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Participant Workbook

BSBRES801A Initiate and lead applied

research
1st Edition 2012

Part of a suite of support materials for the

TAE10 Training and Education Training Package
These materials were developed by Innovation & Business Skills Australia in association
with the Commonwealth Government through the Department of Industry, Innovation,
Science, Research and Tertiary Education (DIISRTE).
Acknowledgement
Writer:Liz Davidson
Copyright and Trade Mark Statement
© 2012Commonwealth of Australia

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

Australia License.(http://creativecommons.org/licenses/by-nc-sa/3.0/au/)
This licence lets you distribute, remix and build upon the work, but only if it is for non-
commercial purposes, you credit the original creator/s (and any other nominated parties) and
you license your derivative works under the same terms.
The copyright of any adaptations and/or modifications to this material remains with the
Commonwealth of Australia. Adapted and/or modified materials must have the Innovation and
Business Skills Australia logo removed from the work, and the following attribution made:
‘This is a modified document based on materials prepared by Innovation and Business Skills
Australia Ltd, the original of which can be found on the IBSA website http://www.ibsa.org.au.’

Disclaimer
While care has been taken in the preparation of this material, DIISRTE and the original developer do not warrant that
any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory.
DIISRTE and the original developer do not accept any liability for any damage or loss (including indirect and
consequential loss) incurred by any person as aresult of relying on the information contained in this material.

The Commonwealth, through the Department of Industry, Innovation, Science, Research and Tertiary Education, does
not accept any liability to any person for the information or advice (or the use of such information or advice) which is
provided in this material or incorporated into it by reference. The information is provided on the basis that all persons
accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is
accepted for any information or services which may appear in any other format. No responsibility is taken for any
information or services which may appear on any linked websites.

Published by: Innovation and Business Industry First published: July 2012
Skills Council Ltd
1st edition version: 1
Level 11
176 Wellington Pde Release date: July 2012
East Melbourne VIC 3002 Printed by: Fineline Printing
Phone: +61 3 9815 7000 130 Browns Road
Fax: +61 3 9815 7001 Noble Park VIC 3174
Email: [email protected]
www.ibsa.org.au

ISBN: 978-1-922115-42-3
Table of contents
Welcome

Introduction......................................................................................................................1
Knowledge Bank.........................................................................................................1
Sections in this workbook ..........................................................................................2
Using this workbook ...................................................................................................3
Recommended resources ..........................................................................................4
Your assessment for this unit ....................................................................................5

Research and Reflective Practice

Topic 1: Why Research? — The Essentials of Applied Research .................................9

Purpose and context of research ..............................................................................9
Research traditions ................................................................................................. 14
Applied research methods ...................................................................................... 17
Research design ...................................................................................................... 23

Topic 2: Applied Research — Methods and Techniques ........................................... 29

Literature reviews .................................................................................................... 30
Research methods and data collection — practical considerations .................... 32
Using technology and the Internet ......................................................................... 41

Topic 3: Bringing It All Together .................................................................................. 45

Effective data description, summarising research findings and analysis ........... 45
Determining the implications of research finding ................................................. 48

Topic 4: Presenting Your Research ............................................................................ 49

Developing a research report ................................................................................. 50
Preparing a conference presentation .................................................................... 52
Preparing research for publication......................................................................... 53

Application

Activity 1: Research Design ......................................................................................... 57

Part 1: Planning your research project .................................................................. 57
Part 2: Designing your research project ................................................................ 58

Activity 2: Develop a Research Question.................................................................... 59

Part 1: Design two research questions .................................................................. 59
Part 2: Test your questions ..................................................................................... 59
Part 3: Explain why questions were selected ........................................................ 59

Activity 3: Conduct a Review of Research ................................................................. 61

Activity 4: Design Ethical Research Tools................................................................... 63
Part 1: Identify scenario and access resources .................................................... 63
Part 2: Design documents ...................................................................................... 64

Activity 5: Analyse Key Findings and Implications .................................................... 67

Activity 6: Design a Presentation ................................................................................ 69

Resources ..................................................................................................................... 71

Readings in IBSA online readings folder ..................................................................... 77

Useful links ................................................................................................................... 79

Welcome
Participant Workbook

Introduction
This Participant Workbook supportsBSBRES801AAInitiate and lead applied research.The
unit is a core unit inTAE80110Vocational Graduate Diploma of Adult Language, Literacy
and Numeracy Leadership. It can also be delivered and assessed as a stand-alone unit. It
has been imported from the Business Services Training Package.
This unit describes the performance outcomes, skills and knowledge required to plan,
conduct and report on applied research to influence strategic practices and outcomes
within an organisational context.
The unit also covers constructing an applied research strategy, using a range of applied
research techniques, and analysing and presenting findings.
In this workbook the activities and assessment materials for the unitBSBRES801AInitiate
and lead applied researchare contextualised for the TAE80110Vocational Graduate
Diploma of Adult Language, Literacy and Numeracy Leadership.
Depending on the organisation in which they work, and their role in that organisation,
leaders and managers in the field of language,literacy and numeracy (LLN) will have
varied purposes for applied research activities and will also have different approaches.
Applied research in LLN can be used to improve outcomes in both LLN and broader
vocational education and training (VET) programs. Research may focus on workplace
practice, learner outcomes, orteacher practice.The activities and resources in this
workbook are designed to be applied to a range of LLN contexts in the VET sector and
include a range of methods.

Knowledge Bank
This Knowledge Bank contains a number of topic areas that have been identified as
common across the core and elective units of TAE80110 Vocational Graduate Diploma of
LLN Leadershipand the TAE70110 Vocational Graduate Certificate of Adult Language,
Literacy and Numeracy Practice.
The five topic areas are:
 The national VET system
 Learner characteristics
 Adult language, literacy and numeracy teaching theories
 The English language system and the ACSF
 Monitoring and evaluation

Each topic area has information, research activities and readings to support you in
building or validating your existing knowledge about aspects of delivery of LLN in the VET
sector.

BSBRES801A Initiate and lead applied research

The information in the Knowledge Bank is directly connected to the practical application
of the knowledge outlined in each of the Participant Workbooks for each unit. A fine line
exists between information and knowledge. It is not intended that you memorise the
various pieces of information in each topic area for its own sake. Rather, the intention of
the Knowledge Bank is to provide you with an opportunity to build a powerful set of
perspectives and practical knowledge that you can apply in your particular practice
environment, and to enhance your capacity to deliver quality teaching and assessment
services.
The research activities can be used as formative assessments and to provide evidence
for the portfolios in some of the Assessment Tasks for this unit.

Sections in this workbook

This Participant Workbook consists of the following sections:

Research and reflective practice

This section provides background information to support this unit of competency, and
advice on where to go for further information.
Throughout this workbook you will notice small text included at the sides of some pages
which provides notes and advice on the best time to carry out a learning activity. The
activities referred to in these side notes are included in the Application section of the
workbook.

Application
This section provides activities to help you apply what you have learnt. Your facilitator may
also provide extra activities to support your learning as you are working through the unit.
Your facilitator will also provide advice on which activities contribute towards assessment.

Readings
This section provides reading material linked to the learning topics. Your facilitator may
lead discussions around some of these readings, or you may want to discuss them with
colleagues or other learners, or reflect on them in relation to your own training
organisation.

BSBRES801A Initiate and lead applied research

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Using this workbook

References
Throughout the workbook you will be directed to websites for additional information.
Given that web addresses can change you may need to check the link and use search
tools to find updated links.

Glossary
The National Centre for Vocational Education Research (NCVER) maintains an extensive
glossary of VET terms. You can access it online to clarify the meaning of terms used in
this workbook. <http://www.ncver.edu.au/resources/glossary.html>.

Context
To complete this unit you need a learning and assessment environment where you can
access information and apply your skills. This environment is called the practice
environment.
If you are already employed in an organisation that delivers training or assessment, your
workplace will most likely be your practice environment. If not, your facilitator can help to
find you a suitable practice environment.
If you do not have direct access to a practice environment your facilitator may need to
help you by providing simulations or case studies that meet the assessment requirements
for this unit. Throughout this workbook these environments will be referred to as your
practice environment.

Compiling your own resources

As you use this workbook, compile a resource kit (electronic or paper-based) to use for
your work and helpwith your learning. This could include, for example, information that
you print out or ‗bookmark‘ from websites, a ‗research‘ glossary, resources you download,
a diary related to your views on LNN and themes to explore, specific policies or
procedures, email and other correspondence, samples and proformas.
What you decide to put in your resource kit is up to you. Over time, it can become your
resource companion containing information about current work practice and ideas.
The resource kit is for your own professional development and is different to any portfolio
or file that you might keep for assessment purposes, although some resources may be
included in both.

BSBRES801A Initiate and lead applied research

Recommended resources

Essential resources
 Education Resources Information Center(ERIC), viewed April 2012,
<http://www.eric.ed.gov>. Database of education literature.
 National Centre for Vocational Education Research (NCVER), viewed April 2012,
<http://www.ncver.edu.au/>.
 National Research and Development Centre for Adult Literacy and Numeracy
(NRDC), viewed April 2012,<http://www.nrdc.org.uk>.
 Australian Government, National Health and Medical Research Council, 2007,
Australian code for the responsible conduct of research (summary), viewed April
2012, <http://www.nhmrc.gov.au/research/research-integrity/summary-
australian-code-responsible-conduct-research>.

Further reading
 Bell, J.,2005, Doing your research project: A guide for first-time researchers in
education, health and social science, 4th edn, McGraw Hill International (UK) Ltd,
Maidenhead.
 Cohen, L., Manion, L., and Morrison, K., 2000, Research methods in education, 5th
edn, Routledge Farmer, London.
 Denscombe, M., 2010,The good research guide for small scale social research
projects, (4thedn.), Open University Press, Buckingham.
 McKay, S., 2007, Researching second language classrooms, Laurence Erlbaum
Associates Inc., Mahwah, New Jersey.
 Richards, J. C. and Lockart, C., 1994, Reflective teaching in second language
classrooms, Cambridge University Press, NY.
 Patton, M. Q., 2002, Qualitative research and evaluation methods, 3rd edn, Sage
London.

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Yourassessment for this unit

To demonstrate competence in this unit, you must be able to provide evidence that you
meet the requirements of the unit of competency. This includes evidence that you have
acquired the skills and knowledge to:
 formulate a research proposal or plan which includes:
o specific research questions or hypotheses
o valid population or sample size
o description of the geographical, cultural, social or institutional context in
which the research will be carried out
o full description of the data collection methods
o analysis of the limitations to research design
 design an applied research project using appropriate tools and techniques
 produce a research report with analysis of data, and valid and reliable findings
 demonstrate the utility and relevance of the research results
 demonstrate knowledge of applied research techniques.

This unit might be assessed on its ownor together with other units in the
TAE80110Vocational Graduate Diploma of Adult Language, Literacy and Numeracy
Leadership.

BSBRES801A Initiate and lead applied research

Topic 1: Why Research?—The

Essentials of Applied
Research
The focus of ‗applied research‘ in this workbook is on vocational education
with specific emphasis on the nature and application of applied research in
LLN contexts. Activities in the workbook have been designed so that you are
able to examine and critique relevant applied research that has been
conducted in LLN both in Australia and internationally.You will draw on these
examples to develop your own approaches to meet specific research needs.
Topic 1 examines the reasons for research and the key considerations in
developing an applied research strategy. It covers:
 Purpose and context of research — developing a research question
appropriate to organisational needs and audience
 Research traditions
 Research design
 Determining policies and procedures for research and data collection
o Ethical research
o Ensuring reliability and validity.

Purpose and context of research

Applied research in education involves the systematic examination of a
question, problem or hypothesis,usually with an aim of improving educational
practice or outcomes. Systematic examination involves collectingdata or
evidence, then analysing or interpreting it and presenting the findings to an
audience. Research activities which are well-designed and which gather ‗rich
data‘ can produce useful recommendations for immediate contexts and also
for the adult LLN field more generally. Practitioners and organisations use
research to make evidence-based decisions about how LLN practice can be
improved. Examples of how research can be used to inform VET and LLN
provision include:
 Identifying changes that can improve teaching and learning practice to
enhance learning.
 Finding out what learners want or need so that programs can be
designed to meet the needs of specific learner groups.
 Identifying ways to improve assessment of LLN to better enable or
support progression and achievement.
 Identifying organisational changes that can be made to improve the
attendance and retention of learners.

BSBRES801A Initiate and lead applied research

 Using research practitioner professional development through inquiry-

based teaching and circles of practice.
 Identifying or analysing new approaches to teaching, learning or
assessment for the developmentof a strategic plan, policy or campaign.

The context of a research project will influence the size and nature of the
investigation. Investigation of a research question may have a classroom
focusand involve teachers and learners,for example, looking at aspects of
effective teaching and learning. It may be an individual pursuit or a
Note
collaborative one involving a number of people in an educational
As you work through
the activities in Topic organisation.It may extend across organisations to a system-wide
1, you should consider investigation. It could be practitioner-led, or the result of a requirement for a
potential research funding body. It may involve a small sample or snapshot of practice or be a
within your large-scale undertaking over a period of time.
organisation. Discuss
this with others, Context does not just refer to the site and the subjects of the research but
considering the needs also to the policy framework within which it is conducted. The policy
of the organisation
environment of an organisation will influence the framing of the research
and available
resources. project and the questions being investigated. A researcher‘s individual views
will also influence this.

The National Centre for Vocational Education Research

(NCVER)
<http://www.ncver.edu.au/>
For researchers working in the Australian vocational education and training
(VET) system the National Centre for Vocational Education Research (NCVER)
is a major resource. NCVER is a professional and independent body
responsible for collecting, managing, analysing, evaluating and
communicating research and statistics about vocational education and
training nationally. NCVER is committed to building research capacity in the
VET sector by attracting experienced researchers from outside the sector,
encouraging early career researchers and supporting people in the sector to
carry out research. As such, the services and resources available from NCVER
can support your research activities in a variety of ways, including:
 online access to VET statistical data through VOCSTATS
 online access to statistical information about young Australians
through the Longitudinal Surveys of Australian Youth (LSAY)
 advice on the interpretation of statistical data
 compilations of research information on specific aspects of VET, for
example,adult literacy, disability, Indigenous students, graduate
outcomes
 funding and professional development opportunities for new
researchers
 an annual No frills conference for sharing research outcomes with the
VET community.

