Methods in context

Research methods in the context of education.

As we have seen, sociologists study many different issues in education, such as teacher labelling, parental choice, pupil sub cultures etc. In studying issues like these, sociologists need to be aware of the particular characteristics of education, since these will affect their choice of method and its effectiveness.

We can identify 5 main groups and settings in education whose distinctive characteristics may present particular problems or opportunities for the sociologist in choosing a suitable method to use.

Pupils – positives/opportunities:
One advantage of researching pupils is that they are easy to access because they are required to attend school, meaning researchers know where to find them. This creates a “captive audience”, allowing researchers to carry out studies over a longer period of time. Group methods such as group interviews can work well, as pupils are used to being around their peers. Researching pupils also provides valuable insight into school life, including subcultures, behaviour and attitudes towards education. In some cases, pupils may feel empowered by being involved in research and may openly share their true opinions about school.

Teachers – positives/opportunities:
Researching teachers has advantages because they have a strong understanding of the education system and can provide detailed and informed responses. As professionals, teachers are more likely to cooperate with research as they understand its purpose and value. They are also used to being observed, for example through Ofsted inspections, so they may feel more comfortable with researchers present. Once access to the school is gained, teachers are relatively easy to reach on a daily basis. Additionally, teachers can provide useful insight into areas such as classroom management, school policies and pupil behaviour.

Parents – positives/opportunities:
Researching parents is useful because they provide a different perspective on education, particularly in relation to home life and its influence on achievement. Parents play an important role in their child’s education, so their views can help researchers understand factors affecting attainment. They can often be contacted through schools, for example via letters, emails or parents’ evenings. Some parents, particularly middle-class parents, may be more willing to participate and provide detailed responses. Parents can also explain aspects of upbringing, support and values that pupils themselves may not fully express.

Schools – positives/opportunities:
One key advantage of researching schools is that they are data-rich environments, with large amounts of secondary data such as exam results, attendance records and reports. This makes it easier and cheaper for researchers to gather information. Schools also allow for large-scale research, as comparisons can be made between different schools. Their structured and hierarchical nature makes it easier to study roles and relationships within the institution. Like pupils, schools provide access to a “captive population”, meaning researchers can study individuals within a single setting. Official statistics are also widely available, providing useful quantitative data.

Classrooms – positives/opportunities:
Classrooms provide a useful setting for research because they are controlled environments, making it easier to observe behaviour in a structured way. The roles within classrooms, such as teacher and pupil, are clearly defined, which helps researchers analyse interactions. Classrooms are ideal for observational research, as researchers can directly see teaching styles, discipline and pupil responses. The regular routines of classroom life also make it easier to identify patterns of behaviour. Additionally, the close interaction between teachers and pupils in a small space allows researchers to gather detailed data.

Pupils – negatives/problems:
One problem with researching pupils is the power imbalance between adults and young people, which means pupils may not speak honestly as they might feel intimidated. They may also struggle to understand questions properly, especially younger pupils, which can affect the validity of the data. In group situations, peer pressure can influence their answers so they might just go along with others instead of saying what they really think. Pupils are also vulnerable, so there are more ethical issues like needing consent and protecting them from harm. Access is controlled by gatekeepers such as teachers and parents, making it harder to carry out research. On top of that, some pupils may not take the research seriously and could lie or mess about.

Teachers – negatives/problems:
A key issue when researching teachers is impression management, as they may act differently and present themselves in a positive way when being observed. They may also avoid saying negative things about the school or their job because they are worried it could affect their career. Access can be controlled by headteachers, who might choose which teachers take part, leading to a biased sample. Teachers are also very busy, so they may not have much time to give detailed responses, which can limit the depth of the data collected.

Parents – negatives/problems:
Researching parents can be difficult because they are harder to access, as most parent-child interaction happens at home, which is a private setting. Response rates to questionnaires or letters can be low, meaning the data may not be representative. Parents may also show social desirability, presenting themselves as better parents than they actually are. They are not a homogenous group, so differences in class, gender and ethnicity can affect the results. Additionally, parental consent is required when researching pupils, so if parents refuse, it can stop the research altogether.

Schools – negatives/problems:
One major problem when researching schools is the role of gatekeepers such as headteachers and governors, who can refuse access or limit what researchers can study. Schools may also restrict access to sensitive areas, such as poor behaviour or low achievement, to protect their image. Official data produced by schools can sometimes be misleading, as schools may present themselves in a more positive way, especially in league tables. Schools are also large and complex organisations, making them difficult to fully understand. Research may also be seen as disruptive, which can reduce the chances of gaining access.

Classrooms – negatives/problems:
Researching classrooms can be problematic because behaviour may be artificial, as both teachers and pupils may act differently when they know they are being observed. Classrooms are highly controlled environments, which can limit what researchers are able to observe. The behaviour seen may not reflect real life, as it is influenced by rules and teacher authority. It is also difficult to observe “backstage” behaviour, meaning researchers only see the front stage, as suggested by Goffman. Pupils may also hide their true thoughts and feelings to avoid getting into trouble, which can reduce the validity of the data.