Structured Observation
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Transcript of Structured Observation
Structured Structured ObservationObservation
Instructor:陳怡真 老師 Student :洪淑玲 Number :MA1C0101 Class :碩研英二甲
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IntroductionIntroduction
Open observation It might characterise the early stages of
participant observation where the observer tries to get a general sense of the setting and the activities associated with it.
Closed observation The observer is strictly coding behaviour
on a low-inference schedule, or instrument.
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The hidden dangers of The hidden dangers of closedclosed observation (1/5)observation (1/5)
PerspectiveDesignProcedureInterpretation
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The hidden dangers of closed The hidden dangers of closed observation (2/5)observation (2/5)
PerspectiveStrength It allows researchers to focus on those
areas and characteristics that they wish to know more about.
Weakness The introduction of a closed system
brings with it a necessary narrowing of focus and even an element of instrumentality.
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The hidden dangers of closed The hidden dangers of closed observation (3/5)observation (3/5)DesignIf it is done with limited ambitions and with a view to deepening the researcher’ s understanding of particular features of behaviour, it can serve the project well.
If it attempts to capture precise teaching activities in a single set of descriptive terms can produce a plethora of labels and a deal of confusion. p. 146 Box 3.9
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The hidden dangers of closed The hidden dangers of closed observation (4/5)observation (4/5)
Procedure1. The opportunity to tinker for people like me (chart and table)2. The appeal of the systematic for those who
enjoy creating order out of chaos3. An opportunity to establish fixed routines for
others
The problem can be one of trying to piece them together to produce an overall picture.
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The hidden dangers of closed The hidden dangers of closed observation (5/5)observation (5/5)
Interpretation Structured observation can undermine its analytic purpose, so it is possible to become swamped with information that has distorted the shape of the original project, leaving the researcher with no clear sense of the co-ordinates that inform effective decision-making.
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Participants and structured Participants and structured observation (1/2)observation (1/2)
Good decisions are made in the light of evoking needs and the context of the project as a whole, and it helps to have an overall picture if how participants observation compares with structured observation.
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Participants and structured Participants and structured observation (2/2)observation (2/2)
Participant observation Structured observation
Orientation Open Closed
Foundation Event-based Category-based
Form Narrative Descriptive
Observer status
Observer-as-instrument Observer-through-instrument
Coding Post-observation Pre-observation
Recording Retrospective Cotemporaneous
Format Notebook Observation schedule
Replicability
No-replicable Replicable
QI status Main or supplementary method
Supplementary method
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Standard observation Standard observation schedules (1/3)schedules (1/3)
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Teacher talk Pupil talk
Indirect influence
Accepts feeling Response teachers
Pupil talk-response
Praises or encourages Talk actively Pupil talk-initiation
Accepts use uses ideas of pupils
Unrecognizable behavior
Silence or confusion
Ask questions
Direct influence
Lecturing
Giving directions
Criticising or justifying authority
FIAC (the Flanders Interaction Analysis Categories)
Standard observation Standard observation schedules (2/3)schedules (2/3)FIAC 記錄表
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學校 ○○小學 老師 李○○ 班級 六年○班 課程 數學課 日期 96.4.15 觀察者 王○○
Standard observation Standard observation schedules (3/3)schedules (3/3)FIAC 記錄示例
符合類別
老師:黑板上所寫的這些城市, 6( 給予指導 )
哪一個和我們距離最近? 4( 問問題 )
( 停頓約 5 秒鐘 ) 10( 沈默 )
學生:應該是東京。 8
( 學生回答問題 )
◎記錄的類別序列為: 6-4-10-8
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Deciding whether to use Deciding whether to use structured observationstructured observationThe sorts of questions that can be best be answered
by structured observation are those related to particular behaviours about which we need specific information.
For example1. How often do students initiate interaction with the
teacher?2. How much lesson time is taken up with teacher talk?
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Working up a scheduleWorking up a schedule1. Research question(s)2. Focus3. Setting4. Slice of reality5. Observation instrument(s)6. Observation procedures7. Analytical procedures8. Presenting of findings
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Basic decisionsBasic decisions
Descriptive Category
Rating Non-rating
High inference Low inference
Event sampling Interval sampling
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Essential characteristics of an Essential characteristics of an effective category systemeffective category system
Clearly definable categories related to observable behaviour
Mutually exclusive categories—no overlap
The category set is exhaustiveThe system can be operationalised
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Some practical Some practical problems (1/5)problems (1/5)
1. Observer effect2. Expectancy effect3. Observer drift4. Central tendency
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Some practical Some practical problems (2/5)problems (2/5)
Observer effect
Hawthorne effecta form of reactivity in which subjects modify an aspect of their behavior, in response to the fact that they know that they are being studied.
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Some practical Some practical problems (3/5)problems (3/5)Expectancy effectThe higher the degree of inference involved in the observation, the more important it is to be aware of factors that might influence your coding.
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Some practical Some practical problems (4/5)problems (4/5)Observer driftObservers become familiar with the schedule they are using and begin to “see” things in expected ways.
Awareness can help to reduce it and where teams of coders are involved periodic checks on inter-rater agreement can direct attention to emerging problems.
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Some practical Some practical problems (5/5)problems (5/5)Central tendencyThis applies to rating scales and refers to the tendency for opt for something at or near the middle.
Keeping options to a minimum can help to reduce it.
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