I noticed, when catching up on other students blogs, a very interesting point made by Michelle Wallbanks on the issue of involving children in the research project. She suggested that by informing her pupils of the research that she would be carrying out, she may not gain fair results because the children may act differently if made aware that they were being observed in some way.
My recent experience of my first OFSTED inspection as a teacher rather than a pupil, in my opinion, very much relates to Michelle's point. I observed that, during OFSTED's presence in the school, the usual daily routine and practice of the secondary school changed in terms of both pupil and staff behaviour under the pressure of insepction and awareness of observation. For example, lesson plans were provided for Teaching Assistants such as myself before lessons began, wheras often they are not and lessons were far more structured in general. Pupils behaviour improved under the pressure of their teachers, who had for this time, imposed even stricter sanctions for misbehaviour in an attempt to discourage it.
It is arguable, however, that dependant on the nature of the research and topic, this viewpoint could be much more relevant and applicable to younger children. For example, by the age of fifteen to sixteen, one might expect children to be mature enough to be honest and open in their behaviour or answers to survey questions, interviews etc and behave in a way which would provide me with fair observation, not letting the knowledge of my research interfere with routine practice.
Hopefully by this age, pupils will be willing to co-operate and may even engage in the research on a personal interest level and assist me where possible in the collection of fair and accurate data.
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