘Topic’ for Inclusion in your grid: Jan 11 Jan 13

Jan 2009 investigating the role of parents in pupils’ achievement investigating the role of linguistic
investigating boys’ underachievement June 11 deprivation in educational
June 2009 investigating truancy from school underachievement
investigating teachers’ attitudes towards minority ethnic group pupils Jan 12 June 13
Jan 2010 investigating applications and admissions to secondary schools investigating social class differences in
investigating the effect of material deprivation on educational achievement June 12 university entrance
June 2010 investigating the effects of streaming June 14
investigating anti-school subcultures investigating pupils’ literacy:
Past Questions ‘Topic’ for Inclusion in your grid:
Jan 2009
investigating boys’ underachievement
June 2009
investigating teachers’ attitudes towards minority ethnic group pupils
Jan 2010
investigating the effect of material deprivation on educational achievement
June 2010
investigating anti-school subcultures
Jan 11
investigating the role of parents in pupils’ achievement
June 11
investigating truancy from school
Jan 12
investigating applications and admissions to secondary schools
June 12
investigating the effects of streaming
Jan 13
investigating the role of linguistic deprivation in educational underachievement
June 13
investigating social class differences in university entrance
June 14
investigating pupils’ literacy:
 QUALITATIVE /
INTERPRETIVIST
• Interviews – structured,
semi-structured or
unstructured.
• Focus groups or group
interviews.
• (non) Participant
observation – covert or
overt.
• Ethnography.
• Documents .
• Case studies.
Question Mark
Scheme From
New Spec 2016
Question Mark
Scheme From
New Spec 2016
 Lessons 9-12 - Methods in Context –
Research Project
• Explore strengths and limitations of using a method to investigate a topic.
• To understand how to carry out and write up a sociological study.
SPEC: Students must be able to apply sociological methods to the study of education.
ALL (Grade C/D) MOST (Grade B/C) SOME (Grade A/A*)
Be able to recall and Be able to recall and Be able to recall and
explain one or two explain two or three explain four or more
advantages and advantages and advantages and
disadvantages of using disadvantages of using disadvantages of using
one or two methods to two of three methods to four or more methods
conduct sociological conduct sociological to conduct sociological
research into one or two research and to apply research and to apply
topics. them to a range of them to looking into a
topics. wide range of specific
topics within an
educational setting.
 Pilot Study Task (LA)
Researching Education
Your task is to prepare a brief research plan for tackling a research project into a school using
sociological methods. Below are the areas you could concentrate on:
• Classroom behaviour
• Exam performance
• Pupil morale
• Teacher morale
• Quality of teaching
• Pupil subcultures (e.g. pro-school, anti-school, ethnicity, social class, etc.)
• Opinions of parents and carers
• Playground behaviour

What you need to do:

• Choose a topic to research.
• Decide which sociological method would be appropriate. Look the table of research methods
completed in class to give you ideas for this.
• Draw up a plan for a pilot study (e.g. ask a teacher if you could observe 15 minutes of a lesson).
• Conduct your pilot study.
• In your report, explain why you picked your research method, how your pilot study went and how
you would go about conducting the full research.
• Consider if your own personal characteristics allow you to carry out the study yourself or would you
need someone else to carry out the study for you? If someone else would have to do it, what
characteristics would that person need to have?
• Describe what PET issues you might come across, and how you would address them?
• Complete mock Methods in Context question: ‘Evaluate the strengths and weaknesses of using
______[METHOD]_________ to investigate ________[TOPIC]___________ (20 marks)
 Research Project Task (HA)

Introduction
You are all part of a research team that will use
three different interview techniques:-
• Structured/formal interviews
• Semi-structured interviews
• Unstructured/informal interviews
You are investigating the issue of
 Task 1: The method
Structured Semi-structured Unstructured
interview interview interview
PRACTICAL

Strengths

Limitations

ETHICAL

Strengths

Limitations

THEORETICAL

Strengths

Limitations

What are the differences between the three interview techniques?

