} Empowering interview Listening to people -participatory methods in special education. Interview as an example. Maij a Hirvonen JAMK University of Applied Sciences, Teacher Education College, maij a. hirvonen@j amk.fi Readings Please read the report "Where we live" A National Study done by members of the Inclusive Research Network What are the charasteristics of inclusive research? http://www.fedvol.ie/lnclusive Research Network IRN/Default.241 .html Maij a Hi rvonen Apri I 2019 Timet able ► 1 April at 9-15 (Orientation to the theme, background), Basics on Inclusive Research ► 2 April at 9-16 Qualitative Research Participatory methods Interview 3 April: Field work ► 4 April at 9-16 Summaries and presentations of the field work What did I learn? Feedback of the week Maija Hirvonen April 2019 Goals Qualitative research is an inquiry process, that aims at understanding a phenomenon (e.g. social and health problems) from the point of view of people who are studied. ► The researcher attempt to build a complex, holistic picture of the phenomenon an\d the study in an natural setting. (Flick 2009) The main goal is to understand how we can support students, teachers (..others whc^T??) i activating their participation Research strategies ► Empirical research: causal relations between variables -Sample from a broad population, testing of variables, measuring the changes quantitatively, testing of hypotheses =explain the causes between phenomena For example: How material reward given by teachers affects childrens' learning motivation Data gathering is done: -by taking a considered or random sample of school schildren of different age i -making two groups (one group is rewarded materially, one group not) -pre- and after-tests on learning motivation are done Research strategies, continues ► Survey research: data gathering in a standardized way from a group of people -sample from a broader population using sructured questionnaires or interviews =describe, coparise ja explain phenomena For example: What is the learning motivation of high school students? Tha data gathering is done by -taking a random sample of all high school students -sending structured questionnaires to them Research strategies, continues ► Case study: intensive, detailed data gathering or small sample of people -one case, situation, as a target an individual person, group or community -mixed methods (observations, interviews, documentary) -describe phenomena. For example: How are the expectations of women towards studying? Data gathering: -choose one community whose women are interviewed, observed and who are asked to keep a diary for a fixed time How to do a research plan (in a quantitative or qualitative research)? Define your research purpose: ► a short description of the topic, connections to a theory For example: if you are researching childrens'motivation you should familiarize yourself with motivation theories Find previous researches on the topic and ask yourself what new information your research will bring to this topic (added value of your research) Formulate the research questions Choose research target group/groups and the number of them Plan how to gather data Estimate the resources needed and Set timetable Different research strategies Formal, structured research frame Obj ective perspect ive Free research frame Empirical research Focused/ thematic interviews Formal and structured surveys stematical observation lanes, letters, autographies Formal and structural interviews Open, nonstructural enquiries Participative observations In a research (quantitative or qualitative or combined) we have to divide the phenomenal and the methodology level: Quantitative research: Causative connections are expected Phenomenal level: Pedagogical methods Childrens' self image of parents Methodology level: Interviews of parents Self image survey by Ffogers 1 The phenomenal and the methodology level, continues Qualitative research: No causal connections are expected Phenomenal level: Pedagogical methods Childrens' self image Developing work with research ► ► Establishment Analysis of the work; of the new work model Research as a "mirror" contradictions, problems Towards new work model Seven research stages ► Thematizing ► Designing ► Interview situation Transcription ► Analysis ► Verification Reporting Thematizing an interview study = theoretical clarification of the research theme = formulation of research questions Why? What? How? Why: clarifying the purpose of the study What: obtaining preknowledge of the subject matter How: -becoming familiar with different techniques of interviewing and analyzing -deciding which technique to apply for the study =designing the study Designing an interview study (How?) An example of a grade study (Kvaie2oos) ► Thematizing: formulation of hypotheses about the influence of grading on pupils on the basis of previous studies ► Designing: Planning the interviews with 30 high school pupils and 6 teachers ► Interviewing: A detailed guide was used for the individual interviews, each of which lasted about 45 minutes and was tape-recorded ► Transcribing: All 36 pupil and teacher interviews were transcribed verbatim, resulting in about 1000 pages of transcripts ► Analyzing: The 30 pupil interviews were categorized with respect to different forms of grading behaviour. The interviews with the pupils and the teachers were also subjected to more extensive qualitative interpretations. ► Verifying: Reliability and validity checks were attempted throughout the project, including interviewer and scorer reliability and validity of interpretations. ► Reporting: The results were reported in a book and in journal articles. From research questions to interview questions Research questions Interview questions Which form of learning motivation dominates in a high school? • Do you find the subjects you learn important? • Do you find learning interesting in itself? • What is your main purpose in going to high school? Do the grades promote an external, instrumental motivation at the expense of an intrinsic motivation for learning? • Have you experienced a conflict between what you wanted to study and what you had to study to obtain a good grade? Does learning for grades socialize to working for wages? • Have you been rewarded with money for getting good grades? • Do you see any connection between money and grades? From research questions to interview questions/practice Pair work: Choose a research topic; Formulate 3 research questions and make 3 matching interview questions Research questions Interview questions _ ^^^^ 1. Different surveys Survey per post/web page For example: a posted survey to all social workers of a region ► Controlled survey -informed enquiry: the researcher deliveresthe enquiry (at work places, schools...) -secured enquiry: the researcher has sent the enquiry and comes to collect it For example: the researcher meets social workers at seminars, conferences and deliveresor collects the enquiries there Questions of a survey enquiry 1. Open questions, e.g.: Do you have wishes on the social services? 