In the next section I outline the methods of data collection and provide a brief
explanation about why each was chosen. I close with a brief discussion into how these methods developed throughout the research program as part of the iterative cycle. 5.8.1 Questionnaire
To assess the impact of the Intervention a pupil questionnaire was applied before and after each Intervention.The first part of the questionnaire contained a selection of open- ended questions about global perspectives and the second part considered attitudinal questions based on a five-point Likert scale. I chose the Likert scale as this provided pupils with a neutral as well as positive and negative response option. (Cohen et al., 2007, chpt 15). I wanted to collect data in a structured way that could be compared directly across the different pupils taking part, but I also wanted to provide an opportunity for pupils to communicate in more detail their perceptions using a selection of open questions
During the first and second iterations of the Story Tent Intervention I wanted to apply the questionnaire the week before and then at the end of the day to gain an indication of how the activities had impacted the pupils’ perceptions. However, I found that it was too difficult in practice for the teachers to apply the questionnaire in a reliable way before the Intervention. One school had forgotten, another applied the day before and one had a last-minute change of class taking part. Consequently, I decided not to include this data
in my analysis but rather chose to use it as information to inform the development of the Intervention and as part of the pupils’ ICC portfolio.
5.8.2 Pupil Reflexive Questionnaire
Throughout each of the sessions during the Intervention day the pupils used a self- assessment questionnaire to help them reflect on the skills and attitudes they were exercising in each session. They were asked to rate themselves on a scale of 1 – 10 for the attitudes of Respect, Openness and Curiosity and the skills of Discovery, Interpret and Relate. I analysed their results using an Excel spreadsheet. The information was then used to create individual radar charts similar to those used by Tompenaars and Wooliams (2005) to demonstrate how pupil competences were changing during the day. It was possible to compare individual responses, which then became part of the information included in the pupils’ ICC portfolio; I also used this data to prepare whole class overviews, enabling comparisons to be made across the research schools and the two iterations.
This reflexive process was not only useful for the insights it provided into the pupils’
experience of the Intervention, but also as a core source of information for the AR iterative cycle. The reflexive process is an important part of developing ICC and a part of AR dynamics. Deardorff describes this when she states:
ICC development is an ongoing process and thus it becomes important for individuals to be provided with opportunities to reflect upon and assess the development of their own ICC. (Deardorff, 2009: 479)
The information collected through the self-assessment questionnaire provided data that could be reviewed to explore the relative impact that each of the sessions had on the pupils and to analyse any changes that were taking place throughout the day. This enabled a comparison to be made between the effectiveness of the different styles of
presentation within the Intervention across the day. It was also possible to combine the findings of the pupils from each of the different classes that took part to explore the different responses across the research schools. The results from this data analysis are presented in Chapter 6.
5.8.3 Observed Group Work
During the pilot Intervention, it was observed that the third session was particularly effective at providing a context where the pupils could exercise ICC through the process of the group dialogue. I decided that this would provide useful data to cross-reference against the pupils’ own self-evaluations. If there was evidence of pupils demonstrating ICC through group discussion which they were also recording on their self-assessments it would strengthen the observations and provide triangulation with other data sources. During each Intervention one of the five small discussion groups was selected to be studied in more detail and the group discussion time was recorded. Pupils were given the opportunity to withdraw if they did not feel comfortable with being recorded in line with the ethics guidelines. None of the children opted out. The recording was then
transcribed and analysed for examples of ICC being exercised by the pupils. The pupils who took part in this activity were then interviewed the following day to explore further their responses.
5.8.4 Semi-Structured Pupil Interview – AIE
The Autobiography of Intercultural Encounters (AIE) (Council of Europe, 2009) was
used to gain a more detailed understanding of the pupil’s perceptions of the Intervention. (See Appendix E). I wanted to be able to explore more specifically which ICC the pupils were being demonstrated as well as how the pupils had been impacted by the
structured interview, developed by the Council of Europe, which facilitated self- reflection to support an analysis of an intercultural experience.
Through a series of questions pupils are directed to different aspects of the encounter and for each of the questions there were theoretical indicators which provided possible markers for identifying ICC in the pupils’ responses. The interview not only provided a framework to reflect on the event but also provides an opportunity for the pupils to demonstrate ICC through their responses. Religious encounters were identified as one possible context in which the AIE could be applied and I considered it to be helpful to my specific research questions.
5.8.5 Interviews – Team Observations
The initial assessment framework suggested that the research team should record examples of observed ICC during the day using a log book. This proved to be cumbersome as the team were heavily involved in delivering the Intervention. It was considered of more value to engage and reflect together afterwards and so the log books were removed from subsequent Interventions.
During each of the following Interventions, informal interviews were carried out at the end of each of the teaching session. They were recorded and transcribed for detailed analysis after the Intervention. There were three key focuses to these interviews. Firstly, the teachers and faith representatives were asked to share any examples of ICC that they had witnessed during the group time. Secondly, they were asked to comment on the way they perceived the pupils were engaging and participating with the Intervention itself, looking for strengths and weaknesses. Thirdly, there was an opportunity to suggest improvements to the way the Story Tent Intervention was delivered. This interview time formed the space where the insider-outsider dynamic was developed as the team shared insights as equals who were all learning together.
I became aware after the first iteration that the participants were so positive about how the pupils were interacting with the program and experiencing learning on a personal level that there may be participant bias. Because of this I decided to invite an outside observer to participate in one of the Interventions during the second iteration. They watched a morning session without the responsibility of facilitating group activities and recorded examples of observed ICC skills and attitudes. These examples were then typed up and organised into statements which reflected the 5 different competences the pupils had been self-assessing.