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(2018) Responsible research practice, Dordrecht, Springer.
Active use of questionnaires combined with focus group facilitation
responsibly researching options for generating educational inclusivity
pp. 97-158
This chapter discusses two examples of research in which I was involved, both of which made use of questionnaires and follow-up focus groups in the quest to explore/regenerate certain aspects of inclusive education. The first project was an international one comprising of six countries, namely, China, Finland, Lithuania, Slovenia, South Africa and the United Kingdom and was aimed at organizing a comparative analysis of teachers' roles in inclusive education. The team facilitating the focus groups in South Africa (Norma Nel, Dan Tlale and myself) twisted the original research remit to expressly include "intervention", which evolved also in response to expectations expressed by participants in focus group sessions in a number of schools in Atteridgeville. The second project was a national one (aimed at improving prospects for underperforming schools in South Africa). It was designed from the start to include intervention as part of the research remit. This was built into the project through a number of mechanisms aimed at stimulating creative reviewing of the notion of underperformance, while locating, with participants and stakeholders, leverage for improvements.
Publication details
DOI: 10.1007/978-3-319-74386-8_3
Full citation:
(2018). Active use of questionnaires combined with focus group facilitation: responsibly researching options for generating educational inclusivity, in Responsible research practice, Dordrecht, Springer, pp. 97-158.
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