BSBRES801A Initiate and lead applied research

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Participant Workbook

Research task: Getting started with research

Some of the key resources you will use in this unit are the research reports
available from NCVER. Consider the following statements from the NCVER
Call for papers for its No frillsconference
(<http://www.nofrills.ncver.edu.au/>):
Research can help influence policy and practice and ensure a better
education and training system for all people living in Australia.
NCVER invites practitioners and researchers to share their research and
knowledge at the 21st National Vocational Education and Training
Research Conference.
NCVER seeks presentations that rely on sound evidence-based research
rather than descriptive or opinion-based work.
Consider the following statement on practitioner ‗intuition‘:
Though no one would question the value of intuition based on practical
experience, complete reliance on anecdotal evidence and personal
impressions in language pedagogy has serious drawbacks. In particular,
these sources cannot resolve many of the crucial questions that face
classroom instructors nor do they always lead to valid, productive
classroom activities.1
1. Discuss with colleagues the underlying assumptions about the role of
research.
2. What is evidence-based research?
3. What do you consider constitutes ‗rich data‘?

Think about these questions as you work through the activities in the
workbook. Keep a journal or other record of the kinds of research and data
you might need to use in your work setting. Keep a list of terms and concepts
which you come across from policy environment and theoretical
underpinnings of LLN research.Keep a diary or notebook of your beliefs about
teaching and learning LLN, noting why you have developed these beliefs. Try
to find links in what you read to ideas and viewpoints similar to your own.
Policy is covered in the unit TAELLN801AAnalyse policy and formulate
strategic language, literacy and numeracy response. It may be useful to refer
to the participant workbook for this unit when completing some of the
research tasks and activities below.

1T. Derwing, and M. J. Munro, 2005, ‘Second language accent and pronunciation teaching: A research-
based approach’, TESOL Quarterly, 39, p.379.

BSBRES801A Initiate and lead applied research

Research task: Research purpose

1. During the course of preparing for assessment in this unit you will
access research on the following websites:
a. National Centre for Vocational Education Research (NCVER),
<http://www.ncver.edu.au/>.
b. NCVER, ‗Adult literacy resource‘,
<http://www.adultliteracyresource.edu.au/>.
c. National Research and Development Centre for Adult Literacy
and Numeracy (NRDC), <http://www.nrdc.org.uk/>.
d. Research and Practice in Adult Literacy (RaPAL),
<http://www.literacy.lancs.ac.uk/rapal/index.htm>.

Spend some time examining the websites and research papers available.
Select some research reports which are relevant to your work setting or
research interests, download and add them to your research folder.

2. On the NRDC website, read their ‗Aims‘.

Note the first three:
a. Create and develop a coherent and reliable research resource
to inform all aspects of literacy, language and numeracy policy,
practice and further research
b. Exemplify good practice in the design and conduct and
communication of research
c. Establish reliable and useful research evidence from major
studies employing appropriate quantitative, qualitative and
experimental methods...

How do these accord with your aims as a researcher and, if relevant, those
of your organisation?
Refer also to the RaPAL research aims:
RaPAL encourages a broad range of collaborative and reflective research
involving all participants in literacy work as partners ...
... We critically examine the assumptions on which ABE practice is based,
through encouraging and publicising a broad range of reflective research.
Such research helps us to articulate the theory behind our practice; to
keep asking questions about the significance of literacy in people’s lives;
to challenge the political uses of common myths about literacy ...
3. Discuss with colleagues the research reports you have accessed and
the purpose behind them.

BSBRES801A Initiate and lead applied research

Page 12 of 80 1st edition version: 1
Participant Workbook

4. Read and record notes on the key messages, preface and/or the
introductions from the following seven research reports. Use the
links provided or access them in the IBSA online readings folder
where this indicated:
a. Nechvoglod, L. and Beddie,F., 2010, Hard to reach learners:
What works in reaching them and keeping them, Adult,
Community and Further Education Board, Melbourne, viewed
April 2012,
<http://www.skills.vic.gov.au/__data/assets/pdf_file/0003/
350085/DOC-CENTRAL_n1530129_v1_Capacity_
35_RHL_Attachment_1_Hard_to_Reach_Learners__what_
works_in_reaching_and_keeping_them.pdf>.
b. Barton, D., Appleby, R., Hodge, R., Tusting, K., and Ivanic, R.,
2006, Relating adults lives and learning: participation and
engagement in different settings, National Research and
Development Centre for Adult Literacy and Numeracy (NRDC),
London, viewed April 2012,
<http://www.nrdc.org.uk/publications_details.asp?ID=48>.Thi
s is included in the IBSA online readings folder.
c. Clarkson, C. and Scurfield, V., 2007, Practitioners leading
research: Learner-centred action research at Dewsbury College
National Research and Development Centre for Adult Literacy
and Numeracy (NRDC), London, viewed April 2012
<http://www.nrdc.org.uk/publications_details.asp?ID=94#>.
This is included in the IBSA online readings folder.
d. Condelli, L., Wrigley, H. S., Yoon, K., Seburn, M., and Cronen,
S., 2003, What works study for adult ESL literacy students, US
Department of Education Washington, DC. This is included in
the IBSA online readings folder.
e. Leith, M., 2012, How learning English facilitates integration for
adult migrants: the Jarrah Language Centre experience,
NCVER, viewed April 2012,
<http://www.ncver.edu.au/publications/2461.html>. This is
included in the IBSA online readings folder.
f. Misko, J. and Priest, S., 2009, Students‘ suggestions for
improving their vocational education and training experience,
NCVER, viewed April 2012,
<http://www.ncver.edu.au/publications/2202.html>. This is
included in the IBSA online readings folder.
g. Roach, K., 2008, ‗Teaching literacy to deaf adults: Maxims for
mapping unchartered territory‘, in A. Burns, and J. Burton,
(eds), 2008, Language teacher research in Australia and New
Zealand, TESOL Inc., Alexandria, VA.

BSBRES801A Initiate and lead applied research

Framing a research question

...I learnt that the greatest challenge for educational researchers is not how
to solve problems but how to frame questions.2
In applied research, according to Nunan (1992), the question needs to be
‗worth asking in the first place‘ and ‗capable of being answered‘.3
Think about potential research relevant to your situation:
 What do you want to find out?
 What is relevant and useful?
 Who is the audience?
 What outcomes do you (or your organisation) want?

Research task:Fundamentals: Purpose, audience, question

Selectfour of the seven published research reports listed in the research

taskaboveon pages 12-13. Note that you will refer back to the 4 reports
you have selected for a number of research tasks and activities at different
stages in this workbook.
Answer the following questions for each of the four reports you have
selected:
1. What is the purpose and genesis of the report. What motivated the
research? Why was it done?
2. What is the question, problem or hypothesis?
3. What is the intended and potential audience
4. How is the research relevant to the organisation or audience —how
might LLN practitioners and managers use this research?

Research traditions
Before developing your own research strategy or proposal and selecting
research methods which are suited to your context, it is also relevant to
understand educational research traditions, in particular those used in LLN
research. It is important to have an understanding of the influence of theories
and standpoints and approaches to research. It is also important to
understand your role as a researcher: the beliefs of the researcher are
influential in the framing of research questions(McKay 2005).

2B. P. Norton, 1995, ‘The theory of methodology in qualitative research’, in TESOL Quarterly, vol. 29,
no. 3, p.575.
3D. Nunan, 1992, Research methods in language learning, Cambridge University Press, Cambridge,
p. 213.

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All educational research requires investigation of what has already been

written. New research builds on previous research, and researchers use
similar methods and approaches in planning their research. This is important
when planning to present research findings in journal articles or conference
presentations.
...although research conducted by teachers in their own classrooms does
not need to follow the same canons of display and presentationas a PhD,
the topic is not usually without some kind of history. The teacher
researcher will still want to know how other teachers’ thinking compares
with their own, how previous attempts to solve the problem have been, in
order to make a judgement about the direction, methods and perhaps
generalizability or at least transferability of their own research.4

Research task:Finding out what has already been done

1. Go to the NCVER Adult literacy

resource,<http://www.adultliteracyresource.edu.au/>, andread the
sections on definitions of literacy and research paradigms for the
LNN field.
2. Visit the following websites and make a note of the scope and topics.
Add notes to your glossary:
a. National Institute of Adult Continuing Education
(NIACE), <http://www.niace.org.uk/>.
b. Research and Practice in Adult Literacy (RaPAL),
<http://www.literacy.lancs.ac.uk/rapal/index.htm>
c. National Research and Development Centre for Adult Literacy
and Numeracy (NRDC), <http://www.nrdc.org.uk/>.
3. NCVER has five national research priorities:
a. Skills and productivity:
To investigate how skills contribute to economic growth.
b. Structures in the tertiary education and training system:
To examine the impact of policy, funding and market
frameworks on the provision of education and training.
c. The contribution of education and training to social inclusion:
To explore the reduction of disadvantage through education
and training.
d. Learning and teaching:
To understand how, why, where and when people learn.
e. The place and role of VET:
To consider VET‘s role in the tertiary education sector, world of
work and community.

(<http://www.ncver.edu.au/research/research2/five_priorities.html>)
Review these priorities and make notes on how they could impact on

4J. McDonough, and S. McDonough, 1997, Research methods for English language teachers, Arnold,
London, p. 60..

BSBRES801A Initiate and lead applied research

research projects in your work setting.

Research task:Understanding research paradigms in LLN — theoretical and

political lenses

Using each of the four reports you have selected for the Research task on
page 13 in the research task, Fundamentals — purpose, audience,
question, answer the following questions:
1. Is there an identifiable or stated theoretical view or belief which has
helped to frame the question or problem?
2. Identify the terms or concepts explored by the authors in their review
of the literature on their chosen topic.
3. How did the researchers approach finding out what has already been
written on the subject?

Applied research (in education and in LNN) has its own terminology. Start a
glossary of terms by identifying the key ‗research‘ terms used in each of
the reports. Collect others as you read more widely on your research topics.
Do some further reading on some of the specific terms and discuss them
with colleagues.

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Applied research methods

This section briefly reviews some key applied research terms. You should also
read widely to get a more in-depth understanding of applied research. For the
purposes of this unit you will need to select what is most suited to the context
and purpose of your research as a leader in VET LLN.
… ‘fitness for purpose’ must be the guiding principle to research planning.
The purpose will determine the methodology and design of the research.5

Quantitative and qualitative research

See the Knowledge Bank pp. 87–90.
LLN and VET educational research usesboth quantitative and qualitative
methods. Quantitative research relies on numbers as the main unit of
analysis and uses data-gathering instruments such as closed-question
surveys using a scale,for example,a Likertscale, or analyses of statistics such
as enrolment data. This kind of research can gather large quantities of data
which can be collated by computer programs.See, for example:
 Karmel, T. and Woods, D., 2008, Second-chance vocational education
and training, NCVER,
<http://www.ncver.edu.au/publications/1831.html>.

Qualitative research collects and analyses data transcribed from interviews,

focus groups and also written records such as diaries (ethnographic
research). Data collection and analysis of this kind can be much more labour-
intensivethan in quantitative research. See for example, Cooke (2006)6,who
describes a project involving 76 interviews gathered over 12 months.
Grounded theory methodology is a useful qualitative approach to use in LNN
research and is described by Beder and Medina.7
Rather than testing or verifying theory or hypotheses generated from
previous research, grounded theory generates understanding and
theoretical propositions from the data, in a ‘bottom up’ approach. In
grounded theory methodology, data are collected from a limited sample of
cases (in this case, classes) and analysed to find commonalities, themes,
and categories that describe the phenomenon in question. Unlike in
research using representative sampling and quantitative data, findings
are not meant to be generalized to the entire population of classes.
Instead, findings help generate understanding and theoretical
propositions and hypotheses for future research.

5L. Cohen, L. Manion, L., and K. Morrison, 2000, Research methods in education, 5th edn, Routledge
Farmer, London, p.73.
6M. Cooke, 2006, ‘When I wake up I dream of electricity’: the lives, aspirations and ‘needs’ of Adult ESOL
learners, Linguistics and Education, vol. 17, no. 1, pp. 56–73.
7H.Beder and P. Medina, 2001, Classroom dynamics in adult literacy education,
NCSALL,<http://ncsall.net/fileadmin/resources/research/report18.pdf>.
Available in IBSA online reading folder

BSBRES801A Initiate and lead applied research

Condelli and Wigley, whose literacy research investigated ‗what works for
learners‘,argue that it is important to make research accessible to
practitioners. They describe good evidence-based research as a combination
of scientific methods and professional wisdom of those in the field:
In our view, the best research design is a mixed method design that
integrates qualitative and quantitative research. This type of design
begins with a strong research methodology with quantitative methods that
are enhanced with qualitative measures... Qualitative methods, such as
interviews and case studies, improve the design by providing data that
can give insights into how findings work and how findings can be
translated into practice.8

Research task:Mixed methods

1. Read:
a. Condelli, L., Wrigley, H. S., Yoon, K., Seburn, M., and Cronen,
S., 2003, What works study for adult ESL literacy students,US
Department of Education Washington, DC.
2. Note their use of both research traditions. What do you consider are
the strengths and weaknesses of each approach?Look at this
question from the point of view of the LNN practitioner as reader.

The activities in this workbook focus on basic aspects of quantitative

research in education. There may not be an opportunity at the individual
level to undertake complex statistical data collection and analysis. In most
cases, it is more likely that research will incorporate statistical data already
collected by large agencies such as the ABS, NCVER or other bodies. Data
collection and analysis of this nature is undertaken using skilled technical
Activity 1: Part 1 A support and complex computer programs. If you wish to collect and analyse
You are ready to
complete the activity
complex statistical data, you will need to ensure your methods are reliable
‘Research Design’ in and that you understand fully the requirements. Refer to the relevant
the Application section references at the end of this workbook and seek advice from colleagues
of the Workbook.
and experts within your organisation.

