Qualitative Methods. Qualitative approaches, such as focus groups, reflective journals, and interviews, are well-suited for evaluating the impact of participatory and inclusive teaching practices. These methods allow for an in-depth understanding of student experiences and perspectives. For example, reflective journals can provide insights into how students perceive their roles in collaborative activities and how these experiences influence their learning.
Surveys and Questionnaires. Surveys can be used to collect quantitative data on student satisfaction, engagement, and perceived inclusivity. When designing surveys, it is essential to include open-ended questions to capture nuanced feedback. This mixed-methods approach ensures a comprehensive evaluation of the intervention.
Observation and Peer Review. Observation of student-led sessions can provide valuable insights into group dynamics, participation levels, and the effectiveness of the format. Peer reviews, involving colleagues observing and providing feedback, can further enhance the reliability of the evaluation process.
Ethical Considerations. When collecting data, it is crucial to address ethical considerations, such as obtaining informed consent, ensuring anonymity, and being sensitive to power dynamics. This is particularly important when working with diverse student populations, as their experiences may intersect with issues of marginalisation and inequity.
Reflections on data collection methods emphasise the importance of using a mixed-methods approach to evaluate the effectiveness of these interventions.
References
Bell, M. (2011). Peer Observation Partnerships in Higher Education. 2nd ed. Sydney: Higher Education Research and Development Society of Australasia (HERDSA).
Braun, V. and Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. London: SAGE Publications.
BERA (British Educational Research Association) (2018). Ethical Guidelines for Educational Research. 4th ed. London: BERA.
Bryman, A. (2016). Social Research Methods. 5th ed. Oxford: Oxford University Press.
BSA (British Sociological Association) (2017). Statement of Ethical Practice. [online] Available at: https://www.britsoc.co.uk/media/24310/bsa_statement_of_ethical_practice.pdf [Accessed 30 Oct 2024].
Cohen, L., Manion, L. and Morrison, K. (2018). Research Methods in Education. 8th ed. London: Routledge.
Creswell, J.W. and Poth, C.N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. 4th ed. Thousand Oaks, CA: SAGE Publications.
Dillman, D.A., Smyth, J.D. and Christian, L.M. (2014). Internet, Phone, Mail, and Mixed-Mode Surveys: The Tailored Design Method. 4th ed. Hoboken, NJ: Wiley.
Swaffield, S. (2008). “Critical Friendship, Dialogue and Learning in the Context of Leadership for Learning,” School Leadership & Management, 28(4), pp. 323–336.
Tripp, D. (2012). Critical Incidents in Teaching: Developing Professional Judgement. 2nd ed. London: Routledge.