Interviews in Education Research.docx
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Interviews in Education Research.docx
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InterviewsinEducationResearch
InterviewsinEducationResearch
MaterialsoriginallypreparedbyProfessorAndrewHannan.
NowledbyLizMcKenzie.
©AHannan,FacultyofEducation,UniversityofPlymouth,2007
CONTENTS
A.INTRODUCTION
B.HOWTOUSEINTERVIEWSINEDUCATIONRESEARCH
1.WhyshouldIuseinterviewsratherthansomeotherdevicefordatacollection?
2.WhomshouldIinterview?
3.HowwillIgetaccess?
4.WhatquestionsshouldIask?
5.HowshouldIphrasemyquestions?
6.WhattechniquesshouldIusegetthebestqualityanswers?
7.HowdoIdecideonwhatformofinterviewtouse?
8.Whataboutgroupinterviewsor'focusgroup'discussions?
9.HowwillIrecordtheinterview?
10.HowdoIanalysethedata?
11.HowdoIwriteupthefindings?
12.WhatshouldIavoid?
C.EXAMPLES
D.TASKS
E.FURTHERREADING
A.Introduction
1.Interviewscanbeusedtocollectfacts,eginformationaboutpeople'splaceofwork,age,etc.,butsuchquestionsareusuallynomorethanopeningitemswhichprecedethemainsubstance.Thebulkofinterviewquestionsseektoelicitinformationaboutattitudesandopinions,perspectivesandmeanings,theverystuffofmuchofbothpsychologyandsociology.Interviewsarealsoincommonuseasameansofselection-forentrytoschoolorcollege,gettingajoborobtainingpromotion.Theyarewidelyusedbecausetheyareapowerfulmeansofbothobtaininginformationandgaininginsights.Weusethembecausetheygiveusanideaof'whatmakespeopletick',ofthepersonalityandthemotivationsoftheinterviewee.
2.Interviewsareavailableinarangeofstyles,someofwhicharepre-packedandmassmarketedsotheycanbemoreorlesspickedofftheshelf.Ifyouhaveeverbeenstoppedinthehighstreettobequizzedaboutyouruseoftoiletries,you'llknowwhataclosed-ended,structuredinterviewfeelslikeonthereceivingend.Socialscientistsmakesimilaruseoftightlycontrolledpre-setinterviewswhichhavebeenpilotedonsamplegroupstotesttheirefficiencyandaccuracybeforebeingtriedoutonlargerpopulations.
3.Thesestructuredinterviewsintheirsimplestformaresometimeslittlemorethanoralquestionnaires-usedinsteadofthewrittenforminordertoobtainahigherresponserateorwithrespondents,especiallychildren,whomightnotbeliterateorcapableofcorrectlycompletingacomplexquestionnaire.
4.Attheoppositeextremeininterviewdesignarecompletelyunstructuredconversationsbetweenresearcherandrespondent,wherethelatterhasasmuchinfluenceoverthecourseoftheinterviewastheformer.
5.Thereisahalf-wayhouse,wheretheresearcherdesignsasetofkeyquestionstoberaisedbeforetheinterviewtakesplace,butbuildsinconsiderableflexibilityabouthowandwhentheseissuesareraisedandallowsforaconsiderableamountofadditionaltopicstobebuiltininresponsetothedynamicsofconversationalexchange.Theseareknownassemi-structuredinterviews.Theyaretheformmostoftenusedineducationresearch.
B.Howtouseinterviewsineducationresearch
Onewaytoproceedwouldbetoaskyourselfthefollowingseriesofquestions:
1.WhyshouldIuseinterviewsratherthansomeotherdevicefordatacollection?
Tryandgenerateyourownlistsofwhatinterviewsaregoodat(strengths)andwhattheyarenotgoodat(weaknesses).CompareyourliststothoseI'vecompiledbyclickinghere.Carefullyconsiderthenatureofyourresearchquestionandtheresourcesyouhaveavailable-woulditbebettertouseotherdatacollectiontechniques,egaquestionnaireorparticipantobservation?
Couldyouuseavarietyofmethodstotriangulate,ietoelicitinformationbymeansofanumberofdifferentdevicessoastobemoreconfidentofitsaccuracy?
Interviewsareaveryusefulmeansofinquiry,buttheydonotfitallcircumstances.Foracritiquefromapostmodernistperspective,seeScheurich(1995)andCaseStudy3fromtheRESINEDcomponentonEducationResearchinthePostmodern.
Bewareofthefactthatinterviewsthemselvesarecontrived,artificialsituationsandthatintervieweesoftenrespondtotheminamannerthatreflectsthis.Thus,theymaydescribewhattheydointermsthattheythinkyouwillrecognise,makingfullplayoftheoreticalconceptsintendedtoimpressyou,ordescribewhattheythinktheyshouldbedoingratherthanwhattheyactuallydo.Teachersinterviewedabouttheirpedagogicstylesoftenrespondwithdescriptionsdrawnfromthe'educationistcontext'thatareverydifferentfromthemannerinwhichtheymaybeobservedtooperateinthe'practitionercontext'oftheclassroom.
