Reflections on an observational study of literacy practice in Australian primary schools

Abstract

This paper represents a reflection of an observational study undertaken in Australian primary school classrooms as part of research into literacy practice. The main purpose of the study was to investigate the relationship between student diversity and instructional differentiation. There were two phases to the study - a pilot study and the main study. The observational method for the pilot study involved amending a published coding instrument to explore observed classroom practice, field-testing, analysing and assessing the reliability of the observation instrument, and assessing its application during the research process. A reflective insight into the pilot study methodology process will be provided, incorporating a comparative account between 'what the literature suggests regarding observational studies' and 'what actually occurred within the context of the study's classroom observations'. Issues such as the selection of participants, the amendments to the coding instrument and process, observer training, cohort co-operation, observation interval cycles, cueing, observer and observee bias, observer drift, inter-observer-reliability and observer position will be discussed. The implications for the methodology for the main study will also be provided. In conclusion, this paper will provide a recent account of observational research in primary classrooms and the implications and importance of effective methodology and reflection to ensure validity and rigor in the research process.