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温哥华留学作业assignment:教育者对教学多动症儿童的看法 [14]

论文作者:英语论文论文属性:作业 Assignment登出时间:2014-11-07编辑:zcm84984点击率:14501

论文字数:7618论文编号:org201411062244395880语种:英语 English地区:加拿大价格:免费论文

关键词:教育者教学多动症teaching childrenadhd

摘要:本文是一篇旨在分析教育者对教学多动症儿童的看法的留学生论文,描写文献综述是一种展示作者对一个特定的研究领域研究的方法,包括这个领域的词汇、理论、关键变量以及它的方法和历史。

r the respondent. In addition, we included a covering letter so as to explain the purpose of our survey and all these factors along with a pilot study contribute to bigger response rates, validity and reliability.
 
Finally, we carried out a pilot study. According to Rugg (2007) a pilot study allows questionnaire to be trialled and modifications made on the basis of feedback. The pilot study helps us to find out; how long the questionnaire took to complete, questions that the respondents did not understand, questions that made respondents uncomfortable and any other comments. We carried out a pilot study by using 10 friends because, according to Sounders et al. (2003), is better for students to use friends and family to do their pilot study. However, Fink (1995) have pointed out that 10 people is the minimum number for a pilot test. The responses of our friends helped us to make corrective changes before the collection of the data from the target population and to improve our questionnaire.
 
Collecting primary data using interviews
 
Secondly, we decided to collect data using interviews. Interviews have the possibility to yield valuable insights into people's life experiences, attitudes and opinion (Denscombe, 2003). We used semi-structured interviews since they provide validity. Furthermore, semi-structured interviews allow a greater role for the interviewer in terms of asking for clarification, elaboration and are appropriate for quantitative analysis (Rose and Grosvenor, 2001). Sounders et al. (2003) have pointed out that interviewees express their opinions by face-to-face interviews in comparison with a questionnaire. We recorded our data using a tape recorder.
 
The primary difficult hurdle was the research access. There are limited options open to the researcher about which roles to adopt or setting to participate in. First of all, the lack of time was the majority cited barrier because the teacher could not find plenty of time for the researcher. Secondly, the issue of lack of research in one place (i.e. in school). However, as Raimond (1993, p. 67) has pointed out, “provided that people reply to the questionnaires, the problem of access to data is solved”.

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