My Best Teacher
My Best teacher
In this article Gossman gives a brief introduction on where the research has stemmed from. TES has had an article published each week providing data about what it means to be a best teacher. The article explores who pasrtiicpants believe to be their best teachers highlighting their reasons for selection.
Gossman indicates there research question is broad. Broad questions allow respondents to give as much as information they would like which helps researchers gain a clearer picture and understating of the question. Bryman (2002) states that “open-ended questions cut down on two types of response error”. Firstly they are less likely to forget their response and secondly they are not just asked to fill in a yes or no box so that they do not disregard the question. However when analysing open-ended questions answers tend to lose some of their initial meaning. Also as participants use their own words to describe meaning it can then be difficult to compare meanings across the research with other participants.
The method of data collection was done by reviewing thirty-two months of the TES magazine. The sample was 87 out of which 15 had to be excluded which left only a sample size of 52. The samples were not chosen randomly as the research was dependent on the magazine. After reviewing the article Gossman (2011) identified several other pieces of information like the participants gender, field of endeavour, the sex of the identified best teacher, subjects taught by their best teacher and the education sector in which they worked. The results were analysed using a qualitative analysis. Copper (2003) has stated that qualitative data provides great depth and detail in to data and can record feelings and behaviour. However it has been criticised by Buxton (1998) who claims it is too difficult to compare and generalise results because it greatly depends on the skills of the researcher in conducting the interview.
The research does not mention any
In this article Gossman gives a brief introduction on where the research has stemmed from. TES has had an article published each week providing data about what it means to be a best teacher. The article explores who pasrtiicpants believe to be their best teachers highlighting their reasons for selection.
Gossman indicates there research question is broad. Broad questions allow respondents to give as much as information they would like which helps researchers gain a clearer picture and understating of the question. Bryman (2002) states that “open-ended questions cut down on two types of response error”. Firstly they are less likely to forget their response and secondly they are not just asked to fill in a yes or no box so that they do not disregard the question. However when analysing open-ended questions answers tend to lose some of their initial meaning. Also as participants use their own words to describe meaning it can then be difficult to compare meanings across the research with other participants.
The method of data collection was done by reviewing thirty-two months of the TES magazine. The sample was 87 out of which 15 had to be excluded which left only a sample size of 52. The samples were not chosen randomly as the research was dependent on the magazine. After reviewing the article Gossman (2011) identified several other pieces of information like the participants gender, field of endeavour, the sex of the identified best teacher, subjects taught by their best teacher and the education sector in which they worked. The results were analysed using a qualitative analysis. Copper (2003) has stated that qualitative data provides great depth and detail in to data and can record feelings and behaviour. However it has been criticised by Buxton (1998) who claims it is too difficult to compare and generalise results because it greatly depends on the skills of the researcher in conducting the interview.
The research does not mention any