906882
Description
Flashcards by Kalyanii Garrido, updated more than 1 year ago
|
Created by Kalyanii Garrido
almost 10 years ago
|
|
| Question | Answer |
| Qualitative data | Favoured by interpretivists for its apparent validity, indepth findings and ability to gain verstehen. However it is criticised for lacking in reliability, being bias and not being representative. |
| Quantitative data | favoured by positivists. seeks to find the laws that govern human behaviour, identify social trends and patterns, studies society scientifically. criticised for lacking in validity and taking official statistics as face value. |
| Covert PO | This method gives the researcher a more authentic insight into the group being studied as they will not know they are being studied and therefore act more natural. However, there are also several problems related to this method, including gaining entry, getting out, danger for the researcher in some cases, bias, and becoming native. |
| Overt PO | This could provide more objectivity as the researcher doesn't get involved. however, this could create the hawthorne affect making people change their actions due to the presence of the researcher. |
| Experiments | this includes Laboratory experiments and field experiments. Like using PO these can give a good insight into the group being studied and their reactions to circumstances. however they can be traumatising for individuals and deceitful. |
| Official statistics | This is produced by the government on a wide range of issues such as crime, divorce, health, and unemployment. This can give a wide cross-section of society and show general patterns and trends. However soft statistics could have been manipulated and there may be dark figures. |
| Documents | Such as letters, diaries, photographs, novels. etc... These can be useful in gaining verstehen and studying historical events. However they can be highly one sided and subjective. |
| Questionnaires | Closed-ended questions- these are multiple choice questions, sometimes can be leading or cam miss out options. Open-ended questions-gives the individual a chance to explain their answer. However can be irrelevant or too long, many don't have the time to answer and it would also be time consuming for the researcher. Questionnaires often get a low response rate, furthermore, there may be a particular type of person responding to the survey according to the topic. |
| Structured interviews | These are reliable as the questions can be repeated, they can also cover large numbers of people, and are straightforward and inexpensive. However, the interviewers have to be highly trained to build a rapport with those being interviewed to eliminate or reduce the interviewer effect. |
| Unstructured interviews | These can give the interviewer more spontaneity, they can therefore think of relevant questions that the hadn't thought to ask, it could create a more relaxed environment which could reduce the interviewer affect. However It is criticised for it's lack in reliability as it cannot be repeated. |
| Elliott | Brown eyes blue eyes field experiment on school children. Researching racism. |
| Zimbardo | The stanford prison experiment. this had many ethical problems. |
| Milgram | Blindly obeying authority. also had many ethical issues. |
| Marilyn Howard | Young people from poorer homes have lower intakes of energy, vitamins and minerals and therefore have a pooper attendance and lack concentration. |
| Richard Wilkinson | among ten year olds, the lower the social class, the higher the levels of hyperactivity, disruption and conduct disorders. |
| David bull | Notes that Children From Poor families have to do without equipment and learning experiences, he calls this the 'costs of free schooling' |
| Emily Tanner | Found that the costs of items such as books, calculators, transport, uniforms and art, music and sports equipment placed a heavy burden of poor families. |
| Bourdieu | Tree types of capital. Cultural, economic and educational. |
| Douglas | Found that W/C pupils scored lower on tests and argued that this is due to lack of parental involvement. |
| Bernstein | Found that M/C parents were more active in their children's education. |
| Bernstein | Restricted and elaborated codes. |
| Sugarman | attitudes and values of the W/C include: fatalism, immediate gratification, present-tome orientation, collectivism. |
| Howard Becker | Interviewed 60 teachers in a chicago school and found that they judged students based on how closely they filled the 'ideal image'. |
| Ray Rist | Tigers, cardinals and clowns. |
| Rosenthal and Jacobson | 'spurters'-SFP |
| Lacey | pupil subcultures. argues that pupils placed in lower streams suffer a loss of self-esteem. |
| Peter Woods | A variety of responses: integration, ritualism, retreatism, rebellion. |
| Bereiter and Engelman | Consider the language of low-income black families as inadequate for educational success. |
| Murray | Family structures of some ethnic minorities have a negative affect on their education. Particularly lone-parent families. |
| Driver | Criticises cultural deprivation theory for ignoring the positive effects of ethnicity on achievement. |
| Keddie | Criticises cultural deprivation theory of victim-blaming and ignoring the ethnocentric curriculum. |
| Gilborn and Youdell | Found that teachers were quicker to discipline black pupils for the same behaviour. |
| Fuller and Mac an Gail | rejecting negative labels. |
| Mirza | Rejecting negative labels and failing. |
| Sewel | A variety of boys' responses: rebellion, retreatism, conformity, innovation. |
| Troyna and Williams | Institutional and individual racism. |
| Gillborn | Marketisation and selection gives more scope for racism. |
| Angela Mc Robbie | a comparison between a magazine from the 70s and one from the 90s. |
| Durkheim | Solidarity and skills. |
| Parsons | Meritocracy. |
| Davis and Moore | Role allocation. |
| Althusser | The ideological state apparatus. |
| Bowles and Gintis | the correspondence theory (hidden curriculum) and the myth of meritocracy. |
| Willis | Learning to labour. |
| Sewell | The feminisation of education. |
| Sue Sharpe | interviews from girls in the 1920s to the 90s. |
| Equal opportunities policies | Girls into science and engineering. Girls into science and technology. National curriculum 1988. |
| Gorard | GCSE and coursework. |
| Mitos and Brown | Girls spent more time on their work and the appearance of it in school. |
| Spender | Teacher attention. |
| Ann Oakley | early socialisation and subject choice. |
Want to create your own Flashcards for free with GoConqr? Learn more.