Good Example Of Essay On Analyzing Qualitative Research

The article represents the focus group qualitative analysis. Grace seeks opinion and views from other teachers and she uses their response in making conclusions. The author shows the use of this approach in the article. The moderator asks questions and listens to the target group of respondents for their responses. This approach fits in the article because of the homogeneity nature of the questions. However, it is not the most suitable in the article since the participants are not from highly diverse places. They are mostly from the same environment. Although it gives contrasting opinions, the responses are not wholly independent since some influential respondents influence the responses given by others. Especially for people from the same environment as in this case, the participants know each other and their existing knowledge about their colleagues affect their responses. This approach could be more effective if the author sought opinion from participants of different environments to avoid an influence on one’s views. The author also used past experience in staff development to determine why experienced members of staff were more resistant to learning innovative strategies. The article also uses the in-depth interview qualitative research as evidenced in the one-on-one exchange between Holly and Grace. This approach helps give an in-depth insight into the topic.
The researcher utilized the following pattern and themes. He used Emotional expression research. The researcher aims to improve the teaching practices by taking views from different teachers. He analyzes their facial expressions to get exactly their emotions through expressions. Pattern and themes provide an insight into the organization of facial expressions which produce emotional expressions. People communicate more feelings through body language than through words. Therefore, it is very important and helps the researcher to know more about the participants. This helps the researcher identify even the tiniest nuances that cannot be communicated through words. The study helped find responses from various participants on improving teaching among the teachers. According to (Vetter, 2012) Grace appreciated the new leadership role as a challenge aimed at improving teaching and learning hence ultimately improving student’s performance. She was able to understand what makes some teachers resistant to change. She also concluded that most of the teaching challenges that lead to poor student performance were small issues that only needed transformation of educators, rather than changing teachers. Furthermore, most teachers resisted changes as they feared to have their weaknesses exposed. The study is credible because it helps reduce fear among the teachers and recommends new ways to transform teaching profession (Vetter, 2012).
Lasting transformation in teaching practices has been difficult because educators want to continue with the traditions and very few can accommodate changes in their behavior (Hallam & Rogers, 2008). Proper transformation of teaching practices can result in improvements in student performance. It can also build a strong base for the learners who emulate their teachers as role models. The study implies that teachers can acquire new knowledge to improve their teaching and delivery skills to promote learning in their classrooms and retention of knowledge by their students (Hallam, 2008). The author uses the expression architect of transformation to underline aspects of practitioners’ behavior that influence how educators see their students, themselves and the world around them. This study utilizes case-study research methods to better understand Grace’s transform process in a practitioner research group.

References

Hallam, S., & Rogers, L. (2008). Improving behaviour and attendance at school. Maidenhead: Open University Press.
Vetter, A. (2012). Teachers as architects of transformation: The change process of an elementary school teacher in a practitioner research group. Teacher Education Quarterly, 39(1), 27-49.