8L.Condelli, and H. S. Wrigley, 2004, Real world research: Combining qualitative and quantitative
research for adult ESL, paper presented to NRDC Second International Conference for Adult Literacy and
Numeracy, Loughborough, March 2004, viewed April 2012,
<http://www.leslla.org/files/resources/RealWorldResearch.doc>, p. 2.

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Research task:Using published statistics

1. Access the following reports:

a. Department of Education and Early Childhood Development,
2010, ESL report 2009, Department of Education and Early
Childhood Development, Victoria, viewed April 2012,
<http://www.eduweb.vic.gov.au/edulibrary/public
/teachlearn/student/lem/eslreport2009.pdf>.
b. Newcombe, J. and Achren, L., 2010, CALD settlement and
possibilities (Regional reports), Adult, Community and Further
Education Board, Melbourne, viewed April 2012,
<http://www.skills.vic.gov.au/learnlocal-acfe/acfe-
publications-and-research/acfe-publications-and-
research/cald-settlement-and-possibilities>.
2. Discuss with colleagues how the statistics in the above reports could
be useful to an organisation. How could they be utilised in a research
project?

Action research
There are a number of reflective practice studies from the adult LLN field
which illustratehow to conduct action research:
 The National Research and Development Centre for Adult Literacy and
Numeracy (NRDC) in the UK,
<http://www.nrdc.org.uk/publications_details.asp?ID=94#>
 the Adult Migrant English Program (AMEP) in Australia:
<http://www.ameprc.mq.edu.au/resources/prospect>
Prospect journal/volume16no3 December 2001 and Prospect
journal/volume15, no 3December2000 have some excellent examples.
 Professor Anne Burns‘ website,
<http://www.professoranneburns.com/>, is a repository of
presentations and publications on how to do action research.
 Allwright, R. L., andBailey, K. M., 1991, Focus on the language
classroom: an introduction to classroom research for language
teachers, Cambridge University Press, Cambridge. The authors
describe several principles for exploratory teaching practice and action
research.
 Clarkson, C. andScurfield, V., 2007, Practitioners leading research:
Learner-centred action research at Dewsbury College National
Research and Development Centre for Adult Literacy and Numeracy
(NRDC), London, viewed April 2012
<http://www.nrdc.org.uk/publications_details.asp?ID=94#>.This
report describes an action research project.

BSBRES801A Initiate and lead applied research

 McPherson, P., 2008, ‗Exploring student responses in an immigrant

language program‘, in A. Burns and J. Burton, (eds), Language teacher
research in Australia and New Zealand, TESOL Inc., Alexandria
VA.McPherson describes in detail the application of the ‗plan, act,
observe and reflect‘ cycle used in action research projects such those
documented in Clarkson andScurfield:

Through my involvement in collaborative research, I was able to explore

these issues, examine my assumptions about language teaching, and
identify and respond more flexibly to my students’ needs.

Research task: Action research

1. Access information about action research. Use the following websites

or conduct your own search:
a. Action Learning, Action Research Association Inc., ‗Action
research‘, <http://www.alara.net.au/aral/actionresearch>.
b. Dick, B., ‗Action research and action learning‘,
<http://www.aral.com.au/>.
c. Wadsworth, Y., ‗Action Research International: Paper 2. What is
participatory research?‘,<http://www.aral.com.au/ari/p-
ywadsworth98.html>.
2. What is action research?
3. How does action research fit the action and the research together?
4. Review the various flowcharts that can be used to describe action
research:
Google search:
a. <http://www.google.com.au/search?q=action+research&hl=en
&prmd=
imvnsb&tbm=isch&tbo=u&source=univ&sa=X&ei=EIXFTu0jqJKJ
B9qV4IIO
&sqi=2&ved=0CFYQsAQ&biw=1363&bih=895>.
b. Robertson, A.,Major positions in research methods, uploaded
2007, YouTube video,
<http://www.youtube.com/watch?v=srRYdpVYD2A&feature=fvw
rel>.
5. How does action research differ from conventional research?
6. What would you need to consider if you were to implement a research
project in your workplace?

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Ethnographic research
Research task: Ethnographic research guidelines

Think about the following ethnographic research guidelines from TESOL

Quarterly:
Assumptions
... Ethnography (and critical ethnography in particular) adopts a complex
theoretical orientation toward culture. Culture—in collectives of differing
magnitude, whether educational institutions, student communities,
classrooms, or activity groups—is treated as heterogeneous,conflictual,
negotiated, and evolving, as distinct from unified, cohesive, fixed, and
static ...
Data
 Show evidence of residing or spending considerable lengths of time
interacting with people in the study setting, observing and recording
their activities as they unfolded through means such as field notes
(see, e.g., Emerson, Fretz, & Shaw, 1995), audio and video
recordings, or both. A hallmark of ethnography is extended, firsthand
participant observation and interactions with participants in the
study setting.
 Record participant beliefs and attitudes through such typical means
as notes or transcribed recordings of informal conversation and
interviews, and participant journals (see Salzman, 2001).
 Include several different sources of data. Besides participant
observation and interactions with participants, these sources might
include life histories (Darnell, 2001) and narrative analysis (Cortazzi,
2001), photography, audio or video recordings (Nastasi, 1999),
written documents (Brewer, 2000), data documenting historical
trends, and questionnaires and surveys (Salzman, 2001).
 If called for, as they often are in critical ethnography (as well as in
many cases of descriptive/interpretive ethnography), use additional
sources of data and reflection. These include:
o evidence of how the power differences between you and the
informants/subjects were negotiated. Though it is idealistic to
think that power differences can be totally eliminated, address
how they were managed, modified, or shifted and how they
influenced the data gathered.
o your attitudes and biases toward the community and its
culture. Record how your perspectives changed during the
course of the research and how these changes shaped the
data gathered.

BSBRES801A Initiate and lead applied research

o the impact of your activities and behavior on the community.

State whether you involved yourself in the ethical, social, or
political challenges faced by the community. Include in the
data the way such practical engagements may have generated
deeper insights or affected the research (and the ways you
negotiated these tensions).
o the conflicts and inconsistencies in the statements made by
the informants (or community insiders). Rather than favoring
one set of data over the other or neatly tying all the loose
strands to arrive at generalizations, wrestle with the diversity
of insider perspectives in order to represent culture with
complexity.
o a broadened understanding of the context of the culture.
Although context is being constantly (re)created through talk
even as the informants interact with the researcher, reflect in
the data the way larger forces outside the community shape
culture. Study how social institutions and political agencies
affect the local culture, and, similarly, seek historical data on
the status of the culture before and after the research.
 Because ethnographic analytical procedures vary by researchers‘
schools of thought, you may incorporate quantitative as well as
qualitative procedures and instruments if appropriate (see, e.g.,
Bernard, 2002).

(Teachers of English to Speakers of Other Languages, Inc (TESOL), ‗TESOL

Quarterly research guidelines: Qualitative research: (Critical) ethnography
guidelines‘,
<http://www.tesol.org/s_tesol/sec_document.asp?CID=476&DID=
2157>.)

Discuss with colleagues some of the possible barriers to conducting

effective ethnographic research in your context.

Other research methods

The NRDC refers to experimental research. Discuss with colleagues what this
might involve. Investigate the advantages and disadvantages of experimental
research if it were applied in your setting.
Follow up references listed at the beginning of the workbook and determine if
there are any other approaches you might use.
Once you have built an understanding of research traditions and the various
views of LLN researchers on how methods can be used, you will be better
able to decide what approach you will take.

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Research design
Nunan (1992)9suggests the following guide to developing and refining a
research project.
 General area
 Research question(s)
 Key constructs
 Justification
 Subjects
 Procedure
 Methods
 Type of data
 Type of analysis
 Outcomes
 Anticipated problems
 Possible solutions
 Resources required.

Research task: Designing a research activity

Brainstorm with colleagues how you would go about designing a research

activity and make notes under each heading. After the activity, make a list
of readings and actions that you need to follow up on.

Determining policies andprocedures for research and data

collection
Ensuring quality research depends on a number of interrelated factors. Each
research activity needs to be underpinned by policies and procedures which
are designed to ensure that the research:
 is valid
 is reliable
 adheres toethicalguidelines and standards.

9D. Nunan, op. cit,. p. 216.

BSBRES801A Initiate and lead applied research

Validity and reliability

Validity in quantitative research means ensuring that the instrument you use
to gather data will measure what you intend it to measure.The three major
types of validity: construct, external and internal validity, can be described as
follows:
...Construct validity deals with the degree to which instruments used in
the study measure the construct that is being examined.
...External validity deals with the extent to which the findings of one study
can be generalized to a wider population.
...Internal validity on the other hand, deals with the degree to which the
research design is such that it has controlled for variables that could
influence the outcome of the study.10
Internal reliability relates to the extent to which someone else analysing
the same data would come up with the same results. Externalreliability
can be judged through inter-rater reliability or intra-raterreliability.
...These terms are defined differently in qualitative research because
there is far less control and structure in qualitative research.11

A study of research methods in education describes qualitative and

quantative data validity as follows:
... in qualitative data validity might be addressed through the honesty,
depth, richness and scope of the data achieved, the participants
approached, the extent of triangulation and the disinterestedness or
objectivity of the researcher.
In quantitative data validity might be improved through careful sampling,
appropriate instrumentation and appropriate statistical treatments of the
data. It is impossible for research to be 100 per cent valid; that is the
optimism of perfection.12

10S.
McKay, 2007, Researching second language classrooms, Laurence Erlbaum Associates Inc.,
Mahwah, New Jersey.
11 ibid.
12L.
Cohen, L. Manion, and K. Morrison, 2000, Research methods in education, 5th edn, Routledge
Farmer, London.

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Nunan (1992)13, drawing on LeCompteand Goetz (1982)14, provides guidance

on how to guard against threats to reliability and validity in ethnographic
research. He summarises his advice in two words: ‘care and explicitness’:
... if one is careful in the collection and analysis of one’s data, and if one
is explicit about the way the data were collected and analysed, then one
can reasonably claim reliability for one’s investigation.
...if the study is well structured and carried out, and makes no claims
which cannot be justified, it may well be relatable in a way that will enable
members of similar groups to recognise problems and, possibly, see ways
of solving similar problems in their own group.15

To produce meaningful findings, research must capture the individual reality

of the researched situation. In qualitative research this requires ‗specificity of
context‘16— an accurate and detailed representation of the personal,
institutional, and educational context for the research.
Some of the ways in which a researcher may deal with reliability and validity
when initiating and writing up research include:
 using colleagues within the organisation to review your research tools
for content, format and audience
 field testing research tools such as surveys and questionnaires
 acknowledgingthe obstacles and weaknesses of data
 describing the geographical, cultural, social or institutional context
within which the research has been carried out
 acknowledging the researcher‘s views
 making sure the data is writtenup the way it was told to you
 ensuring that data is systematically organised, for example, coded
orlabeled
 getting feedback from participants and peers.

13D. Nunan, op. cit, p.62.

14M. D. LeCompte and J. P. Goetz, ‘Problems of reliability and validity in ethnographic research’, Review of
Educational Research, vol. 52, no. 1, pp. 31–60, viewed April 2012,
<http://www.jstor.org/stable/1170272>.
15J.Bell, 2005, Doing your research project: A guide for first-time researchers in education, health and
social science, 5th edn, McGraw Hill International (UK) Ltd, Maidenhead, p.17.
16J. McDonough, and S. McDonough, op. cit., p. 60.

BSBRES801A Initiate and lead applied research

Research task:Being explicit —working towards valid and reliable research

1. Read Cooke‘s description of contexts of ESOL learners‘ lives in

England:
a. Cooke, M., 2006, ‗When I wake up I dream of electricity‘: the
lives, aspirations and ‗needs‘ of Adult ESOL learners‘,
Linguistics and Education, vol. 17, no. 1, pp. 57–61.

She describes the socio-political, educational, individual learners, learning

plans and learner ‗needs‘ and learners. Discuss how well this covers the
‗geographical, cultural, social or institutional context‘.
2. Select two reports (from the list of seven on pages 12-13), or two
others you have selected from another source) and describe how the
authors view validity and reliability. Did they use measures such as
those listed on page 22 to ensure their research was valid and
reliable?Develop your own checklist for valid and reliable research.

Ethical considerations
Whether your research is your own personal work, or is being conducted in an
organisational context, you will need to ensure you have a sound working
knowledge of privacy and confidentialityas they apply to research:
 Privacy: There are specific requirements regarding privacy of personal
information. Before starting any research you need to identify and
access the requirements. You will need,for example, to let research
participants know and agree to your proposed record-keeping. To what
extent will records be kept confidential?Who else may have access to
research records?
 Codes of conduct/c odes of practice: These include the Australian
Activity 1:Part 1 B to D Code for the Responsible Conduct of Research, plus other codes
and Part 2 developed by organisations of researchers such as the Australian
You are ready to Vocational Education and Training Research Association (AVETRA).
complete the rest of
the activity ‘Research They ensure that research is conducted with honesty and
Design’ in the integrity.Guidelines cover such things as respect for research
Application section of
the Workbook.
participants, for example, informing participants that participation is
voluntary, and respect for other researchers, by accurately
acknowledging others‘ research.

If your organisation already has its own research policy and procedures you
will need to access these and follow requirements in collecting and preparing
evidence for your assessment tasks.
A thorough understanding of privacy and ethical research considerations will
help to develop sound research policy and procedures. It will influence how
the research question is framed, data collection methods, your processes in
relation to research subjects, through to the production and presentation of
research.

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Research task: Privacy and ethical considerations

Scenario
You are conducting a small research project for your organisation on learner
attendance patterns. The purpose is to improve attendance by increasing
flexibility in your organisation in relation to the timetable and attendance
requirements. You need to establish what the barriers to attendance are at
the moment and elicit information from learners on what would make
attendance easier for them. You plan to access recent attendance records
for all of the LLN classes, and then to conduct a survey and record interviews
with a representative sample of students. Some of the students are recently-
arrived learners with limited English communication skills. Most of the
students have school-age children.

