Discussion 5

HI Pauline.
I am not quite understanding the impact section. For the evidence, how do you want us to show that. Is it like we have been, because I have lots more to show and am not sure if scanning all would be what you're looking for.
I have been doing a lot of research and interviews. The school wanted me to work on a project to listen to the voices of parents and students. I have set up interviews. Would you like me to scan them all to you as evidence or would a summary of the highlighted topics and consensus would be more to what you're looking for? I have samples of p-level guides to assessments. I also have attended workshops and participated in an OT session for a dyspraxic student. How can I show impact or evidence of that. Is it similar to what we've done with past assignments? I wasn't quite sure I was on the right track with those and you input was greatly appreciated. I just need another boost to the right direction. I have an idea of the requirements, but just want more clarification please.
Thank you so much.
Jessica

Dear Jessica,
I will reply in full to your questions via direct email, but will just mention here that we don't want you to scan in all of your responses. What we want is, as you say, a presentation/summary or sythenisis of the findings (this could be in the form of a graph or diagram as well) and then a discussion and critical analysis of what you have found (or 'stitching' of the data as referred to in the handbook). This should be set within the context of what you have found from your literature review/theory, for example your literature/documents may have flagged up ideal practice at national and local level and your results may not demonstrate that this is occuring and may also have shown why (e.g. lack of resources or such like).

Similarly, where you have attended conferences/workshops it is useful to summarise what you have learnt relating to your topic and evaluate how useful your learning has been. Does your research show the same as what is being promoted at the conferences, workshops? The impact side of things looks at how from your research results you can then move on and make conclusions and recommendations for good practice - in some cases it may have been possible to have implemented new ideas taken on from the research already and these could be evaluated, etc. These are just some ideas to consider, of course there will be many more as suggested in the handbook


As I have suggested to other students it would be very useful for you to get hold of some books on how to carry out research, research methodoligies, Action Research etc, so that you are clearer as to what is required from academic research. I have recommended Martyn Denscombe - 'The Good Research Guide' published by Open University Press (2003) which I find very clear and easy to understand. Judith Bell - 'Doing your Research Project' is another popular book. It would also be helpful to read up on Action Research - the following is a recommended book from our reading list: Armstrong, F. and Moore, M (2004) Action research for inclusive education, London; Routledge Falmer. I have also done a search on the internet to see what there is about and there seems to be a lot of information out there, but it can be very confusing. I am not sure how useful the following are but thought I would include them:

http://www.infed.org/research/b-actres.htm

http://www.york.ac.uk/[…]/#gen

http://www.aber.ac.uk/media/Modules/dissert1.html

Does anyone else have any recommendations for good research / Action Research literature or websites that they feel the group will find useful?

I hope this helps and as I say I will email you also
Regards
Pauline

Hello Pauline,
Thank you for your help. Yes, the information is helpful. Your input has made things clearer for me. I'll hunt down one of your recommended books.

read you on email.
thanks,
Jessica