The Dimensions Of Effective Classroom Practice

1248 Words5 Pages
Mixed Methodology The analytical approach had four main components: 1) Analysis of quantitative observation and survey data to identify underlying dimensions of effective classroom practice, 2) the use of NVivo (a computer-as sited analysis package) to analyze qualitative interviews and detailed observation field notes, 3) the development of analytical matrices at the teacher level, and 4) the creation of individual teacher profiles (Kingston, Sammons, Day and Regan, 2011). Dimensions of effective classroom practice Dimensions of effective classroom practice were developed in two ways. The first method was via the analysis of pupil questionnaire data, which led to the production of underlying factors that could suggest best teacher practices. This was a critical component of the research data because it provided a bridge between the qualitative and quantitative data. All survey items were initially analyzed which then progressed to the individual items being analyzed separately (“My School”, “My Teacher”, My Classroom”, and “About You in This Class”. The survey completed by the second and sixth year students was sufficient for the research model, however, the ninth year students’ data was disaggregated to provide more relevant data. The disaggregation of data for the ninth year students led to the creation of unweighted factor scores for every student by calculating a mean value for each item in the factor (Kingston, Sammons, Day and Regan, 2011). Using the pupil
Open Document