Part 1: Privacy
1. Refer to the following documents:
Australian Government, Office of the Australian Information
Commissioner, ‗10 steps guide to protecting your personal
information‘,
<http://www.privacy.gov.au/materials/types/guidelines/view/
6850>.
a. Applied Linguistics Association of Australia (ALAA),
1998,Recommendations on good practice in applied
linguistics,ALAA,<http://alaaorgau.admin.melbourneitwebsites.c
om/
files/alaas_statement_of_good_practice.pdf>. Available in IBSA
online reading folder.
b. Australian Vocational Education and Training Research
Association (AVETRA)Code of
practice,<http://www.avetra.org.au/documents/CodeofPractice.
pdf>.
2. Discuss the scenarioabove with colleagues: how would you implement
the ten steps to protecting other peoples‘ privacy in such a research
activity? Outline the procedures you would put in place to ensure you
meet these requirements. For example, what arrangements will you
make for storage of data? You should also refer to specific privacy
policies required in your workplace.

BSBRES801A Initiate and lead applied research

Part 2: Ethical considerations

1. Read:
Australian Government, National Health and Medical Research Council,
2007, ‗Australian code for the responsible conduct of research:
Summary‘,<http://www.nhmrc.gov.au/research/
research-integrity/summary-australian-code-responsible-conduct-
research>.
2. Discuss the ALAA Recommendations on good practice(reference
above). These are applied linguistics guidelines, but they have
application in any educational research. Check in particular the advice
about processes, particularly ethical behavior and privacy. Note also
the separate section on Indigenous research. Look at sections 5.2, 6, 7
and 8.
3. Go back to the scenario and discuss with colleagues how you could
approach privacy and other ethical concerns in conducting this
research.
4. Read the Preface and 2. Research settings and methods in:
Barton, D., Appleby, R., Hodge, R., Tusting, K., and Ivanic, R. 2006,
Relating adults’ lives and learning: participation and engagement in
different settings, NRDC, viewed April 2012,
<http://www.nrdc.org.uk/publications_details.asp?ID=48>.
This is included in the IBSA online reading folder.
Discuss if and how this project meets guidelines for ethical research.
5. Access:
Metcalf, H., Meadows, P., Rolfe, H., andDhudwar, A., 2009,Evaluation
of the impact of skills for life learning: Longitudinal survey of adult
Activity 2: learners on college-based literacy and numeracy courses: Final report,
You are ready to Department for Innovation, Universities and Skills, London.
complete the activity
‘Develop a Research What measures did the researchers take to protect participants‘
Question’ in the anonymity?
Application section of
the Workbook.

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Topic 2: Applied Research —

Methods and Techniques
...one can’t judge the appropriateness of methods without knowing the
study’s purpose, agreed-on uses, and intended audiences. Evaluation and
research typically have different purposes, expected uses and intended
users.17
The key issues, as with all education research, are whether the research
design is ethical, practicable and fit for purpose (i.e., is it appropriate for
the question or hypothesis that is under investigation? is the evidence
produced pertinent?) and whether the findings are valid and reliable, and
analysed in a rigorous and appropriate way.18

Research projects often combine research methods and use a combination

of research techniques. In Topic 1 you explored a range of research
strategies, and determined the suitability of these approaches to your own
context. In this topic you will explore:
 a range of techniques for data collection which are used by the various
approaches, by examining examples of international and Australian
research in adult LLN
 analysis of data.

You will examine the techniques and analysis methods through detailed study
of LLN research examples. As you find techniques you wish to use, record
details of how they are constructed and analysed.
This topic covers:
 literature reviews
 research methods and data collection
 using technology and the Internet.

17M. Q. Patton, 2002, Qualitative research and evaluation methods, 3rd edn, Sage, London, p. 10.
18J.D. Carpentieri, J. Litster, J., and L. Frumkin, 2010, Adult numeracy: A review of research, NRDC,
<http://www.nrdc.org.uk/publications_details.asp?ID=170#>. p. 114.

BSBRES801A Initiate and lead applied research

Literature reviews
A literature review is about writing the history (briefly, of course) of
approaches to a subject and to the methodology of previous investigations to
establish the crucial questions lurking under the surface. It is there to
establish the ancestry and the originality of the new work.19
Reading what others have written on your topic is essential to research.It not
only provides the necessary background to your topic, acknowledging what
others have already contributed, but will inform the next steps in any
research project. Once you have completed a review of the literature you will
be in a position to refine your research question. It is at this point where
seeking feedback from others is useful in helping you decide how you will
proceed. Your research question or methodologies may need to be re-
thought. A literature review can also be used strategically to involve critical
thinkers in your research project by referencing or re-examining their work, or
by seeking their advice and feedback on your conclusions.
One of your assessment tasks for this unit is the development of a literature
review. Careful planning and setting up good record-keeping is an essential
first step.

Referencing
Before starting a review, you need to check you have the fundamental skills
to compile a list of references.The ability to use referencing effectively is key
to keeping your material in order. Referencing is also important when
presenting research to others so that they can find the material you are
referring to, and can follow your thinking. This is especially important so that
anyone who uses your research can contribute to further investigations.As a
starting point it is necessary to find out which reference system you should
use in your given circumstance, for example Harvard, or American
Psychological Association (APA).
You may be required to a meet specific referencing requirements. If not, a
possible starting point is:
 Angeli, E., et al., 2010, General format, Purdue Online Writing
Laboratory, viewed April 2012,
<http://owl.english.purdue.edu/owl/resource/560/01/>. This
resource covers all the technical skills required to present your
references in an accurate way and uses the APA style.

19J. McDonough and S. McDonough op.cit. p. 70.

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Other useful resources are:

 NCVER, ‗Research: NCVER author‘s and reference guides‘,
viewed April 2012,
<http://www.ncver.edu.au/research/information/authorguides.html>.
This has auseful reference guide, and an author‘s guide which uses the
Harvard system.
 Derrick, J. and Ecclestone, K., 2008, ‗English-language literature
review‘, Teaching, learning and assessment for adults: Improving
foundation skills, OECD Publishing, viewed April
2012,<http://dx.doi.org/10.1787/172251338713>. This is an
example of a large literature review: the OECD review of teaching,
learning and assessment. Available in IBSA online reading folder.

Research task: Referencing approaches

Compare the references made to the literature in:

 Leith, M., 2012,How learning English facilitates integration for adult
migrants: the Jarrah Language Centre experience, NCVER, viewed
April 2012, <http://www.ncver.edu.au/publications/2461.html>.
 Clarkson, C. andScurfield, V., 2007, Practitioners leading research:
Learner-centred action research at Dewsbury College National
Research and Development Centre for Adult Literacy and Numeracy
(NRDC), London, viewed April 2012
<http://www.nrdc.org.uk/publications_details.asp?ID=94#>
 Cooke, M., 2006, ‗When I wake up I dream of electricity‘: the lives,
aspirations and ‗needs‘ of Adult ESOL learners, Linguistics and
Education, vol 17, no. 1,
pp. 56–73. Viewed April 2012
<http://www.sciencedirect.com/science/article/pii/
S0898589806000878>

Discuss the following questions with colleagues:

Activity 3:
 What are the significant differences? You are ready to
complete the activity
 Which approach do you consider was more effective in terms of ‘Conduct a Review of
Research’ in the
adding value to theresearch? Application section of
 Were the approaches suited to the research purpose? the Workbook.

BSBRES801A Initiate and lead applied research

Research methods and data collection—

practical considerations
...there are good reasons to incorporate several techniques in data-
gathering. This allows the opportunity of greater credibility and greater
plausibility of interpretation. For example, a researcher might decide to
find out the opinions of a group of learners about a particular approach
through a questionnaire, which would elicit countable answers on a range
of standard questions, but supplement this either with interviews with a
sample of learners or a content analysis of diaries written at the time of
the introduction of the new approach. The two kinds of data, quantitative
and qualitative, may coincide on a number of points, thus strengthening
conclusions drawn from them, and diverge on others. In general, such a
procedure is called triangulation...In general, mixing methods of data
collection aids validity.20

This section covers a range of methods and techniques. The following table
lists the data-collection techniques covered in this workbook and notes some
of the restrictions associated with them. As you read about the techniques
you may add notes under the list of restrictions and also list some of the
advantages of the techniques. As noted above, the combining of techniques
can mitigate some of these issues.

Technique Restrictions Advantanges

Questionnairesand  Some types of have

surveys low response rates
but are more easily
collated than
interview data.
 Questions need to
be worded carefully
to avoid confusion
and
misunderstanding.

Case studies  Case studies can

be difficult to
generalise or make
comparisons from.

20 J. McDonough and S. McDonough, op. cit. p. 71.

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Focus groups  Difficult to ensure

consistency if a
number of
researchers are
involved.
 Difficult to record
accurately — a
skilled exercise.
 Participants may
develop ‗group
think‘.

Interviews  Time consuming.

 Difficult to record
and transcribe.

Observation  Time consuming.

 If more than one
researcher is
involved, difficult to
ensure
consistency.

Statistical data  Often difficult to

interpret.
 May require expert
handling and
analysis.

BSBRES801A Initiate and lead applied research

Document analysis as a technique

Analysis and review of curriculum documents, training specifications and
other such documents used in LLN may also be conducted to provide data,
as in the following example:
 Lee, A., Chapman, A., and Roe, P., 1996, Pedagogical relationships
between adult literacy and numeracy, University of Technology, Sydney,
Viewed April 2012,
<http://www.voced.edu.au/content/ngv7303>.This project used four
types of research data collection and analysis:
o a historical review of the development of the concept of
‗numeracy‘, to inform debates within contemporary adult
education
o semi-structured interviews and discussions with teacher-
practitioners and curriculum theorists, planners and developers
o the collection and critical review of selected curriculum
documents and resource materials
o detailed case study analysis of two classrooms in Western
Australia and New South Wales.

Think about the data they collected. From your point of view as a researcher,
how do-able would each of these be within your setting?
You will review a number of research reports throughout this section to
determine what research methods and techniques are used in LLN. You
should also note additional examples as you read more widely.

Research task: How to gather data for your research

There is no simple formula which guarantees good research, and there is

no necessity for research to use only one method. In fact there are good
reasons to incorporate several techniques in data gathering. This allows
the opportunity for greater credibility and greater plausibility of
interpretation...In general, mixing methods of data collection aids validity.21
1. Look at the following research reports:
a. Leith, M., 2012, How learning English facilitates integration for
adult migrants: the Jarrah Language Centre experience,
NCVER, viewed April 2012,
<http://www.ncver.edu.au/publications/2461.html>.
b. Condelli, L., Wrigley, H. S., Yoon, K., Seburn, M., and Cronen,
S., 2003, What works study for adult ESL literacy students,US
Department of Education Washington, DC.

21 J. McDonough and S. McDonough, op. cit., p. 71.

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2. Clarkson, C. andScurfield, V., 2007, Practitioners leading research:

Learner-centred action research at Dewsbury College National
Research and Development Centre for Adult Literacy and Numeracy
(NRDC), London, viewed April 2012
<http://www.nrdc.org.uk/publications_details.asp?ID=94#>.
Note the methods and techniques used. How well are the methods
described?
3. What justification did they use for each method?
4. What were some of the difficulties they encountered, if any, in data
collection?
5. How did they ensure their research was reliable and valid?

Specific research techniques and data collection methods

When you are conducting any kind of research, you need to:
 be aware of requirements for gathering and using statistical data,
population sizes and sampling
 know how to use research techniques
 be able to describe the data collection methods in your specific context
in detail, demonstrating that they are valid and reliable.

Collecting statistical data

As noted in Topic 1, reliable statistical data may be difficult to access, collect
and analyse in small scale projects. It may be possible to access statistical
data from other sources such as NCVER, ABS or other reports, and use these
in your research. Access expert advice and technical support when using
complex statistics.

Population size and sampling

We decided on 20 sites as our sample size for two reasons. First, based on
our experience as adult literacy education researchers, we believed that 20
sites would provide sufficient data for meaningful analysis. Second, resource
limitations prevented us from collecting data from more than 20 sites.
Because a qualitative, grounded theory methodology precludes
generalization to a larger population, we did not seek to create a
representative sample. Rather, we selected a sample designed to maximize
the diversity of the classes we were to study. We did so by first identifying
characteristics that previous research has shown to significantly affect adult
literacy education.
 Location: Urban, rural, suburban.
 Skill level: Beginning, intermediate, GED.
 Institutional sponsorship: Public school, community college,
community-based organization.

BSBRES801A Initiate and lead applied research

 Program type: Basic literacy, workplace literacy, family literacy, welfare-

sponsored classes.
 Instruction type: Group-based, individualized, blend.
 Class size: Small (1–8 learners), medium (9–14 learners), large (15 or
more learners).22

Beder and Medina (2001)23 describe their sampling processes for learner
case studies which would describe the diversity of literacy education. Once
they had decided on the categories above, they were able to select examples
of each class type. In designing and administering interviews, surveys,
conducting focus groups and case studies, you will need to think about who
to involve and how many participants you will need. Should you use a sample
or the whole population? How will you decide on selection of a sample?
Purposive sampling is one technique where participants are selected as
typical or representative. Adequate description and explanation of any
selection process is essential and should include details about what
restrictions influenced the process.
For further information on sampling, read:
 Denscombe, M., 2010,The good research guide for small scale social
research projects, (4thedn), Open University Press, Buckingham.

You could alsorefer to the table in the following document:

 Ricker, K. T. et al., ‗Step one: Focusing your evaluation‘, in Water
quality project evaluation: A handbook for objectives-based evaluation
of water quality projects, The Ohio State University, viewed April 2012,
<http://ohioline.osu.edu/b868/pdf/b868.pdf>, p.20.

Questionnaires and surveys

See Knowledge Bank pp. 87–90.
...it is harder to produce a really good questionnaire than might be
imagined...It requires discipline in the selection of questions, in question
writing, in the design, piloting, distribution and return of questionnaires.
What is more, thought has to be given to how responses will be analysed
at the design stage, not after questionnaires have been returned.24
You may have already designed and used questionnaires in your practice.
In VET they are commonly used to collect feedback from learners and to
gather learner input into program design.

22 H. Beder and P. Medina, op. cit, p.3.

23 ibid.
24J. Bell, 2005, Doing your research project: A guide for first-time researchers in education, health and
social science, 5th edn, McGraw Hill International (UK) Ltd, Maidenhead ,
pp. 136–137.

