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Critical incident reference from Denise:

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Critical incident reference from Denise:

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Miles, M. B.; Huberman, A.M.; 1994; An Expanded Sourcebook Qualitative Data Analysis; Second Edition; SAGE Publications

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Lee, Cathrine
Scaramanga, Jonny

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Combination of longitudinal and cross-sectional studies

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Useful approaches in longitudinal studies

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Useful approaches in longitudinal studies

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Match your data with existing long. dataset

Benefits of using qual/ longitudinal studies with standard psychological tests

Benefits of combining medical data with educational data

benefits of combining economic/ wider data with educational data

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1. What sorts of questions is longitudinal research particularly used for?
2. Which methods are particularly suitable for longitudinal methods?
3. What difficulties might one encounter in longitudinal research?
4. How might one overcome such difficulties

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What do you mean by longitudinal research?

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What do you mean by longitudinal research?

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- Collection of data of the same individual(s) institutions(s) i situations over time

- Latitudinal research, over space

- How long? no absolute answer, sensibility to the research situation (ex. with learning to swim)

- Anthropology interested to study over a long time a culture that is perceived 'stable'. Educational research interested to study change that maybe change over short time over long time.

- At least two interviews/observations

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Use some data to exemplify/ illustrate/ show themes categories you have obtained in the normal way

The critical incidents

Don't code too much

Don't transcribe everything

Co-authour with someone else

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Michael Reiss' notes from the first exercise about the Stalling's classroom observation system

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Whiteboard notes from exercise on classroom observation

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Workshop: Insider

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Workshop: Insider

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Anna's list of literature on gender etc.

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Insider Interviews workshop readings, Adriansen and Madsen

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All participant presentations in one file

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Lecture: Tentative slides, Interviews

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Qualitative interviews (Anna og Henriette)

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Timeline interviews

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The Stallings classroom observation system

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Classroom observations – useful literature

Delamont, S. (2016) Fieldwork in Educational Settings: Methods, Pitfalls, and Perspectives, 3 rd edn, Routledge.

Hammersley, M. & Atkinson, P. (2007) Ethnography: Principles in Practice, 3 rd edn, Routledge.

Klette, K. & Blikstad-Balas, M. (2018) Observation manuals as lenses to classroom teaching:

Pitfalls and possibilities. European Educational Research Journal, 17(1) 129–146.

Newbury, D. (2001) Diaries and fieldnotes in the research process. Research Issues in Art Design and Media, 1. Available at http://www.wordsinspace.net/course_material/mrm/mrmreadings/riadmIssue1.pdf.

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 Platt & Parsons 2017: Is the future female. Educational and occupational aspirations of teenage boys and girls in the UK. CLS Working Paper 2017/17.

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Platt & Parsons 2017 Is the future female. Educational and occupational aspirations of teenage boys and girls in the UK. CLS Working Paper 201717

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Holmegaard (in press)

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Please orient yourself in these to texts.

The Stallings classroom observation system. It would be great to distribute this to participants in advance of the session on Classroom observations.

Thomas-Fair 2007 ERIC ED496153.

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Kvale, Steinar (1988). The 1000-Page Question. Phenomenology + Psychology, 6(2), 90-106.

Kvale, Steinar (2006). Dominance Through Interviews and Dialogues. Qualitative Inquiry, 12(3), 480-500

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Readings, workshop 1, Alternative methods

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Readings, workshop 1, Alternative methods

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Readings: Workshop 1 - Alternative methods

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Readings: Workshop 1 - Alternative methods

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Program