A reflection on the methodology used for a qualitative longitudinal study

Research output: Contribution to journalArticle

Abstract

This paper presents a reflection on the methodology used for a qualitative longitudinal study of the teaching of Modern Greek (Greek) in Western Australia under the Seconded Teachers from Greece Scheme (STGS). The study, a first of its kind, addressed an area of need in the teaching of Greek, investigating the perspectives of the key stakeholders in teaching Greek as a second language in WA under this particular scheme. The study was located within the interpretivist paradigm, with the theoretical position being that of symbolic interactionism. The methodology used was that of grounded theory and the research methods included document study, semi-structured interviewing, and participant and non-participant observation. The data analysis methods included coding, specifically open-coding and related methods. The reflection reported in this paper sheds light on the positive aspects of the methodology used for this study, as well as the issues that arose along the way, drawing conclusions that will hopefully assist other researchers undertaking this type of study.

Original languageEnglish
Pages (from-to)269-284
Number of pages16
JournalIssues in Educational Research
Volume27
Issue number2
Publication statusPublished - 9 Apr 2017

Fingerprint

longitudinal study
coding
methodology
Teaching
symbolic interactionism
grounded theory
Greece
research method
data analysis
stakeholder
paradigm
teacher
language

Cite this

@article{f4f55e0a8f914761adc674dc94b6a0bf,
title = "A reflection on the methodology used for a qualitative longitudinal study",
abstract = "This paper presents a reflection on the methodology used for a qualitative longitudinal study of the teaching of Modern Greek (Greek) in Western Australia under the Seconded Teachers from Greece Scheme (STGS). The study, a first of its kind, addressed an area of need in the teaching of Greek, investigating the perspectives of the key stakeholders in teaching Greek as a second language in WA under this particular scheme. The study was located within the interpretivist paradigm, with the theoretical position being that of symbolic interactionism. The methodology used was that of grounded theory and the research methods included document study, semi-structured interviewing, and participant and non-participant observation. The data analysis methods included coding, specifically open-coding and related methods. The reflection reported in this paper sheds light on the positive aspects of the methodology used for this study, as well as the issues that arose along the way, drawing conclusions that will hopefully assist other researchers undertaking this type of study.",
author = "Angela Evangelinou-Yiannakis",
year = "2017",
month = "4",
day = "9",
language = "English",
volume = "27",
pages = "269--284",
journal = "Queensland Journal of Educational Research",
issn = "0313-7155",
publisher = "Western Australian Institute for Educational Research Inc.",
number = "2",

}

A reflection on the methodology used for a qualitative longitudinal study. / Evangelinou-Yiannakis, Angela.

In: Issues in Educational Research, Vol. 27, No. 2, 09.04.2017, p. 269-284.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A reflection on the methodology used for a qualitative longitudinal study

AU - Evangelinou-Yiannakis, Angela

PY - 2017/4/9

Y1 - 2017/4/9

N2 - This paper presents a reflection on the methodology used for a qualitative longitudinal study of the teaching of Modern Greek (Greek) in Western Australia under the Seconded Teachers from Greece Scheme (STGS). The study, a first of its kind, addressed an area of need in the teaching of Greek, investigating the perspectives of the key stakeholders in teaching Greek as a second language in WA under this particular scheme. The study was located within the interpretivist paradigm, with the theoretical position being that of symbolic interactionism. The methodology used was that of grounded theory and the research methods included document study, semi-structured interviewing, and participant and non-participant observation. The data analysis methods included coding, specifically open-coding and related methods. The reflection reported in this paper sheds light on the positive aspects of the methodology used for this study, as well as the issues that arose along the way, drawing conclusions that will hopefully assist other researchers undertaking this type of study.

AB - This paper presents a reflection on the methodology used for a qualitative longitudinal study of the teaching of Modern Greek (Greek) in Western Australia under the Seconded Teachers from Greece Scheme (STGS). The study, a first of its kind, addressed an area of need in the teaching of Greek, investigating the perspectives of the key stakeholders in teaching Greek as a second language in WA under this particular scheme. The study was located within the interpretivist paradigm, with the theoretical position being that of symbolic interactionism. The methodology used was that of grounded theory and the research methods included document study, semi-structured interviewing, and participant and non-participant observation. The data analysis methods included coding, specifically open-coding and related methods. The reflection reported in this paper sheds light on the positive aspects of the methodology used for this study, as well as the issues that arose along the way, drawing conclusions that will hopefully assist other researchers undertaking this type of study.

UR - http://www.scopus.com/inward/record.url?scp=85017206433&partnerID=8YFLogxK

M3 - Article

VL - 27

SP - 269

EP - 284

JO - Queensland Journal of Educational Research

JF - Queensland Journal of Educational Research

SN - 0313-7155

IS - 2

ER -