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Your own questionnaires may have included a range of closed-question

types such as multiple choice, Likert scales, and open-question types
requiring short answers. If you have conducted a survey or questionnaire,
think about some of the difficulties which arose in design and
administration. For example, did the learners‘ LLN skills influence
question design and the data collection?If you used open questions
requiring an extended response, was the data collected able to be
analysed and useful? Did your questions elicit the information you
wanted? Some closed question typesare
listed here.25

List A list of items is offered any of which may be selected. For

example, a question may ask about qualifications and the
respondent may have several of the qualifications listed.

Category The response is one only of a given set of categories. For

example, if age categories are provided (20–29, 30–39 etc.),
the respondent can only fit into one category.

Ranking In ranking questions, the respondent is asked to place

something in a rank order. For example, the respondent might
be asked to place qualities or characteristics in order.

Quantity The response is a number (exact or approximate), giving the

amount of some characteristics.

Grid A table or grid is provided to record answers to two or more

questions at the same time.

Scale There are various stages of scaling devices which may be

used in questionnaires but they require careful handling.

Research task:Designing and analysing questionnaires

Part 1: Questionnaire design

1. Find examples of the different question types. Try to find examples of
each of the types listed above by Bell.
2. Look at different questionnaire designs — what instructions are
given, how are questions ordered?
3. Think about the people you may need to survey. What considerations
need to be given to the design of the questionnaire or survey?
4. Draw up your own checklist for designing and administering
questionnaires.

25ibid., p. 138.

BSBRES801A Initiate and lead applied research

Part 2: Use of questionnaires

1. Access the following research reports:
a. Davies, A., 2006, ‗What do learners really want from their EFL
course?‘ELT Journal, vol. 60, no. 1.
b. Prodromou, L., 1992, ‗What culture? Which culture? Cross
cultural factors in language learning‘, ELT Journal, vol. 46,
no.1, pp.39–50.
2. How did these researchers use questionnaires?
3. How did they analyse the results?
4. What were some of the ethical issues, if any, which arose?
5. What approach did the researchers take to the reliability and validity
of the data?

Case studies
A ‗case‘ in LLN research can refer to a person or group of people (learners,
teachers), or it can refer to a classroom, a program or an organisation. In
larger research projects countries can be used for case studies.The data
collected for case studies can be from one source such as an interview or
journal or from a number of sources.

Research task: Guidelines comparison

1. Access:
a. Waterhouse, P. and Virgona, C., 2005, Contradicting the
stereotype:
Case studies of success despite literacy difficulties, viewed
April 2012,
<http://www.ncver.edu.au/publications/1590.html>.

Their research involved developing case studies of ten participants into

digital stories:
The ten participants contributing to the study were identified through
networking and purposive ‘snowball’ sampling (Caulley 1994), whereby
one contact leads the researcher onto another ... They were interviewed
face to face, and the data audio-recorded, along with field notes and digital
images. In each case, individuals were invited to bring to the interview
pieces of personal memorabilia which symbolised for them some aspect of
their success. These items provided a focus for story-telling and the
construction of life narratives.
(ibid., p. 10.)

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2. Access the guidelines for case studies in the following workplace

language project:
a. The International Research Foundation for English Language
Teaching (TIRF), Call for case reports on training programs
preparing learners to use English in business, industry and the
professions, viewed April 2012,
<http://www.tirfonline.org/wpcontent/uploads/2011/04/
TIRF_CallForCases_1April2011.pdf>.

Read through the guidelines for this workplace language case study project
and consider how this differs from the Waterhouse andVirgona project.
3. How practicable is case study research to your work setting?

Research task: Designing case studies

Access:
 Teachers of English to Speakers of Other Languages, Inc (TESOL),
‗Qualitative research: Case study guidelines‘, viewed April 2012,
<http://www.tesol.org/s_tesol/sec_document.asp?cid=476
&did=2153>.

Consider these guidelines and some of the case study reports used in
other research you have read.
Summarise the difficulties which can be encountered in analysing the data
and drawing inference. How did Waterhouse andVirgona present their case
studies in their report?
What measures need to be put in place to ensure an ethical approach
when developing case studies?

Focus groups and interviews

Focus groups make use of group dynamics. They consist of small groups
of people who are brought together by [the researcher] to explore
attitudes and perceptions, feelings and ideas about a specific topic.26
It is generally recommended that focus groups should consist of between
six and nine people.27

26M.Denscombe, 2010, The good research guide for small scale social research projects, (4th edn), Open
University Press, Buckingham, p. 323.
27 ibid., p. 181.

BSBRES801A Initiate and lead applied research

You may have experienced focus groups and interviews with your LLN
learners or with LLN colleagues. You will be aware of the obvious difficulties
in conducting these and in recording the responses. It is important to set up a
structure and protocols before conducting focus groups and interviews.
Read some of the literature on interviews from the reference list. Refer also
to some of the research samples used in Topic 1 which used interviews and
focus groups. Make sure you have a good overview of the essentials for
conducting interviews and focus groups as well as the advantages and
disadvantages of the techniques from the point of view of administering,
recording and analysing data.

Research task: How to conductinterviews and focus groups

Review question designinthe Questionnaire and Survey section above.

1. How might planning for interviews and focus groups differ from
surveys?
2. What are some of the considerations about designing questions and
then recording data which you will need to make?
3. How might the role of an interviewer affect data, conduct of the
interview?
4. What might be some of the reliability and validity issues in focus
group analysis?

Observation
Observation is a very direct and powerful but imperfect form of data
collection. It enabled us to see classroom behavior directly, rather than rely
on secondhand accounts given in interviews. However, it is filtered through
the eyes of the observer, and different backgrounds and interests cause
observers to emphasize slightly different behaviors in their data collection.
Although observation can depict what is happening in a classroom, it cannot
reveal what is going on in the minds of the participants. Thus, in some cases,
we witnessed clearly important behaviors but could not infer motivation. For
example, in several instances, we observed learners sleeping. Were they
exhausted? Were they bored? Was the lesson too easy or difficult?
Observation alone could not answer these questions. Finally, it is always
possible that the presence of the observer influenced the behavior observed.
Because both the learners and our observers were adults, and because close
scrutiny of our field notes did not indicate cases of obvious distortion, we do
not believe that this was a significant problem.
(Beder, H., and Medina, P., 2001, Classroom dynamics in adult literacy
education, NCSALL, viewed April 2012,
<http://ncsall.net/fileadmin/resources/research/report18.pdf>, p.6.)

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Data for Bederand Medina‘s research were collected primarily through

observation of 20 adult literacy education classes and interviews with
teachers.

Research task:Using observation as a research technique

1. Read the chapter on Methodology in Bederand Medina (2001).

(See reference above.)
2. What were some of the difficulties in conducting observations?
3. Refer back to:
Condelli, L., Wrigley, H. S., Yoon, K., Seburn, M., and Cronen, S.,
2003, What works study for adult ESL literacy students,US
Department of Education Washington, DC.

Examine how observations were conducted in this research. What are

some of the lessons you have learned about designing observations from
this account?

Using technology and the Internet

There are a number of computer software programs and websites which can
make research tasks easier.
Access and availability to tools and research will depend on your situation.
There are some freely accessible resources which you should be aware of.
For example:
 NCVER, ‗VOCEDplus: the tertiary education research database‘,
<http://www.voced.edu.au/>. A function on this site allows searched
titles to be stored in ‗My selection‘ and then be downloaded or emailed
as citations ready to insert in your reference list.
 NCVER, ‗Resources :
VOCSTATS‘,<http:/www.ncver.edu.au/resources/vocstats/intro.html>.
Researchers can get online access to the NCVER VET data collections
through VOCSTATS and (once they have been given a login) can analyse
the data in a variety of ways.
 Free and subscription online survey builders can make the task of
creating items for surveys and questionnaires easier.
Some examples are:
o SurveyMonkey,<http://www.surveymonkey.com>.
o Survey Methods, <http://www.surveymethods.com>.

BSBRES801A Initiate and lead applied research

 Software is also available for gathering live data from group

consultations through SMS.For example, see 'Poll Everywhere' at
www.polleverywhere.com
 Zotero, <http://www.zotero.org/>, is a research organising tool which
can be downloaded free.
 Endnote, <http://www.endnote.com/>, is a reference organising tool
to use with wordprocessing programs.

Research task: Using the VOCEDplus website

1. Visit the VOCEDplus website, <http://www.voced.edu.au/>.

2. Search key words from your research question or hypothesis.
3. Trial the collection and storage of citations by creating and printing a
reference list.

Internet skills
If you need to brush up on basic research skills, a good starting point is:
 Angeli, E., et al., 2010, General format, Purdue Online Writing
Laboratory, viewed April 2012,
<http://owl.english.purdue.edu/owl/resource/560/01/>.

Access to research on adult LLN

A number of databases can be located which provide access to research on
adult LLN in addition to those listed under Essential resourcesand the links
provided at the end of the workbook, for example:
 New Zealand Literacy Portal, viewed April
2012,<www.nzliteracyportal.org.nz/>.
 UNESCO Institute for Lifelong Learning (UIL), ‗Effective literacy
practice‘,
viewed April 2012,<http://www.unesco.org/uil/litbase/>.
 National Adult Literacy Database (NALD) Inc., ‗Practitioners‘ tools‘,
viewed April 2012, <http://www.nald.ca/onlinetools>.NALD is a
Canadian non-profit organisation whose mission is to provide internet-
based literacy and essential skills information and resources in both of
Canada‘s official languages.
 Access to a range of journal articlesthrough databases such
asJstorandEbscohostmay be possible through your organisation. You
need to have a login for these services. Otherwise, subscriptions to
journals will provide online access.

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Research task: Online survey tools

1. Locate an online survey tool.

2. Devise a short questionnaire for a group of students or teachers. You
can use the scenario from previous exercises, or design one to suit
your own students.
3. Consider what you want to find out and then devise questions using
both the closed-type questions, for example, using a Likert scale, and
open questions requiring a statement.
4. Pretest the survey with colleagues to ensure it is ethical, language is
accessible to audience, and so on.
5. Plan distribution, collection and analysis procedures.
Activity 4:
6. Administer the survey and then gather data and any analysis which You are ready to
the program provides. complete the activity
‘Design ethical
7. Discuss the outcome with colleagues. research tools’ in the
Application section of
8. What are the pitfalls and benefits of this type of data collection? the Workbook.

BSBRES801A Initiate and lead applied research

Topic 3: Bringing It All Together

Analysis involves working with data, organizing them, breaking them into
manageable units, synthesizing them, searching for patterns, discovering
what is important and what is to be learned, and deciding what you will tell
others.28
Once you have gathered all of the data for your research project, you will
need to describe the data, then analyse and summarise the key findings. In
some cases you will need to provide detailed descriptive accounts of your
findings, in others you may represent the data in graphic form such as a table
or graph. You will develop your knowledge of research analysis and
implications through detailed reading of LLN research.This topic covers:
 Effective data description, summarising research findings and analysis
 Determining the implications of research findings.

Effective data description, summarising

research findingsand analysis
It is important to be systematic and organised in your approach to data
analysis, particularly if other researchers are involved. The NCVER author‘s
guide lists the following as important starting points for dealing with
research data:
 debriefing with the research team
 coding writtenand verbal responses
 verbatim responses — identifying themes and patterns.29

Having decided on an approach and beforesummarising research findings

and drawing conclusions, the researcher needs to go back to the original
research question or questions and think about how to structure the
description and analysis.
The task of analysis, which makes interpretation possible, requires
researchers first to determine how to organize their data and use it to
construct an intact portrait of the original phenomenon under study and
second, to tell readers what that portrait means.30

28Bogdan R.C., and Biklen, S. K 1992, Qualitative Research in Education: An Introduction to theory and
methods, New York, Pearson Education, p.153.
29NCVER, ‘Research: NCVER author’s and reference guides’ ,viewed April 2012,
<http://www.ncver.edu.au/research/information/authorguides.html>.
30Le Compte, M.D 2000, ‘Analysing Qualitative Data’, Theory into Practice, Vol. 39, pp146-154,
p. 147.

BSBRES801A Initiate and lead applied research

LeCompte also notes that good research findings and analysis:

… must be meaningful to the people for whom they are intended and
described in a language they understand...Creating meaningful results
involves validity… Researchers must continually ask the question: ‘Do I,
the researcher, really understand and describe what I am studying in the
same way that the people who live it do? Did I really get it right?’31

For example, in a possible research exercise in your workplace, you may have
gathered information from your NESB learners in an effort to find out whether
their learning outcomes are affected by the RTO‘s timetabling decisions. You
may have quantitative data on attainment and non-completion and
qualitative data on student satisfaction but the data may conflict. One
question you will need to consider carefully is whether your interpretation of
‗learning outcomes‘ is the same as that understood by your learners. You
might like to think about how you can verify your interpretation. How have
others, such as Barton et al.(2006)(see IBSA online readings
folder),described similar issues in their research reports?

Triangulation
If you have used several of the data collection techniques covered in Topic 2,
you will be in a position to verify your findings through triangulation.This
means that you should:
… [p]rovide sufficient evidence for your claims or interpretations to make
them clear, credible, and convincing to others. Consider alternate
explanations, and account for results that run contrary to the themes that
emerge or for differences among triangulated sources.32

Research task: Looking for patterns in research data

1. Look at:
2. Clarkson, C. andScurfield, V., 2007, Practitioners leading research:
Learner-centred action research at Dewsbury College National
Research and Development Centre for Adult Literacy and Numeracy
(NRDC), London, viewed April 2012
http://www.nrdc.org.uk/publications_details.asp?ID=94#.In IBSA
online reading folder.
How did they go about drawing themes? What were the themes they
identified? How did these link to their research aims?

31ibid., p. 152.
32Teachers of English to Speakers of Other Languages, Inc (TESOL), ‘TESOL Quarterly research guidelines:
Qualitative research: Case study guidelines’, viewed April 2012,
<http://www.tesol.org/s_tesol/sec_document.asp?cid=476&did=2153>.

