Listening to Children - University of Edinburgh · 2016-12-27 · 6 Listening to Children: Research...

UNIVERSITY OF EDINBURGH GRADUATE SCHOOL OF SOCIAL AND POLITICAL SCIENCE

COURSE HANDBOOK 2015-2016

Semester 2

Listening to Children: Research and Consultation

PGSP11012

A Core Course of the MSc in Childhood Studies

Course Organisers: Professor Kay Tisdall Dr Marlies Kustatscher Time: Weekly on Wednesdays 2:10pm to 5:00pm Location: Seminar Room 5, Chrystal Macmillan Building

THIS HANDBOOK CAN BE MADE AVAILABLE IN LARGE PRINT IF REQUIRED

2 Listening to Children: Research and Consultation

PGSP11012 Course Handbook 2015-16

Welcome to Listening to Children: Research and Consultation

The course organisers are Kay Tisdall and Marlies Kustatscher. They can be contacted at [email protected] and [email protected]. If you would like to meet with Marlies or Kay, please contact them to schedule a meeting. Marlies is the primary contact for issues about Learn and resources. Kay is the primary contact for other issues about the course, including if you have any special requirements or need any particular support to make the most of this course. Further, if you are anxious about your work or your progress, speak to Kay or your Programme Director. Andrew Macaulay is the course secretary for this course and can be found in the Graduate School Office, Room 1.19, Chrystal Macmillan Building, 15a George Square. He can be contacted at [email protected]

There is a Learn online resource for this course. This is an important component of the course and you are expected to access it regularly. You should see this when you log into MyEd (under the Work tab) if you have been registered for the course. For students within the School of Social & Political Science, registration for the course (and thus Learn) is through the Graduate School Office. If you are a student outwith SSPS, registration is normally done by your own School.

mailto:[email protected]





TABLE OF CONTENTS

KEY DATES AND PLACES ............................................................... 4

KEY PUBLICATIONS ........................................................................ 4

COURSE ORGANISERS................................................................... 4

AIM AND OBJECTIVES OF THE COURSE ...................................... 5

EXPECTED PRIOR KNOWLEDGE ................................................... 5

TEACHING STYLE AND LEARNING APPROACH ........................... 6

RESOURCES FOR THE COURSE ................................................... 6

Course Learn site .............................................................................................. 6

Readings ........................................................................................................... 7

BASIC STRUCTURE OF THE COURSE ........................................... 9

WEEKLY READING ........................................................................ 10

ASSESSMENT ................................................................................ 33

SUBMISSION AND RETURN OF COURSEWORK ......................... 35

EXTERNAL EXAMINER .................................................................. 38

OTHER MATTERS .......................................................................... 38

Appendix 1 – Postgraduate marking scheme ................................... 39

Appendix 2 – PG Feedback Form .................................................... 40



KEY DATES AND PLACES

What When Where

First course meeting

Week 1, Wednesday 13 January 2:10pm

Seminar Room 5, Chrystal Macmillan Building

2 page outline of research proposal

Week 5 Monday 8 February

Exchange with your partner on Monday 8 February Bring 3 copies to class on Wednesday 10 February

Innovative Learning Week Jamboree

Wednesday 17 February, approximately 2:00pm to 6:00pm

6th Floor Staff Room, Chrystal Macmillan Building

Submit research proposal

Week 6 Monday 22 February, 4:00pm

Email to [email protected]

Last course teaching session

Week 10 Wednesday 23 March

Seminar Room 5, Chrystal Macmillan Building

Assessment due Thursday 7 April at 12 noon To submit electronically through ELMA

KEY PUBLICATIONS For full information on regulations etc., you are expected to read:

Code of Practice for Taught Postgraduate Programmes. Please see the University website: http://www.docs.sasg.ed.ac.uk/AcademicServices/Codes/CoPTaughtPGProgrammes.pdf Graduate School Handbook on MSc taught courses. You can find this on the Graduate School website: http://www.sps.ed.ac.uk/gradschool/on_course/student_intranet

COURSE ORGANISERS Marlies Kustatscher is a Lecturer in Childhood Studies at the Moray House School of Education, and a Co-Director of the Centre for Education for Racial Equality in Scotland (CERES). Her research interests include children and young people’s social identities and experiences of inequalities, children’s rights and participation and children’s emotions and relationships (particularly in institutional settings). Marlies has a practical background in social work and support work with children and young people. [email protected]


http://www.docs.sasg.ed.ac.uk/AcademicServices/Codes/CoPTaughtPGProgrammes.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Codes/CoPTaughtPGProgrammes.pdf

http://www.sps.ed.ac.uk/gradschool/on_course/student_intranet




Kay Tisdall is a Professor of Childhood Policy and Programme Director of the MSc in Childhood Studies. Current and recent research projects include theorising children's participation, investigating school councils, early education and learning across European countries, and contested contact in situations of domestic abuse. She has a considerable interest in the links between policy, practice and academia which she followed, for example, in her joint post between the University and Director of Policy & Research at Children in Scotland from 1999-2003. [email protected]

