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the order of the day unless this privilege has been waived and signed for by all or some respondents. Lastly and most important I informed all my respondents that the data collected from them and the environment of the holistic study, will be treated with respect, fairness and dignity. No one will be harmed, and all stake holders will be protected throughout the study. I also gave my word to the respondents that I will give feedback to the all relevant stakeholders and input to the respondents on best practises and areas for development in accordance to my study after completion. This is to build relationships with respondents and to do away with scepticism that can create reluctance for schools to allow researchers back into the site at later occasions and this is exactly in line with the argument of Setati 2005.

All qualitative research is labelled to be unable to claim complete disconnection and having no or very little bias (Walker, 1995) and therefore most of the time claiming a personal insight of hermeneutic value. Hence I did data collection at two different schools therefore entering the unknown at the second school. I hoped that this way I gave my study some form of non bias and credibility. In this particular situation I entered the domain as a confused outsider as mentioned by Reid (1996) and looked at the given discourse from the point of view of an outsider. Going through the same process of data collection with all the respondents and the fact that the respondents are neutral and objective in the study suggest in some way that the research holds some form of validity and reliability.

Maxwell (1992) put critical importance on the descriptive, interpretive and theoretical validity of qualitative research. Integrating the issue of validity within and into this study, I explain the relation of the three most imperative types of validity according to Maxwell (1992) to this study.

The interviews that were tape recorded came from the concept maps as created by the respondents. These concept maps are reflected in the original format as created by respondents. I listened to the recordings repeatedly and directly transcribed it according to the words of the interviewees. I transcribed the direct use of language and the grammar as it was used by the interviewees. Where grammatical errors occurred within the transcripts, it is because I did not want to ratify the errors in order to reflect the direct transcripts of the recordings as uttered by the interviewees. In accordance with Maxwell (1992) the degree of accuracy of the recording while Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion

of a Master of Education degree.

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