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3. Access:
Barton, D., 2009, ‗Researching adults‘ lives to understand
engagement and progression‘, in Literacy and Numeracy Studies,
vol. 16, no. 2 and vol. 17, no. 1. This is in the IBSA online readings
folder.
Barton‘s research into adult learners‘ lives drew up ‗Key findings‘.
How are these documented? How does Barton deal with validity in
his account of the key findings? How does he demonstrate that the
research findings accurately reflect people‘s lives?

The kind of research you do might be highly context-dependant and relate

only to a small group. It may not be necessary to generalise to other
populations. If you present the findings in a way that accurately reflects the
reality of your organisation or local setting, the research can still be
interesting and enlightening to others.
Refer to Barton et al. (2006,p. 34),and Barton (2009, pp. 57–58),on this
point and on how they examined their research in distinctive settings for
similarities.

Research task: Drawing valid and reliable conclusions

1. Refer to:
a. Davies, A., 2006, ‗What do learners really want from their EFL
course?‘ELT Journal, vol. 60, no. 1.
b. Prodromou, L., 1992,‗What culture? Which culture? Cross-
cultural factors in language learning‘, ELT Journal, vol. 46, no.
1,pp. 39–50.

Discuss the results of the research. How did they analyse data and draw
valid and reliable conclusions about the learners they surveyed?
2. Review other research reports you have examined and note any
common approaches writers have used when explaining how their
research is valid and reliable.

BSBRES801A Initiate and lead applied research

Reviewing your role as researcher and acknowledging your beliefs and biases
is also an important consideration when it comes to analysis of the data.
Analysis of your research findings may need to refer back to the policy
context, or explain the ‗ideological lens‘ you have used.
Refer to:
 Leith, M., 2012, How learning English facilitates integration for adult
migrants: the Jarrah Language Centre experience, NCVER, viewed April
2012, <http://www.ncver.edu.au/publications/2461.html>, pp. 8–10.
This is included in the IBSA online reading folder.

Note how the authorplaces herself and her views in the context of
the research.

Determining the implications of research

finding
Many LLN research reports include a section on implications for practice as
well as specific recommendations for change. How you structure the
reporting on your analysis will depend on the original question and the
audience for the research findings. Implications and recommendations may
be drawn for the local context and for the wider LLN field.
When thinking about your research in the broader LLN context, it may be
useful to access reports from the Reframing the Future
project:<http://pandora.nla.gov.au/pan/125081/20110211-
0948/www.reframingthefuture.net/PublicationsAll.html>.
This project was a workforce-development initiative of the Australian and
state and territory governments. It was designed to build the capacity of the
Australian VET system to support the implementation of the national training
system. The project funded research in the local context that was then
shared and learnt from at a national level.

Research task: Implications and recommendations of research

1. Access the following reports:

a. Folse, K., 2011, ‗Applying lexical research findings in ESL
teaching‘, TESOL Quarterly, vol. 45, no. 2, pp. 362–369.
b. Miralles-Lombardo, B., Miralles, J., and Golding, B.,
2008,Creating learning spaces for refugees: The role of
Activity 5: multicultural organisations in Australia, viewed April 2012,
You are ready to <http://www.ncver.edu.au/publications/1964.html>.
complete the activity
‘Analyse key findings 2. Discuss how the researchers drew implications from their research
and implications’ in the
Application section of and the connection between these and the recommendations they
the Workbook. make for practice.

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Topic 4: Presenting Your Research

There is growing evidence that practitioners are most likely to draw upon
research findings which resonate with their own experience (Rickinson,
2005) and our own work supports this. Throughout the project we have
disseminated emergent findings from our work, first locally, and then
regionally and nationally, in formal and informal ways.33

Dissemination of research findings within your organisation and more widely

can inform practice and stimulate new ways of thinking about practice. It can
be important in helping others to make links with other research, to validate
their own findings and perspectives, and to obtain ideas for new research
angles or factors they may have overlooked.
When it comes to presenting research, key considerations are the audience
and the context or purpose. Refer back to Topic 1 and re-read the section on
audience, context and purpose of research. You may need to consider
preparation of more than one type of presentation of your research, for
example a lengthy written report for your organisation and a conference
presentation or journal article. The audience for each of these will be
different. For example, a report could be prepared for your colleagues or
management, but a conference presentation will need to appeal to a broader
audience and a journal article may need to use a different style depending on
whether it is an academic journal or a practitioner-focused journal. There are
other varied ways in which you may share or use your research such as in a
written or verbal response to consultations for a new government policy
initiative and recommendations, in locally-based practitioner workshops (of
two or three RTOs) and in online blogs or email discussion lists.
In this topic you will examine presentation options for your research,
including:
 Developing a research report
 Preparing a conference presentation
 Preparing research for publication.

33Barton et al., 2006, op. cit., p. 6.

BSBRES801A Initiate and lead applied research

Developing a research report

After completing Topics 1–3 you now have a good understanding of the ways
in which reports on research can be constructed. Read the example from the
following NCVER project in progress:
 Berghella, T., (in press),Seeking the N in LLN, NCVER, viewed April
2102, <http://www.ncver.edu.au/teaching/projects/10466.html>.

Note the processes for structuring the research.

Most examples you have accessed in the activities in this booklet are
published in journals or online for a broad audience. Your research project
may have a smaller specific audience, such as the people in your
organisation, or your funding body. Make a list of all the components you
would (or are required to) include in a report on your research, based on
the audience.
When designing your report structure youshould consider the following items:

Executive summary Most research includes an executive summary which

outlines the research in about half to one page.
It must be clear and include the purpose and
methods. The following paragraph begins the
summary in an LLN report on older learners in
the UK:
This report sets findings from new research on the
relationships between the literacy and numeracy
levels of older adults and the extent of disadvantage
in later life. The research consisted of a review of the
literature and secondary analysis of a quantitative
data source on older adults.34
Report title You will need to think about a report title that
conveys some sense of the topic so that people
searching for it (especially online) find the right thing.
Acknowledgements It is important to include acknowledgements in a
report for funding contributors, study participants,
supporting organisations and critical friends or
advisors. Make sure you have permission to use
people‘s names. It may be more appropriate to thank
people in a way which doesn‘t reveal their identity.
Appendices Using appendices to include all the background or
underpinning data ensures that the report does not
become unreadable.

34A.Jenkins, R. Ackerman, L. Frumkin, E. Salter, and J. Vorhaus, 2011, Literacy, numeracy and
disadvantage among older adults in England, NRDC, p. 2.

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Diagrammatic You may need to include graphs and diagrams of

content some of your statistical data. Use the resources in
your organisation to help you make these effective
and accurate.
Direct quotes from You will need to think about the ways in which you
study participants use this material. How will you make sure this is
accurate? How much is worth including? How will you
label the participants, such as by pseudonym or
symbol? How have you gained approvals or
authorisations from research participants, especially
in relation to case studies?
Recommendations If you have recommendations, are they directed at
anyone in particular? What are your intentions for the
report? For example, do you want it to bring about
change? How can you best achieve that?
Writing style The style of you report should follow any
requirements set out by funding bodies or others.
The NCVER lists the following requirements for its
research reports. They should:
 be written in plain English for the educated
layperson
 be simple, clear and concise
 contain a strong line of argument and tell a
good story
 be based on evidence, not opinion
 use acronyms as sparingly as possible
 use minimal capitalisation.
You should also consider, if appropriate, whether the
format you have chosen will allow easy dissemination
online.

Research task: Structuring a report

Using the four reportsselected and examined from the seven on pages
12-13, look at how each report was structured.
1. Compare the contents pages of each report. How do they organise
content? What are the similarities and differences?How much is this
due to the audience and purpose of the report?
2. Collect a number of samples.

The NCVER research report checklists are a useful guide when putting a
report together:
<http://www.ncver.edu.au/research/information/templates.html#
Checklists>.

BSBRES801A Initiate and lead applied research

Preparing a conference presentation

There may be opportunities within your organisation or through a professional
association to make a conference presentation. You will probably need to
design a proposal in response to a theme or conference strand. You will need
to select presentation techniques appropriate to your audience and the
conference requirements. You may only have 20 to 30 minutes to present
your research. If you have a longer session, you may need to include an
interactive component. If you have not done a presentation before, you may
need to attend a presentation workshop or consult colleagues or experts on
the do‘s and don‘ts of presentation. Most presentations include a PowerPoint
slide show. You may need to seek help if you are not experienced in using
presentation software.
One way to begin thinking about this is to see what others have done.

Conference presentations: How have others done it?

Explore opportunities to present at conferences. Download Call for papers
forms from some of the following organisations:
 Vocational education: AVETRA, NCVER
 Adult literacy and numeracy: ACAL
 Adult ESL:ACTA
 State professional associations affiliated with ACTA and ACALwhich
also conduct conferences.

PowerPoint presentations and papers from the following organisations are

available to view online:
 AVETRA, <http://avetra.org.au/publications>.
 ACAL, <http://www.acal.edu.au/2010conf/presentations.htm>.
 VALBEC, <http://valbec.org.au/2011conf/index.htm>.
 NRDC, <http://www.nrdc.org.uk/content.asp?CategoryID=657>.

The NRDC International Conference Presentations pages include a number of

excellent presentations in PowerPoint format as well as papers. For example,
Condelli‘s 2005 presentation ‗Randomised controlled trials — issues and
experiences of design and methodology‘,
<http://www.nrdc.org.uk/content.asp?CategoryID=657&ArticleID=547#9>.

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Research task: Conference papers

1. Research and review conference presentations, including PowerPoint

presentations.
2. What techniques are used to present research in innovative and
creative ways? Activity 6:
You are ready to
3. Identify one presentation which you think is a good model for how complete the activity
information can be presented in an innovative and creative way. ‘Design a presentation’
in the Application
4. Use support available in your organisation to access new techniques section of the
and develop your presentation skills. Workbook.

Preparing research for publication

You may use your research to form the basis of an article for publication. A
number of journals exist in Australia and internationally which publish
guidelines for contributors. Professional associations and publishers also
seek contributions to books in the form of chapters.
Access guidelines for some of the LLN journals you have used in the previous
topics, and in other units. Think about how you would put together an article
about your research using these guidelines.

BSBRES801A Initiate and lead applied research

Activity 1: Research Design

McKay (2005, op. cit.,pp. 22–23), provides a series of questions based on Cohen,
Manion and Morrison‘s four stage framework 35 to guide planning research.

Part 1: Planning your research project

Plan your research project by answering the following questions which are based on
McKay‘s questions and the NCVER guidelines for research projects.

A. Orienting decisions
1. What are the general aims of the research? Identify an organisational or
educational problem or innovation for examination.
2. Who is involved in initiating the research? It may include a specific request by or
contract with a funding body or department in your organisation.
3. Who is the audience for the research?Demonstrate the value of what you are
proposing to your proposed e.g. audience colleagues and your organisation. Does it
have value for the wider VET LLN field?
4. Outline why the research is worth doing including some of the expected outcomes.
5. What research has already been done in this area? Describe this briefly. (Literature
reviews are dealt within Activity 3.)
6. What are the constraints of the research?
7. What is the timeframe for the research?
8. What ethical issues need to be dealt with in conducting the research?
9. What resources are required for the research? Include human and physical
resources such as technology and literature.

B. Research design and methodology

1. What is the main methodology of the research?
2. Determine the feasibility of the methodology and any resource constraints.
3. How will validity and reliability be dealt with?
4. What kinds of data will be gathered and how will it be gathered?(For example, a
survey of students, interviews with staff.) Will travel be involved?
5. Who will undertake the research?
6. Prepare anaction plan for the research team which includes items such as field
testing of research tools, timelines for administering and gathering survey results,
and so on.

35L.
Cohen, L. Manion, and K. Morrison, 2000, Research methods in education, 5th edn, Routledge Farmer,
London, p.74.

BSBRES801A Initiate and lead applied research

C. Data analysis
1. Give an overview of expected analysis activities.

D. Presenting and reporting the results

1. Who will be the audience for the report?
2. How will you design the report? Outline your report structure.
3. Where will the report be shared?
4. How will the data be presented?

Part 2: Designing your research project

Outline how you would design a research strategy for your workplace taking into
consideration your answers to the questions in Part 1.

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Activity 2: Develop a Research Question

Part 1: Design two research questions
1. Design a research question or hypothesis relating to improving teaching and
learning in your organisation.
2. Design a research question or hypothesis relating to improving organisational
practice in your organisation.
3. Use what you have learned in Topic 1 about developing research questions and
hypotheses.

Part 2: Test your questions

1. Test questions you have designed by asking the following:
a. Will the question hold my interest?
b. Will my question be of interest and useful to others?
c. Can data be collected to help answer the question? Do you have the
expertise and resources for this?
d. Do experts or others in the field think it is a useful question?
2. Check hypothesesyou have designed are appropriate:
a. Hypotheses involve variables and need to be tested by the research. Is this
what you have in mind in designing your hypothesis, or would it be more
appropriate to frame it as a question?
b. Do experts or others in the field think it is a likely hypothesis which can be
researched?

Part 3: Explain why questions were selected

Provide background information about why you selected these questions or hypotheses,
such as whether, and how, practitioners or learners were involved, whether the needs of
the wider LLN field were considered, and whether policy makers or others influenced
the design.

BSBRES801A Initiate and lead applied research

Activity 3: Conduct a Review of

Research
Using the two topics from Activity 2, select a referencing style based on the requirements
of your context.
Prepare an annotated list of references on both topics. Include a range of references
including journal articles, reference books, articles and reports accessed online and
through other sources such as conference presentations.

BSBRES801A Initiate and lead applied research

Activity 4: Design Ethical Research Tools

Part 1: Identify scenario and access resources
To complete this activity you will need to return to the scenario in Research task: Privacy
and ethical considerations in Topic 1. Alternatively, you may choose to identify a possible
research project relevant to your context which would use the three componentslisted in
Research task: Privacy and ethical considerations.
Use the following resources:
 Ethical issues checklist,below (adapted from Patton, 2002, op. cit., pp.408–409.)
 Privacy policies for your setting
 Other relevant codes of practice.