What do you think are the main strengths and limitations of each one?
Task 2: Analysing & Evaluating an interview
The professional TV/chat host using the interview technique

• You will watch 2 different interviews by Jonathon Ross,

Jeremy Paxman, Piers Morgan, Andrew Marr, or any
suitable suggestion made to your teacher.
• Whilst watching the interviews, you will need to make
notes using the self-help task sheet.
• From this, complete a written evaluative summary
(minimum half page A4 on each) on how successful the
interview was (use evidence from the self-help task sheet
and quotes from the interviews to help you) and state what
you would have done differently if you had carried out the
interview yourself. (Also make it clear in your summary
which interview technique(s) they used).
 Suggested Interviews
Lady Gaga - Jonathan Ross Interview Part 1 2010
http://www.youtube.com/watch?v=IJ3-w3fspG4

Russell Brand meets Jeremy Paxman

https://www.youtube.com/watch?v=3YR4CseY9pk

The Andrew Marr Show meets Nicola Sturgeon

https://www.youtube.com/watch?v=OwYQwcp6JNI

Piers Morgan interviews Mike Tyson

https://www.youtube.com/watch?v=8ri3ON7K8A8
 Task 2: Self-help Sheet
What is the setting for the interview – does this help?

How is the interviewee made to feel comfortable?

What body language takes place between them?

Does the interviewee appear relaxed and does this help to gain more detailed responses?

How are his questions phrased? – short, lengthy, open, closed?

Does he /she use a set interview schedule – set of questions, or do the questions change in response to the answers he receives?

Is there a clear ‘direction’ with the interview and questions leading to a desired outcome?

Is there anything that interrupts the flow of questioning? Does this have an impact on the success of the interview?

Is there rapport and empathy which helps to bring about fresh insight into how the interviewee is?

Do the questions allow the interviewees to express themselves in their own words and reveal their true meanings?

How were sensitive issues dealt with in the interview? Did interviewees appear under pressure to answer?

Was there evidence of informed consent, guaranteed confidentiality and a right not to answer?

Do you think the interviewee was telling the truth or able to lie, exaggerate?

Did the interviewer impose their own ideas onto the interviewee?

Was there evidence of ‘interview bias’ where the interviewer asked leading questions?

Was there social desirability – did the interviewee give false answers to make themselves seem more interested?

Did you notice the interviewer having to explain a question due to a misunderstanding over the meaning of the words?

Do we know more about the person as a result of this interview?

Having watched this interview – was it successful? How have you made this judgement? What might you have done differently if you had been the
interviewer?
 Task 3: Research Context
OFSTED REFORM
https://www.tes.co.uk/news/school-
news/breaking-news/ofsted-purges-40-inspectors
https://www.gov.uk/changes-to-education-
inspection-from-september-2015
SETTING & STREAMING
http://www.suttontrust.com/newsarchive/teaching
-matters-more-than-setting/
http://creativecurriculumisabella.weebly.com/limit
ations-and-benefits-of-mixed-ability-classes.html
 Task 3: Practical Work
Group A student(s) using the structured interview
Group B student(s) using the semi-structured interview
Group C student(s) using the unstructured interview
Group D student(s) using the web based/telephone interview
All students will carry out an interview that will last for a minimum of 10 minutes, that should be recorded (as appropriate) and
a detailed transcript of the interview must be made. The depth and quality of their evidence may be affected by the type of
interview technique they use.

Students may be allocated one of the following to interview (this will vary on your own access to and availability of
interviewees).
School headteacher
College principal
Member of the school/college PTA
Member of the school/college governing body
Local councillor
Locally elected MP (or EMP)
Parent of a secondary school pupil (state school)
Parent of a secondary school pupil (private school)
Member of the local education authority
Family relative (adult)
Neighbour or member of your local community
Post 16 student (not known to you)
Teacher/lecturer from your own institution
Member of the local business community
Local newspaper journalist
Local teacher/college union representative
*Headteacher/teacher/school representative of the exam board
*Member of the government or member of the Department for Education
* note – one of these will be a web-based interview and one a telephone interview
 Task 4 – Feedback & Evaluation
At this session you will need to present your
findings to the rest of the group. In this discussion,
you need to feedback on your own findings
collected from the interview and what your felt
were the strengths and limitations of your own
interview technique. Did you collect the range and
depth of evidence which you were hoping for and
how far did practical, ethical and theoretical issues
impact on your results? How you present this is up
to you. PowerPoint and discussion is the most
popular way.