Exploratory Group Technique: an approach to sensitising school‐focused research

Abstract

A technique is described for sensitising normative school-focused research by enabling the practitioner's perspective to be uncovered and systematically incorporated into research design. The procedure is based upon small group discussions, but involves specific procedures, sampling, timing and methods of recording. It is claimed that the approach not only permits teachers to articulate their views and practice in a manner which is relatively undistorted by received rhetoric, but also results in data which readily inform the design of normative research aimed at investigating the process of schooling. Two examples are given of the technique in operation, one concerned with investigating the ways that infant teachers value and use pictures and the other an evaluation of the implementation of GRIDS (Guidelines for Review and Internal Development in Schools) in a group of schools. In each case, the results of the exploratory group are shown to have substantially influenced the extent to which the related studies were able to address issues from the school perspective.

Active Learning in Secondary School Mathematics

“…As was noted earlier, the first phase of the study was based on classroom observation and interviews with mathematics teachers. This phase also included the use of transcripts of teachers involved in a series of exploratory group discussions about active learning (a technique elaborated by Brown et al, 1990). From these different sources of data, a coding framework comprising seven widely used learning activities was developed (these activities are described in Table I).…”