AIM AND OBJECTIVES OF THE COURSE Course Aim Building on a prior foundation in methods of social research, the course aims to enable you to undertake empirical research and/or consultation with children, for your postgraduate dissertation if desired. This course aims to heighten your awareness of ethical considerations in undertaking research with children, and familiarise you with approaches to research that have been tailored to children. Course Learning Objectives By the end of the course, combining both taught and independent learning, you should:

Know the range of ethical considerations in undertaking research and consultation with children and be able to evaluate various methods to ensure ethical research and consultation take place

Be able to reflect critically on the impact of different conceptual understandings of childhood underlying research on children

Be sensitive to variations amongst children (by such factors as disability, gender, cultural and linguistic backgrounds, and age), that potentially affect research and consultations with them

Be aware of various methods by which to elicit views from children and to evaluate the methods’ limitations and advantages

Have an informed view on the extent to which conducting research with children is significantly different from conducting research with adults.

EXPECTED PRIOR KNOWLEDGE The course will assume that you have a good knowledge of social science research methods and design, at a postgraduate level. If a subject does feel unfamiliar to you, utilise the reading resources below and/or the course website and glossary to gain more knowledge. It is also assumed that you will have been alerted to different understanding of childhood by the prior course, Childhood and Children’s Rights. If you have not taken this course, you should familiarise yourself with its key readings, detailed below.




Alanen, L. and Mayall, B. (eds.) (2001) Conceptualizing Child-Adult Relations, London: Routledge/ Falmer Press.

Alderson, P. (2013) Childhoods, Real and imagined: An Introduction to Critical Realism and Childhood Studies, London: Routledge (available as e-book).

Archard, D. (2004) Children: Rights and Childhood, 2nd Edition, London: Routledge. Freeman, M.A. (ed.) (2004) Children’s Rights, Volumes I and II, Aldershot: Ashgate. General Assembly of the United Nations (1989) The Convention on the Rights of the Child,

Adopted by the General Assembly of the United Nations on 20 November 1989. [UN Convention] http://www.unicef.org/crc/

Invernizzi, A. and Williams, J. (eds.) (2008) Children and Citizenship, London: Sage. James, A. and James, A. (2008) Key concepts in Childhood Studies, London: Sage. James, A., Jenks, C. and Prout, A. (1998) Theorizing Childhood, Cambridge: Polity Press. Montgomery, H. (2009) An Introduction to Childhood: Anthropological Perspectives on

Children’s Lives, Chichester: Wiley Blackwell. Prout, A. (2005) The Future of Childhood, London: Routledge/ Falmer (available as e-

book). Qvortrup, J., Bardy, M., Sgritta, G. and Wintersberger, H. (eds.) (1994) Childhood Matters. Social Theory, Practice and Politics, European Centre, Vienna. Aldershot: Avebury. Qvortrup, J., Corsaro, W. and Michael-Sebastine, H. (eds.) (2009) The Palgrave

Handbook of Childhood Studies, London: Palgrave Macmillan. Smith, P.K., Cowie, H. and Blades, M. (2011) Understanding Children’s Development, 5th

Edition, Oxford: Wiley-Blackwell. Vandenhole, W., Desmet, E., Reynaert, D. and Lembrechts, S. (eds.)(2015) Routledge

International Handbook of Children’s Rights Studies, London: Routledge. Wells, K. (2015) Childhood in a Global Perspective, 2nd Edition, Cambridge: Polity Press. Wyness, M. (2015) Childhood, Cambridge: Polity Press.

TEACHING STYLE AND LEARNING APPROACH The course will involve weekly face-to-face sessions, supplemented by Learn resources. You will be expected to attend course sessions, to take part in both individual and group tasks, and undertake independent reading and study. You will also be expected to access the course website on a weekly basis. The seminar room has additionally been booked from 4:00pm to 5:00pm, should you want to self-organise into reading groups. You are most welcome to make a brief presentation (5 minutes) on your own past research projects etc – others will be very interested! Kay will organise a schedule at the start of the course.

RESOURCES FOR THE COURSE Course Learn site The course website provides access to the course materials. It contains such features as:

http://www.unicef.org/crc/

http://www.unicef.org/crc/



‘Top tips’

Case studies

Web links

Glossary of research methods terms

Video clips of interviewing children and young people Readings Every registered student should have access to the course's Learn site, which can assist you with online resources. You are encouraged to read widely, going beyond the suggested reading below. Reading listed has been divided into sections:

Essential reading: you should read this in advance of course sessions. Recommended reading: if you want alternative viewpoints or deeper discussion. Further reading: if you want to take your reading even further, because of particular interests etc.