Ethicalissues checklist

 Explaining purpose:
How will you explain the purpose of the evaluation and methods? What language
will make sense to participants in the study? What details are critical to share?
What‘s the expected value of your research to the participants?
 Promises and reciprocity:
Why should the interviewee participate in the interview? What have you agreed to
do with the research (for example, provide the participant with a copy)? How will
you keep track of this?
 Risk assessment:
In what ways, if any, will conducting the interview put people at risk? How will you
describe these potential risks to interviewees? How will you handle them if they
arise? Can you ensure the cultural appropriacy of research tools? How will you
manage this?
 Confidentiality:
What are reasonable confidentiality and anonymity considerations? Will names,
locations, and other details be changed? Where will data be stored? How long
will data be maintained? How much will you explain of this to the candidates?
 Informed consent:
What kind of informed consent, if any, is necessary for mutual protection? What
are your local organisational guidelines and requirements? What has to be
submitted, under what time lines, for approval, if applicable?

BSBRES801A Initiate and lead applied research

 Data access and ownership:

Who will have access to the data? For what purposes? Who has right of review
before publication? For example, of case studies, by the person or organisation
depicted in the case; of the whole report, by a funding or sponsoring
organisation?36
 Interviewer need for debriefing:
How will you and other interviewers likely be affected by conducting the
interviews? What might be heard, seen, or learned that may merit debriefing and
processing? Who can you talk with about what you experience without breeching
confidentiality?
 Advice:
Who will be the researcher‘s confidant and counsellor on matters of ethics during
a study? (Not all issues can be anticipated in advance. Knowing who you will go
to in the event of difficulties can save precious time in a crisis and bring much-
needed comfort.)
 Data collection boundaries:
How hard will you push for data? What lengths will you go to in trying to gain
access to data you want? What won‘t you do? How hard will you push
interviewees to respond to questions about which they show some discomfort?
 Ethical versus legal:
What ethical framework and philosophy informs your work and assures respect
and sensitivity for those you study beyond whatever may be required by law?
What disciplinary or professional code of ethical conduct will guide you?

Part 2:Design documents

1. Design a range of documents required to communicate with participants and others
within the organisation for the following components of this research:
a. Access to attendance records
b. Survey
c. Recording interviews with a representative selection of students.

Ask colleagues for feedback on your documents and procedures.Make any adjustments
as a result of consultations.

36 For example, McKay (2005) lists ‘respecting participants’ as an important ethical consideration in
language education research, e.g. using research to benefit learners, and sharing knowledge that comes
from the research with participants.

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2. Use the following as a guide:

a. Plan a questionnaire or survey activity for the research project which includes
all of the information and instructions required by the research team, the
respondents and any others who may be involved, for example, admin staff,
family members, interpreters, bilingual assistants.
b. How will you go about getting approval for the research activity?

 How would you design the questionnaire, cover letter and instructions for
administrators and respondents?
 How much information should you collect?
 What timeframe are you working in?
 What attendance records will you need if you are looking for patterns? Will this
information guide your questions?
 How many students should be involved in the survey? Using Zemke and Kramlinger
1986,on page 20 in the document
at:<http://ohioline.osu.edu/b868/pdf/b868.pdf>, calculate an appropriate
sample size.
 Should you use an online survey or paper-based survey? What are the advantages
and disadvantages of both in terms of administering, collecting information and
recording and classifying data?
 What questions will you include on your survey? Open-ended or closed, or a
combination of both?
 Is each question necessary?Is each question unambiguous (that is, not a double
question or a leading question)? Is each question inoffensive? Can all of the
respondents be expected to understand it? Field test the questions.
 How will the questionnaire be analysed? This should be considered before the
questionnaire is administered.
 How will you describe the research to the respondents in a cover letter or similar?
How much information is necessary on the purpose and context of the project?
 What instructions will be necessary on the questionnaire or survey regarding
returning responses, timeline?
 What demographic information is required (and necessary), such as age, country of
origin, language, gender?
 What privacy considerations need to be made?
 What cultural considerations have to be made?
 What processes will need to be put in place to keep data secure?
 What will you give back to the respondents once the research is completed?

BSBRES801A Initiate and lead applied research

Activity 5: Analyse Key Findings and

Implications
1. Read the implication/conclusion sections in the four reports you have previously
selected from the seven from the list on pages 12-13 accessed in previous
activities.
2. Draw up a matrix which summarises the key questions, key findings and
implications for practice and lists the recommendations.
3. Add a column in which you comment on whether or not the findings have relevance
to the wider LLN field and any reservations you note
4. An additional column can be added for any reservations the researchers have.

BSBRES801A Initiate and lead applied research

Activity 6: Design a Presentation

1. Access Barton et al.(2006) in the IBSAonline readings folder.
2. Read through the research report, then analyse and select key information from the
report to use in a presentation to work colleagues or peers, for example, other LLN
researchers.
3. Design a PowerPoint presentation which presents the research in an innovative
way, ensuring the needs of the audience are met.

BSBRES801A Initiate and lead applied research

Resources
The following resources are recommendedfor this unit.
It is recommended that you also select relevant research reports from the readings listed
in other units from the TAE80110Vocational Graduate Diploma of Adult Language,
Literacy and Numeracy Leadership and the TAE70110 Vocational Graduate Certificate of
Adult Language, Literacy and Numeracy Practice.

Introduction to research
 Bell, J.,2005, Doing your research project: A guide for first-time researchers in
education, health and social science, 5th edn, McGraw Hill International (UK) Ltd.,
Maidenhead. Provides a practical guide to research and a good overview of various
methods used in social and education research within a language education
context.
 Boeije, H., 2010, Analysis in qualitative research, Sage, London.
 Burns, A., 2006, ‗Surveying landscapes in adult ESOL research‘, in Linguistics and
Education, vol. 17, no. 1, pp.97–105.Provides a summary of current research in
adult ESOL with detail ofAustralian research.Viewed April 2012
<http://www.sciencedirect.com/science/article/pii/S0898589806000416>
 Carpentieri, J. D., Litster, J., and Frumkin, L., 2010, Adult numeracy: A review of
research, NRDC, London,
<http://www.nrdc.org.uk/publications_details.asp?ID=170#>. This report provides
an overview of existing research on adult numeracy, with a strong focus on the
United Kingdom but also including other countries. Available in IBSA online reading
folder
 Cohen, L., Manion, L.,and Morrison, K., 2000, Research methods in education, 5th
edn, Routledge Farmer, London. A good general text.
 McKay, S., 2007, Researching second language classrooms, Laurence Erlbaum
Associates Inc., Mahwah, New Jersey. A very practical and accessible text.
 Norton, B. P., 1995, ‗The theory of methodology in qualitative research‘, inTESOL
Quarterly, Vol 29, no. 3, pp.569–576.

Critical research
 Nunan, D., 1992, Research methods in language learning, Cambridge University
Press, Cambridge. Includes experimental method, ethnography, case studies,
classroom observation, introspection, elicitation techniques, interaction analysis,
and program evaluation. Also contains a number of useful checklists.
 Nunan, D. and Bailey, K. M., 2009. Exploring second language classroom research:
A comprehensive guide. Heinle Cengage Learning, Boston. Focuses on language
classroom research and research design. It includes chapters on the experimental
method, surveys, case study research, ethnography, and action research. Also
covers data collection, including classroom observations, introspective methods
and elicitation procedures. Then covers data analysis strategies: analysing
classroom interaction, quantitative analyses, and qualitative analyses. Chapter on
ethical concerns and mixed methods research. Each chapter contains practical
tasks and highlights a sample study.

BSBRES801A Initiate and lead applied research

 Patton, M. Q., 2002, Qualitative research and evaluation methods, 3rd edn, Sage,
London. Accessible and comprehensive text — a good introduction to research.
 Richards, J. C. and Lockart, C., 1994, Reflective teaching in second language
classrooms, Cambridge University Press, NY. Both this and McKay (see above)
include chapters giving an overview of methods plus some practical activities. While
referring to second language learning, they are relevant to adult literacy, numeracy
and language context.

Literature search/review sample

 Derrick, J. and Ecclestone, K., 2008, ‗English-language literature review‘, Teaching,
learning and assessment for adults: Improving foundation skills, OECD
Publishing,Paris, viewed April 2012,<http://dx.doi.org/10.1787/172251338713>.
Available in IBSA online reading folder.

Presentation of research
 Angeli, E., et al., 2010, General format, Purdue Online Writing Laboratory, viewed
April 2012, <http://owl.english.purdue.edu/owl/resource/560/01/>. Excellent
introduction to all aspects of APA style research presentation.

Ethics and privacy

 Applied Linguistics Association of Australia (ALAA), 1998,Statement of good
practice,ALAA, viewed April 2012,
<http://alaaorgau.admin.melbourneitwebsites.com/files/alaas_statement_of_goo
d_practice.pdf>. Applied Linguistics but application to any educational research –
good advice about processes, particularly ethical behaviour, privacy etc. Available in
IBSA online reading folder
 Australian Government, Office of the Australian Information Commissioner, ‗10
steps guide to protecting your personal information‘,viewed April 2012,
<http://www.privacy.gov.au/materials/types/guidelines/view/6850>.These steps
provide a broad overview of the rights of individuals and the obligations of
organisations and Australian and ACT Government agencies set out in the Privacy
Act 1988 (Cth).
 Australian Government, National Health and Medical Research Council, 2007,
‗Australian code for the responsible conduct of research: summary‘,
viewed April 2012,
<http://www.nhmrc.gov.au/research/research-integrity/summary-australian-code-
responsible-conduct-research>.
The full document is available at:
<http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/r39.pdf>.

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Developing a research topic

 NCVER, 2012, ‗The five national research priorities:The contribution of education
and training to social inclusion‘, viewed April 2012,
<http://www.ncver.edu.au/research/research2/five_priorities.html>. Available in
IBSA online reading folder
 Circelli, M., Curtis, D., and Perkins, K., 2011, Mapping adult literacy performance,
NCVER, Adelaide, viewed April 2012,
<http://www.ncver.edu.au/publications/2463.html>. Available in IBSA online
reading folder

Mixed methods
 Barton, D., Appleby, R., Hodge, R., Tusting, K., and Ivanic, K., 2006, Relating adults‘
lives and learning: participation and engagement in different settings,
NRDC,London, viewed April 2012,
<http://www.nrdc.org.uk/publications_details.asp?ID=48>.Available in IBSA online
reading folder

Case studies, interviews—longitudinal study

 Condelli, L. and Wrigley, H. S., 2004, Real world research: Combining qualitative
and quantitative research for adult ESL, paper presented to NRDC Second
International Conference for Adult Literacy and Numeracy, Loughborough, March
2004,viewed April 2012,
<http://www.leslla.org/files/resources/RealWorldResearch.doc>.
 Condelli, L., Wrigley, H. S., Yoon, K., Seburn, M., and Cronen, S., 2003, What works
study for adult ESL literacy students,US Department of Education Washington, DC.
Available in IBSA online reading folder
 Metcalf, H., Meadows, P., Rolfe, H., andDhudwar, A., 2009,Evaluation of the impact
of skills for life learning: Longitudinal survey of adult learners on college-based
literacy and numeracy courses, Final report,
Department for Innovation, Universities and Skills, London.Available in IBSA online
reading folder

Research design, policies and procedures

 Misko, J. and Priest, S., 2009, Students‘ suggestions for improving their vocational
education and training experience, NCVER, Adelaide, viewed April 2012,
<http://www.ncver.edu.au/publications/2202.html>.An analysis of student
verbatim responses in the student outcome survey provides suggestions for how
the vocational education and training system could be improved. Eight major
domains are discussed: course relevance and design; staff attributes and
behaviours; teaching and learning practices; access to courses; facilities and
services; assessment practices; learning resources; equipment and materials;
initial information provision; and administration and learning support services.
Available in IBSA online reading folder

BSBRES801A Initiate and lead applied research

 Lee, A., Chapman, A., and Roe, P., 1996, Pedagogical relationships between adult
literacyand numeracy, UTS, Sydney, viewed April 2012,
<http://hdl.voced.edu.au/10707/111314>.
 Leith, M., 2012,How learning English facilitates integration for adult migrants: the
Jarrah Language Centre experience, NCVER, Adelaide, viewed April 2012,
<http://www.ncver.edu.au/publications/2461.html>.Available in IBSA online
reading folder
 Prodromou, L., 1992,‗What culture? Which culture? Cross-cultural factors in
language learning‘, ELT Journal, vol. 46, no. 1,pp. 39–50.

Interviews
 Cooke, M., 2006, ‗When I wake up I dream of electricity‘: the lives, aspirations and
‗needs‘ of Adult ESOL learners, Linguistics and Education, vol 17, no. 1, pp. 56–73.
Viewed April 2012
<http://www.sciencedirect.com/science/article/pii/S0898589806000878>

Examples of research using statistical data

 Karmel, T. and Woods, D., 2008, Second-chance vocational education and training,
NCVER, Adelaide, <http://www.ncver.edu.au/publications/1831.html>.
The VET sector has a reputation for providing learners with a second chance. This
report critically examines this idea, and finds that although VET provides
opportunities for a second chance at education to many prospective students, the
percentage who complete their studies and gain a qualification is modest.

Using statistical data

 NCVER, 2011,Australian vocational education and training statistics
explained,NCVER, Adelaide, viewed April 2012,
<http://www.ncver.edu.au/publications/1967.html>. An overview of the Australian
VET statistical collections and surveys and the purpose they serve for the Australian
VET system is provided in this technical paper.
 Walstab, A., Volkoff, V., and Teese, R., 2004–2006,ACE longitudinal study, Adult,
Community and Further Education Board,Melbourne, viewed April 2012,
<http://www.skills.vic.gov.au/learnlocal-acfe/acfe-publications-and-research/acfe-
publications-and-research/ace-longitudinal-study>. In 2004 the Adult, Community
and Further Education (ACFE) Board in Victoria commissioned a three-year study of
learners. It sought to find out:
o who came into Learn Local and why
o what was their experience of Learn Local
o what were the benefits and where did it lead.