Tocontextualiseallthisinyourowncontext,makeacaseforchoosinginterviewsasadatacollectiontechniqueforyourownresearchproject,perhapsreferringtotheliteratureonresearchmethodology(seesectionE.FurtherReadingforsomesuggestions).Considerpossiblecriticismsofyourchoice.
2.WhomshouldIinterview?
Asinallsurveys(usingeitherquestionnaireorinterviewasthemeansofdatacollection),youshouldattempttoobtainasbigaresponseaspossible.However,asyoursurveyisusingaresearchinstrumentthatistime-intensive,youwillprobablybeconsideringalimitednumberofcases,chosenforparticularinterest.Yourcasesaremorelikely,forexample,tobeindividualteachersthanwholeschoolstaffs.You'llbelookingtopickoutthosewhocanprovidethebestinsights,whorepresentthefullrangeofexperienceandopinion,whocanbesaidtobetypicalifyouclaimrepresentativenessortobeillustrativeofcertaintypesifyouwanttoexploretheoreticalmodels.Youmaydecidetointerviewjustthoseyouconsidertobethemostimportantinformants,themostpowerfulor,perhaps,theleast.Youmayhavelittlechoicebuttousean'opportunitysample',iethepeoplewhohappenedtobeavailable.Whateverchoiceofsampleyoumakeyouneedtojustifyit,ietomakeacasetothereaderwhoexaminesyourresultsthathe/shehasgoodgroundsfortakingyourfindingsseriouslyintermsoftheirrepresentativeness.
PeterWoodsdiscussessamplinginqualitativeresearchineducationinhisRESINEDcomponentonQualitativeResearch:
Wherequalitativeresearchisseekingtogeneraliseaboutgeneralissues,representativeor'naturalistic'samplingisdesirable.Thiscoversplaces,timesandpersons.Thus,ifwewerestudyingteachers'orpupils'perspectives,orthecultureofagroup,wewouldneedtoconsiderthemindifferentsettings,sincebehaviourcandiffermarkedlyindifferentsituations-forexample,theformalcircumstancesofateacher'sclassroomoroffice,thestaffroom,differentclassrooms,theinformalambienceofapub,andthepersonalstrongholdoftheteacher'shome.Thesamepointappliestotime.Weeklyandyearlycycles,forexample,arecriticalinschools.Ifourresearchsampledatjustthebeginningsand/orendsofterms,weeksordays,wewouldendupwithadistortedstudyifweweretoclaimourresultsappliedmoregenerally.Again,ifweareseekingtorepresentagroupinourfindings(the'EnglishDepartment',the'Year10Girls'),weshouldensurethatwehavesampledacrossthatgroupaccordingtosomeappropriatecriteria,suchasage,gender,ethnicity,experience.
Representativesamplingcannotalwaysbeachievedinqualitativeresearchbecauseofa)theinitiallylargelyexploratorynatureoftheresearch;b)problemsofnegotiatingaccess;c)thesheerweightofworkandproblemsofgatheringandprocessingdatausingonlyonesetofeyesandears.Often,onehastomakedowithanopportunitysampleinthoseareaswhereaccessisoffered;orasnowballsample,wherethesampleisdevelopedthroughpersonalcontactandrecommendationastheresearchproceeds.Inthesecases,thebasisofthesamplingmustbemadeclearandnoinappropriategeneralisingclaimsmadeforthefindings.
Foradiscussionofsurveyresearchfromalargelyquantitativeperspective,visit
Foradviceonusingpersonalinterviewsinsurveyresearchofthiskind,visit:
Forinformationaboutsamplinginlarge-scalesurveys,visit:
AlltheselinkstakeyoutoTheResearchMethodsKnowledgeBase,2ndEdition,Trochim,WilliamM.InternetWWWpage,atURL:
(versioncurrentasofSeptember24,2004).
3.HowwillIgetaccess?
Generallyspeaking,peoplearequiteflatteredbyattentionandthissometimesovercomesanyinhibitionssothatmattersquitesecretareparadedbeforetheinterviewerwithseemingabandon.Atothertimes,particularlywhereanissuehasbeenthesubjectofrecentpressattention,theshuttersgoupandthereisnowayin.Allyoucandoinsuchcircumstancesistogiveupandtrysomethingelselikelytobemoreproductive-youhaven'tthetimetospendonlengthynegotiation.Crucialtothebusinessofinitiallygainingaccessisthewholematterofassurancesofconfidentiality,anonymity,etc,assetoutinyourethicsprotocol(seehttp:
//www.edu.plymouth.ac.uk/resined/beginning/begresed.htm#Ethics).Itisadvisabletoproduceaneasilyreadableversionofyourethicsprotocolthatyoucansendinadvanceorprovideforyourinformantsbeforeyoubegintheinterview.Theyshouldfeelhappiertellingyoualltheyknowiftheyareconfidentthatyouwon'tusetheinformationinanywaythatwillharmthem,thatyouwillrespectconfidentiality,thatyouwillseektheirapprovalbeforeusinganythingthatmightrevealtheiridentity,thatyouwillprovidethemwithatranscriptoracopyofyournotes,thatyouwillshowthemhowyouintendtomakeuseofwhatthey've
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