Sources Of Evidence

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Possible types of evidence

Gathering evidence which can be considered as relevant for something as systematic as a professional enquiry might often be seen as complicated for practitioners, especially in the light of the many types of data available for researchers to collect.
Whilst maintaining updated records of pupils’ learning has always been one of the core responsibilities embedded within the teaching profession (Black and William, 1998), during the last years, an increasing focus on educational data collection for research and enquiry purpose (Pollard, 2014, online).

However, as Pollard (2014, online) acknowledges, when deciding the outline of a chosen enquiry, reflecting professionals ought to remember that, in spite of the many
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Other means through which evidence can be collected might be journals and diaries, in which practitioners can record perspectives and opinions about different experiences, or also various types of assessments, which could be used to set certain targets to be reached or categories to be analysed in order to create purposeful findings in accordance with the lines of the professional enquiry that is being conducted.

EAL Learners: what kind of evidence?

For what concerns my enquiry, I believe that the most appropriate ways to gather adequate evidence to support an eventual line of research for it would probably be classroom observations, interviews and discussions.
Classroom observations of English as an Additional Language learners would offer me the opportunity to focus on the different support approaches that might already be in place in schools, such as the work carried out by intervention groups or the support given from other adults in the classroom, be they EAL specialists, teaching assistants or other recognised figures (British Council, online). However, there might also be cases where no additional support is provided with students with English as a second language. In this case, I would instead be focusing my observations on the way EAL learners relates with other pupils and professional within the school environment.
Interviews and discussions, instead, might also be carried out to
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