BSBRES801A Initiate and lead applied research

Page 74 of 80 1st edition version: 1
Participant Workbook

The study provides unique and statistically significant information from an initial
sample of over 3000 learners. The benefits to learners from their participation in
Learn Local have become clear showing patterns of participation and identifying
pathways over three years to further study, employment and community
participation. The three stages of the study were:
Stage 1: A community-studies approach to researching strategic issues in ACE
Stage 2: ACE connects!
Stage 3: ACE makes a difference: building pathways, providing opportunities and
creating outcomes.
 Nechvoglod, L. and Beddie,F.,2010, Hard to reach learners: What works in reaching
them and keeping them, Adult, Community and Further Education Board,
Melbourne, viewed April 2012,
<http://www.skills.vic.gov.au/__data/assets/pdf_file/0003/350085/DOC-
CENTRAL_n1530129_v1_Capacity_35_RHL_Attachment_1_Hard_to_Reach_Lear
ners__what_works_in_reaching_and_keeping_them.pdf>.
 Newcombe, J., and Achren, L.,, 2010, CALDsettlement and possibilities(Regional
reports), Adult, Community and Further Education Board, Melbourne, viewed April
2012, <http://www.skills.vic.gov.au/learnlocal-acfe/acfe-publications-and-
research/acfe-publications-and-research/cald-settlement-and-possibilities>.
 Department of Education and Early Childhood Development, 2010, ESL report
2009,Department of Education and Early Childhood Development, Victoria, viewed
April 2012,
<http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/lem/eslrep
ort2009.pdf>. Demographic data for Victoria related to school ESL learners and
their families.
 Shomos, A., 2010,Links between literacy and numeracy skills and labour market
outcomes, Australian Government, Productivity Commission, viewed April 2012,
<http://www.pc.gov.au/research/staff-working/literacy-numeracy-labour-
outcomesWELL>.
 Workplace English Language and Literacy (WELL) Program, 2010, Resource and
strategic projects guidelines, 2010, Department of Education, Employment and
Workplace Relations, Canberra,viewed April 2012,
<http://www.deewr.gov.au/Skills/Programs/LitandNum/WorkplaceEnglishLangua
geandLiteracy/StratProjects/Documents/RSGuidelines2010.pdf>.

Action research
 Burns, A., 1995, ‗Teacher-researchers: Perspectives on teacher action research
and curriculum renewal‘, in A. Burns and S. Hood (eds.), Teachers’ voices: Exploring
course design in a changing curriculum (pp. 3–19).NCELTR, Macquarie University,
Sydney.
 Burns, A. 2009,Becoming a holistic teacher: Discovering our practices through
action research, slides of presentation at 26th International ROC-TEFL
Conference,Hsinchu, viewed April 2012,
<http://www.professoranneburns.com/downloads/rocteflplenary09.pdf>.

BSBRES801A Initiate and lead applied research

 Clarkson, C. andScurfield, V., 2007, Practitioners leading research: Learner-centred

action research at Dewsbury CollegeNational Research and Development Centre
for Adult Literacy and Numeracy (NRDC), London, viewed April 2012
http://www.nrdc.org.uk/publications_details.asp?ID=94#.>. Available in IBSA
online reading folder
 McPherson, P., 2008,‗Exploring student responses in an immigrant language
program‘, in A.Burns andJ. Burton, (eds), Language teacher research in Australia
and New Zealand,TESOL Inc., Alexandria VA.Description of the process from
developing the question through to selecting methods and tools for research,
results and reflection.

Methodology issues
 Carpentieri, J. D., Litster, J., and Frumkin, L.,2010,Adult numeracy: A review of
research, NRDC,London, viewed April 2012,
<http://www.nrdc.org.uk/publications_details.asp?ID=170#>. An excellent chapter
on the methodological issues in adult numeracy research is part of this
publication:Available in IBSA online reading folder
 Gemici, S., Bednarz, A., and Lim, P., 2011, Getting tough on missing data: a boot
camp for social science researchers, NCVER, Adelaide, viewed April 2012,
<www.ncver.edu.au/publications/2421.html>.
 Semo, R., 2011, Social capital and young people, NCVER, viewed April 2012,
<www.ncver.edu.au/publications/2400.html>.
 OECD and Statistics Canada, 2011, Literacy for life: Further results from the adult
literacy and life skills survey,Second International ALL Report
It says in the report Please cite this publication as: OECD, Statistics Canada (2011),
Literacy for Life: Further Results from the Adult Literacy and Life Skills Survey,
OECD Publishing. http://dx.doi.org/9789264091269-en>.

Trend analysis
 OECD, ‗Trend analysis asa method‘, viewed April 2012,
<http://www.oecd.org/document/11/0,3746,en_36702145_36702273_372149
87_1_1_1_1,00.html>.

Application of research findings

 Folse, K., 2011, ‗Applying lexical research findings in ESL teaching‘,TESOL
Quarterly,vol. 45, no. 2, pp.362–369.Drawing on research findings about
vocabulary, lexical knowledge and learning strategies to change
practice,Folsemakes a series of recommendations to improve learning.
 Roach, K., 2008,‗Teaching literacy to deaf adults: Maxims for mapping unchartered
territory‘, in A. Burns, and J. Burton, (eds), Language teacher research in Australia
and New Zealand, TESOLInc, Alexandria, VA.How a course was developed to meet
the needs of a specific learner group. Journal data, emails with colleagues used as
research methods.
 Wyatt,M., 2011,‗Teachers research their own practice‘, ELT Journal, vol. 65, no. 4,
pp.417–425.Qualitative case study research into teacher action research.

BSBRES801A Initiate and lead applied research

Page 76 of 80 1st edition version: 1
Participant Workbook

Readings in IBSAonline readings folder

 Applied Linguistics Association of Australia (ALAA), 1998,Statement of good
practice,ALAA
 Barton, D., Appleby, R., Hodge, R., and Ivanic, K., 2006, Relating adults‘ lives and
learning: participation and engagement in different settings, NRDC,London
 Barton, D., 2009, ‗Researching adultlearners‘ lives to understandengagement and
progression in learning‘, Literacy and Numeracy Studies, vol. 17, pp. 51–61. This
study focused on ‗hard-to-reach‘ learners attending community-based provision, as
part of the Skillsfor Life program. The research summarised research around
motivation, participation and skills development.
 Beder, H. & Medina, P 2001 Classroom Dynamics in Adult Literacy Education,
NCSALL
 Carpentieri, J. D., Litster, J., and Frumkin, L., 2010, Adult numeracy: A review of
research, NRDC, London
 Circelli, M., Curtis, D., and Perkins, K., 2011, Mapping adult literacy performance,
NCVER, Adelaide
 Clarkson, C. andScurfield, V., 2007, Practitioners leading research: Learner-centred
action research at Dewsbury College National Research and Development Centre
for Adult Literacy and Numeracy (NRDC), London
 Condelli, L., Wrigley, H. S., Yoon, K., Seburn, M., and Cronen, S., 2003, What works
study for adult ESL literacy students,US Department of Education Washington, DC.
 Derrick, J. and K. Ecclestone, (2008), ―English-languageLiterature Review‖, in
Teaching, Learning and Assessment forAdults: Improving Foundation Skills, OECD
Publishing. Viewed April 2012, http://dx.doi.org/10.1787/172251338713.
 Leith, M., 2012,How learning English facilitates integration for adult migrants: the
Jarrah Language Centre experience, NCVER, Adelaide
 Metcalf, H., Meadows, P., Rolfe, H., andDhudwar, A., 2009,Evaluation of the impact
of skills for life learning: Longitudinal survey of adult learners on college-based
literacy and numeracy courses, Final report,
Department for Innovation, Universities and Skills, London
 Misko, J. and Priest, S., 2009, Students‘ suggestions for improving their vocational
education and training experience, NCVER, Adelaide
 NCVER, 2012, ‗The five national research priorities: The contribution of education
and training to social inclusion‘, Adelaide

BSBRES801A Initiate and lead applied research

Useful links
 Meethan , K., and Anderson, A., 2011, ‗Validity and reliability‘, Learning from
WOeRK project, University of Plymouth, YouTube video, viewed April 2012,
<http://www.youtube.com/watch?v=izaIWCWA5Rc>. Useful presentation on
qualitative research — validity and reliability.
 Learning from WOeRK project, 2011, ‗Qualitative research methods‘, University of
Plymouth, viewed April 2012,<http://cpdoer.net/collections/research-methods/>.
Open learning resources on research.
 Graham Gibbs‘ 26 videos on research, for example,
Gibbs, G.,‗Coding‘,2010,YouTube video,viewed April
2012,<http://www.youtube.com/watch?v=7X7VuQxPfpk&feature=related>.
 Burns, A., 2012, The website of Professor Anne Burns, viewed April 2012,
<http://www.professoranneburns.com/>. Professor Anne Burns is author of a
number of useful reports on action research in ESOL. This site contains a number of
resources on how to do action research.
 Education Resources Information Center(ERIC), viewed April 2012,
<http://www.eric.ed.gov>. Database of education literature.
 National Center for the Study of Adult Learning and Literacy, (NCSALL), ‗Research‘,
viewed April 2012, <http://ncsall.net/index.php?id=16>.
Through its research, NCSALL addresses questions that concern educators,
policymakers, and scholars. Such questions include: Why do some adult learners
persist in their studies but others do not? What constitutes effective teaching and
learning? What kinds of professional development activities are best for teachers?
And how can a program's impact on adult learners be measured? NCSALL’s
research provides a structured way for those involved in adult literacy education to
look at practice and learn from evidence, reducing reliance on trial and error.
 The National Research and Development Centre for Adult Literacy and Numeracy
(NRDC),‗Generating knowledge and transforming it into practice‘, viewed April
2012, <http://www.nrdc.org.uk/uploads/>.This is anational LLN research centre in
UK.
 OECD, ‗Education‘, viewed April 2012,
<http://www.oecd.org/topic/0,3699,en_2649_37455_1_1_1_1_37455,
00.html>.
 The Open University, ‗Open Research Online‘,viewed April 2012,
<http://oro.open.ac.uk/>.
 Macquarie University, ‘Prospect Journal‘,viewed April 2012,
<http://www.ameprc.mq.edu.au/resources/prospect>.
This is the archive ofProspect, the journal of The National Centre for English
Language Teaching and Research (NCELTR), a national research centre at
Macquarie University, which published research on adult ESL, including Adult
Migrant English Program (AMEP) research.

BSBRES801A Initiate and lead applied research

 Teachers of English to Speakers of Other Languages, Inc. (TESOL), ‗TESOL Quarterly

research guidelines‘, viewed April 2012,
<http://www.tesol.org/s_tesol/seccss.asp?CID=476&DID=2150>. This page
allows you to access to TESOL Quarterlyresearch guideline documents:
o Qualitative research: Case study guidelines
o Qualitative research: Conversation analysis guidelines
o Qualitative research: (Critical) Ethnography guidelines
o Quantitative research guidelines
o Informed consent policy statement and release.
 The International Research Foundation for English Language Teaching (TIRF),
‗References‘, viewed April 2012,
<http://www.tirfonline.org/resources/references/>. Over 80 reference lists for a
range of topics including action research, interviewing in qualitative research and
observation.

BSBRES801A Initiate and lead applied research

Page 80 of 80 1st edition version: 1

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Research and Reflective Practice

Topic 1: Why Research? — The Essentials of Applied Research .................................9

Topic 2: Applied Research — Methods and Techniques ........................................... 29

Topic 3: Bringing It All Together .................................................................................. 45

Topic 4: Presenting Your Research ............................................................................ 49

Activity 1: Research Design ......................................................................................... 57

Activity 2: Develop a Research Question.................................................................... 59

Activity 3: Conduct a Review of Research ................................................................. 61

Activity 5: Analyse Key Findings and Implications .................................................... 67

Activity 6: Design a Presentation ................................................................................ 69

Readings in IBSA online readings folder ..................................................................... 77

Useful links ................................................................................................................... 79

BSBRES801A Initiate and lead applied research

Sections in this workbook

Research and reflective practice

BSBRES801A Initiate and lead applied research

Using this workbook

Compiling your own resources

BSBRES801A Initiate and lead applied research

BSBRES801A Initiate and lead applied research

Yourassessment for this unit

BSBRES801A Initiate and lead applied research

Topic 1: Why Research?—The

Purpose and context of research

BSBRES801A Initiate and lead applied research

 Using research practitioner professional development through inquiry-

The National Centre for Vocational Education Research

BSBRES801A Initiate and lead applied research

Research task: Getting started with research

BSBRES801A Initiate and lead applied research

Research task: Research purpose

2. On the NRDC website, read their ‗Aims‘.

BSBRES801A Initiate and lead applied research

BSBRES801A Initiate and lead applied research

Framing a research question

Research task:Fundamentals: Purpose, audience, question

Selectfour of the seven published research reports listed in the research

BSBRES801A Initiate and lead applied research

All educational research requires investigation of what has already been

Research task:Finding out what has already been done

1. Go to the NCVER Adult literacy

BSBRES801A Initiate and lead applied research

research projects in your work setting.

Further reading on the policy context

Research task:Understanding research paradigms in LLN — theoretical and

BSBRES801A Initiate and lead applied research

Applied research methods

Quantitative and qualitative research

Qualitative research collects and analyses data transcribed from interviews,

BSBRES801A Initiate and lead applied research

Research task:Mixed methods

The activities in this workbook focus on basic aspects of quantitative

BSBRES801A Initiate and lead applied research

Research task:Using published statistics

1. Access the following reports:

BSBRES801A Initiate and lead applied research

 McPherson, P., 2008, ‗Exploring student responses in an immigrant

Through my involvement in collaborative research, I was able to explore

Research task: Action research

1. Access information about action research. Use the following websites

BSBRES801A Initiate and lead applied research

Think about the following ethnographic research guidelines from TESOL

BSBRES801A Initiate and lead applied research

o the impact of your activities and behavior on the community.

(Teachers of English to Speakers of Other Languages, Inc (TESOL), ‗TESOL

Discuss with colleagues some of the possible barriers to conducting

Other research methods

BSBRES801A Initiate and lead applied research

Research task: Designing a research activity

Brainstorm with colleagues how you would go about designing a research

Determining policies andprocedures for research and data

9D. Nunan, op. cit,. p. 216.