2. Multiple choise questions, e.g.: The number of children. Do you have No children 1 -3 children 4 -6 children 7 children or more 3. Scale questions, e.g. What do you think of following claims? Totally agree Agree to some point Neutral Disagree to some point Fully disagree I canM say 1 .claim 2. claim 3. claim 2. Different interview types Individual interview (for example a single mother) Pair interview (for example both parents together) Group interview (for example social workers) Interviews: ► Open/not structured: proceeds with the course of the discussion -Difficult, requires training, several interview situations ► Focused /Thematic: between open and closed interview -Thematic structure is planned, the course is flexible ► Closed: form interview, structured list of questions, easy to carry out after the questions are ready Advantages of an interview ► Interviews are suitable if you want to emphasize a research a person as a subject/act partner in creating meanings for his/ her experiences ► Research theme is uncommon, new, not investigated before ► If you want to link the interview to a wider context ► The research theme is complex and it is expeced that the interview will produce multi levelled answers ► If you want to clarify answers ► If you want to deepen the topic (e.g. with additional questions) ► If the theme is sensitive or difficult Disadvantages of an interview ► The interviewer should be experienced and qualified ► An interview is time-consuming (especially the transcribe phase) ► Risks: upon the interviewer, the interviewees, the interview situation...(reliability is doubtful) ► Cost-benefit ratio? ► There are no ready models for the analysis, interpretation and reporting the interview Interview situation ► Establish credibility ► Demonstrate respect for the interviewee ► Listen actively and reflectively (balance between talking and listening) ► Think clearly, logically and in the moment (be flexible to change the topic) ► Remember what has been said ► Be curious, show interest Interview situation/practice Pair work: Give examples how to act in an interview situation: ► Establish credibility ► Demonstrate respect for the interviewee ► Listen actively and reflectively (balance between talking and listening) ► Think clearly, logically and in the moment (be flexible to change the topic) ► Ftemember what has been said ► Be curious, show interest Types of interview questions ► Introductory questions: "Can you tell me about...?'; " Do you remember an occasion when...?' may be spontaneous, rich questions where the interviewees themselves provide what they have experienced within the theme investigated. ► Follow-up questions: The subjecr s answers may be extended through the curious and persistent attitude of the researcer (pauses, nods, repeating a significant word..). Notice " red lights" in the answers such as unusual terms, strong intonations. ► Probing questions: "Could you say something more about...?"'Can you give a more detailed description of what happened?' (Pursue the interviewees to express more) ► Specifying questions: Try to get more precise descriptions (" What did you actually do when you felt yourself hurt?') ► Direct questions: The interviewer directly introduces topics and dimensions at the end part of the interview (after the subject has given his/ her descriptions) Types of interview questions, continues ► Indirect questions: Apply questions to something what the interviewee does not say directly (" How do you believe others think about...?') ► Structuring questions: The interviewer is responsible for the course of the interview: break politely long answers that are irrelevant to the theme (" I would now like to introduce another topic"), break the situation when the interviewee is exhaused, distressed. ► Silence: Do not make a cross-examination, allow pauses, allow silence in order to give the subject time to think and formulate his/ her answers. ► Interpreting quesions: Rephrase an answer ("You mean that...?'), ask for a clarification ("Did I understand it correct that you ...?'). Types of interview questions/ practice Pair work: Choose interview themes Imagine that you are in an interview situation Practice different types of questions: Introductory questions Follow-up questions Probing questions Specifying questions Direct questions Indirect questions Structuring questions Interpreting questions Interview situation/practice Discuss in small groups what factors there are to be taken into account when desingning an interview! (e.g. location, environment, with or without family members etc..) What does silence tell us in an interview situation? What do you do when facing silence/resistance, refusal...? Analysis of an interview Recording the interview ► Listening the interview carefully ► Transcribing the interview literally ► Classification ► Thematic grouping ► Typological grouping The goal of the analysis phase is to systematize the data gathered by an interview, condense the data to a shorter form and find out the implicit (hidden) meanings. Thematic grouping ► Different themes are derived from the transcribed text Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx: :xxxx Xxxxxxxx: :xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx: :xxxxxxxxxxx Theme 1 Theme 2 Theme 3 Typological grouping ► X1, X9 Type A ► X2, X7, X8 Type B ► X5 Type C ► X4, X6 Type D Structuring an Interview Report ► Introduction -Thematizing clearly ► Method -Desingning, Interviewing, transcribing and Analyzing: described in sufficient detail ► Results -Analysis and verification -the results are reported in a form wich gives a clear and well structured overview of the main findings ► Discussion -The overall implications of the results are discussed; the relevance of the findings to the original research questions; the theoretical and practical implications of the findings. Ethical issues at seven research stages (Kvaie2oo8) ► Thematizing: in addition to the scientific value of the knowledge the study should should be targeted to improve the human situation investigated ► Designing: ensure subjects participation in the study secure confidentiality, consider the possible consequences for the subjects ► Interview situation: take into account the possible stress, changes in self-understanding ► Transcription: the confidentiality of the interviewees needs to be protected carefully (wheter the transcribed text is loyal to the interviewee's oral statements) ► Analysis: ensure that the interviewees have the possibility to a say their opinion on how their statements are interpreted ► Verification: report knowledge that is as secured and verified as possible ► Reporting: when reporting private interviews in public make sure that the possible consequences have been taken into account.