Examples of the Data Analysis Procedure

Auerbach and Silverstein (2003) suggest that it is inevitable that different researchers may interpret interview data differently, but the interpretation is only valid if supported by data extracts. It is critical to be able to demonstrate how the codes, themes and CMOCs have been developed from the data (Auerbach and Silverstein, 2003). Therefore, the system adopted for this evaluation means that each C, M or O code links explicitly to evidence from the data or literature. Data extracts in the following examples and also in chapter 4 have been selected when they are coherent and concise and are considered to illustrate a code and/or theme effectively (Braun and Clarke, 2006). Therefore, the following extracts are presented alongside their theme and code, as well as whether the extract supports a context, mechanism or outcome factor.

3.12.1 Interview extract

This extract was taken from the semi-structured interview of a FSL. It can be found within the theme of confidence because it highlights how young people having choice about the activities they do can support them to be successful and confident to go on to try new things.

Table 3.6 Interview Extract.

Extract Code Participant Data Code Context, Mechanism Outcome? CMO Code

“you go with the flow, if one of the students, one of the kids has got something they’re interested in and you’ve got something else in your head you go with what they’ve got in their head and work with that

as if you’ve got them hooked on something

then they’re more likely to gainthe confidence to go on and try something different”

Children engage in child-led learning and choose from a diverse range of novel activities on offer set up by qualified FSL. Children are engaged andknow they can follow their own interests and initiate their own plan and learning.

Children succeed and are more likely to be confident to approach potentially challenging tasks in the future.

Interview A (appendix 8.7) Context Mechanism Outcome 1d

3.12.2 Questionnaire extract

This extract was taken from a questionnaire completed by the school teacher of pupil 2. The extract supports the development of CMOCs within the themes of language and

communication (3b) and new perspectives in adult/child relationships (7c).

Table 3.7 Questionnaire Extract

3.12.3 Observation extract

The following extract comes from a narrative observation of a FSL and pupil. This extract informed the theme of Knowledge, Understanding of the World and

Independence. The extract illustrated the contextual factor of opportunities for

curriculum links in the environment.

Extract Code Participant/ Data Code Context, Mechanism Outcome? CMO Code

“When I visited pupil 2 at Crow’s Wood he was very keen to show me his achievements andexplain to me some of the things he had learned about animal tracks etc.He freely initiated these conversations (something he had been reluctant to do in the past)”.

Provides multisensory experience/real context for new vocabulary. There are opportunities to assess children in a different way.

They are motivated to discuss the multi- sensory experiences at Forest School.

Child becomes more confident at communicating. J2 (appendix 8.12) Context Mechanism Outcome 3b 7c 3b 3b

Table 3.8 Observation Extract

3.12.4 Documentary extract

As aforementioned, available documents included risk assessments and NOCN (2013) assessment criteria for modules young people could achieve by attending Forest School. As every young person involved in the study achieved the module titled ‘Developing Group and Teamwork Communication Skills’, this paperwork was used as a method of triangulating the data. This extract links to a code within the theme of social skills.

Table 3.9 Document Extract

Extract Code Participant/ Data Code Context, Mechanism Outcome? CMO Code

Planting – pupil putting bean canes in. FSL - “talk me through what you’re doing, then”. Pupil – “putting canes in ready”. FSL – “right, you’ll need 8 evenly spaced. The thick end goes in the ground. They need to be strong enough if it’s windy. How many corners on a square?” Pupil – “4”. FSL – “good, treat it as a square and put the left over canes between the corners. That’s it. So where are the canes in relation to each other?” Pupil – “opposite?” FSL – “ yep, and these?” Pupil – “diagonal”. Exposure to curriculum areas of maths, science, music, literacy and language in real-life context Ep.3 and 4 (appendix 8.8) Context 6d

Extract Code Participant/

Data Code Context, Mechanism or Outcome? CMO Code Identify a number of situations when co-operation is necessary to achieve a group task. Children’s listening skills improve and demonstrate more pro-social, helpful behaviour. F2 (appendix 8.9) Outcome 2b

These extracts from the various data sources were presented to illustrate how the raw data has been used to develop codes, which make up the CMOCs. Clearly, some extracts will include information which relates to all three CMO features, whereas others may only illuminate one. Pawson (2006) proposes that information can be drawn from different sources to build CMOCs. For example, a single CMOC may have draw on information from observations to form the context factor, interviews to form the mechanism factor and questionnaires to form the outcome factor. The data codes included in the programme specifications (appendix 8.2; 8.15; 8.19) enable data sources to be traced so that CMOC development is transparent and replicable.