Research project on attitudes towards study Jeff is particularly impressed by Selina’s ability to

(Jeff=J      Selina=S)
J: So how did you get on with your school-based research, Selina?
S: Well, it was exhausting but really valuable.
J: Good. What was the specific focus you chose?
S: My title is ’Attitudes towards study among eleven-twelve-year-old pupils’.
J: Right. And what made you choose that focus?
S: Well, that’s a bit difficult... lots of my classmates decided on their focus really early on... mainly on the basis of what they thought would help in their future career, you know, in their first year’s teaching.
J: So that’s what helped you decide?
S: Actually, it was that I came across a book written by experienced teachers on student attitudes and that motivated me to go for the topic.
J: So what were your research questions or issues?
S: Well I wanted to look at the ways students responded to different teachers particularly focusing on whether very strict teachers made teenagers less motivated.
J: And, from your research, did you find that was true?
S:  No,  not from what I saw you  know,  from my five  days’  observation,  talking to people and so forth.
J: OK... We’ll talk about the actual research methods in a moment, but before that, can you briefly summarise what your most striking findings are.
S: Well, what really amazed me was the significant gender differences. I didn’t set out to focus on that but I found that boys were much more positive about being at school... girls were more impatient, they talked a lot about wanting to grow up and leave school.
J: Very interesting.
S: Yeah... it is. From doing the research it was clear to me that you might start out to focus on one thing but you pick up lots of unexpected insights.
J: Right. Did you get any insights into teaching?
S: Yes, certainly. I was doing a lot of observations of the way kids with very different abilities collaborate on certain tasks, you know, help each other and I began to realise that the lessons were developing in really unexpected ways.
J: So what conclusion do you draw from that?
S: Well, I know it’s necessary for teachers to prepare lessons carefully but it’s great if they also allow lessons to go their own ways.
J: Good point. Now, I’m really pleased to see you doing this — analysing and drawing conclusions based on data.
S: But surely this isn’t proper data...
J: Because it’s derived from such small-scale research? Well, as long as you don’t make grand claims for your findings, this data is entirely valid.
S: Hmm.
J: I like the way you’re already stepping back from the experience and thinking  about what you’ve learned about research... Well done.
S: But I know I could have done it better.
J: As you become more experienced you’ll find ways to reduce the risk of difficulties.
S: OK.