By Robert G. Burgess
An authoritative advisor to the issues and approaches linked to facts assortment and research in box study.
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Extra info for In the Field: An Introduction to Field Research (Social Research Today)
What is not said? How do the activities relate to other activities in the school? In short, researchers have constantly to pose questions about the settings in which they find themselves. Woods (1977, p. 11) has indicated that the perspective which is taken by the researcher will influence the kind of questions that are posed. A researcher who is interested in ‘improving’ school assembly might ask: is the Headmaster effectively communicating with the teachers and the pupils? What other approaches could be used?
Woods (1977, p. 11) has indicated that the perspective which is taken by the researcher will influence the kind of questions that are posed. A researcher who is interested in ‘improving’ school assembly might ask: is the Headmaster effectively communicating with the teachers and the pupils? What other approaches could be used? A functionalist might ask: how does school assembly function to maintain social order? A conflict theorist might consider: in whose interest is the assembly organised? Meanwhile, a neo-Marxist might look at school assembly as part of the pupils’ training and indoctrination in a capitalist society.
In conducting research in such situations the researcher may begin with naive questions in order that detailed field notes can be written on the situation under study. However, further questions are also required in order that some focus is In the field: an introduction to field research 22 given to the data that are collected and the observations that are made. In my research, I kept detailed notes on each assembly that I attended. I drew diagrams to summarise the situation: who had attended assembly, where they had been standing, with whom they had spoken and where possible what they had said.