By Geoffrey Walford
Geoffrey Walford, a popular and skilled researcher, displays upon the rigors and tribulations and the issues and provides of accomplishing examine — and likewise at the hyperlinks among the idiosyncrasies and situations of researchers and what's attainable in learn. learn is published as a way more complex procedure than is mostly famous, occasionally messy and disorganized, occasionally restricted in unforeseen methods, yet continually difficult to either researcher and reader.
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Additional info for Doing Qualitative Educational Research: A Personal Guide to the Research Process
Sample text
Yet this is what they must do if they are to gain access. My early attempts to gain access to the boys' independent boarding schools are indicative: My interview with the headmaster of the first school to express interest lasted for only twenty minutes, but I experienced it as being far longer and more nerve-racking than any of the interviews I had for academic appointments. He was extremely sharp and shrewd and demanded precise answers to a range of questions about my purposes and methodology.
Headteachers are more likely to give access if they can perceive the researcher as being 'one of us'. A researcher who is able to show some shared experience has a real advantage. In my own early ethnographic work on boys' public boarding schools (Walford, 1986a, 1987d), I approached access in a rather haphazard way. I wrote letters to headmasters and had five refusals before one gave me an interview. ' As I had briefly taught in three of these schools, he was able to answer that question in the affirmative, but only after he had extracted the name of someone whom we both knew from one of the schools who could act as a 'referee' for me.
These selling books have more ideas on these matters than any educational or social research methods books I have read. INTEREST The objective of any telephone call is to get a face-to-face interview. Despite the increasing success of telephone sales, it is widely accepted that the best way to sell is on a face-to-face level. Only fools make large purchases from telephone sales, and educational researchers are not usually dealing with fools. Headteachers and others who can grant access to schools and classrooms are not going to do so without actually seeing the researcher face-to-face.