Empowering interview Listening to people - participatory methods in special needs education. Interview as an example. Maija Hirvonen, Hannele Torvinen JAMK University of Applied Sciences, Teacher Education maiia.hirvonen@iamk.fi; hannele.torvinen@jamk.fi College. jamk.fi 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 and conducts the study in an natural setting. (Flick 2009) • The main goal is to understand how we can support students, teachers (...others who???) in activating their participation... jamk.fi Content Introduction of participants and course program Qualitative Research Design - what does it mean? Interview: What is it? In what ways is it understood? What kind of needs do we have? Interview techniques 1 field work/exposure days according to the plans of the participants Findings of the field work at the end of the workshop | jamlc.fi 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 -making two groups (one group is rewarded materially, one group not) -pre- and after-tests on learning motivation are done Research strategies, conti inues • 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 strategi eS, 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 Set timetable Different research strategies Objective perspective Free research frame Empirical research Focused/ thematic interviews Free discussions Formal and structured surveys Systematical observation Diaries, letters, autographies Formal and structural interviews Open, nonstructural enquiries Participative observations Formal, structured research frame jamk.fi 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 jamk.fi Designing an interview study (How?) An example of a grade study (Kvaie 2008) • 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? 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 deliveres the 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 deliveres or 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 can't say 1. claim 2. claim 3. claim jamk. 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/active 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 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 subject'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) • ^ gmm 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 ....?"). 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. Analysis of an interview, continues jamk.fi Thematic grouping • Different themes are derived from the transcribed text Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx: xxxx Xxxxxxxx: xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx: xxxxxxxxxx Theme 1 Theme 2 Theme 3 Typological grouping • XI, 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 (Kvaiezoos) • 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.