Where possible, readings are available electronically (on Learn, through the resource list or web links). Suggested steps for accessing materials are:

1. Use the Resource Lists on Learn. We are trying out a new interface this year that should connect you directly into the electronic resource if available. Look in the table of contents to find the appropriate week.

2. Look in the library catalogue (http://discovered.ed.ac.uk). If it is an electronic journal or an e-book, you can look at it online. Or you can find out where you can go get the reading, in a library.

The Main Library, the Education Library (Moray House) and the Law Library are the key sites for Childhood Studies materials. Please first inquire at the libraries if you have any difficulties finding materials. If you continue to have difficulties, please let Kay know immediately. There are other resources within Edinburgh for publications, including other libraries of the University and the National Library for Scotland. We have a set text, which we recommend that you buy and which is also available as an e-book through the library catalogue: Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (2008) Research with Children and

Young People: Research design, methods and analysis, London: Sage. You may also find the following useful to buy: Melton, G.B, Ben-Arieh, A., Cahsmore, J., Goodman, G.S., Worley, N.K. (2014) The Sage

Handbook of Child Research. Sage Publications.

Alderson, P. and Morrow, V. (2011) The Ethics of Research with Children and Young People: A practical handbook, London: Sage.

http://discovered.ed.ac.uk/



Alderson, P. and Morrow, V. (2004) Ethics, social research and consulting with children and young people. Essex: Barnardos.

Christensen, P. and James, A. (2008) Research with Children. Perspectives and Practices. 2nd edition, London: Falmer Press.

Fraser, S. et al (eds.) (2004) Doing Research with Children and Young People. London: Sage/OU.

Mailing lists can be useful to keep up to date with activities and resources:

Children’s Rights International Network https://www.crin.org/en/home/what-we-do/crinmail (08.11.15)

Children and Young People’s Participation Learning Network https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=CHILDPARTICIPATIONNETWORK (08.11.15)

Exploring Childhood Studies https://email.rutgers.edu/mailman/listinfo/exploring_childhood_studies (08.11.15)

https://www.crin.org/en/home/what-we-do/crinmail

https://www.crin.org/en/home/what-we-do/crinmail

https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=CHILDPARTICIPATIONNETWORK

https://email.rutgers.edu/mailman/listinfo/exploring_childhood_studies



BASIC STRUCTURE OF THE COURSE

Week Date Topic Session

1 13 January Doing research with children and young people

Marlies Kustatscher and Kay Tisdall

2 20 January Ethics, power and diversity Marlies Kustatscher

3 27 January Longitudinal studies: Growing Up in Scotland

Judith Mabelis, Scottish Centre for Social Research

4 3 February Ethnography Kristina Konstantoni, Moray House School of Education

5 10 February Research Proposals


Exchange 2 page outline proposal with a partner on Monday 8 February

Bring 3 copies to class on Wednesday 10 February

ILW 17 February Innovative Learning Week

Childhood Studies Jamboree

6 24 February Involving Children & Young People

Children’s Parliament

7 2 March Doing international research with children and young people

Deborah Fry, Moray House School of Education

8 9 March Participatory methods? Kay Tisdall

9 March

4 to 5pm

Optional: advice on filling in your ethics form

9 16 March Knowledge Exchange Morag Treanor, School of Social and Political Science

10 23 March Optional ‘Taster’ Session on Qualitative Data Analysis


23 March

4 to 5pm

Optional: A chance to discuss your research proposal




WEEKLY READING Week 1 – 13 January: Doing research with children and young people Essential

Tisdall, E.K.M. (2008) ‘Introduction’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis. London: Sage. [available as an e-book through the library]

Recommended Fraser, S. and Robinson, C. (2003) ‘Paradigms and Philosophy’ in Fraser, S., Lewis, V., Ding, S., Kellett, M. and Robinson, C. (eds.) Doing research with children and young people. London: Sage. Chapter 5, pp 59-78.

Hill, M. (2006) 'Children's voices on ways of having a voice. Children's and young people's perspectives on methods used in research and consultation' Childhood 13(1): 69-89. [e-journal]

Punch, S. (2002) 'Research with children. The same or different from research with adults?' Childhood 9(3): 321-341. [e-journal]

See also ‘How To’ guides on the Participation Works website http://www.participationworks.org.uk/resources?filter1=HowToGuide (11.10.15) These ‘How To’ Guides describe how to involve children and young people in research, offers an introduction to the merits of involving children and young people in research and ideas on what needs to be considered before carrying out this work. A small charge is now placed on these.

MacArthur Foundation http://www.macfound.org/programs/learning/ (11.10.15) An excellent open access resource made available by the MacArthur Foundation through MIT press. 20 full texts about young people on digital media including for example Youth, Identity and Digital Media by David Buckingham.

Further reading Beazley, H., Bessell, S., Ennew, J. and Waterson, R. (2011) ‘How are the Human Rights of Children Related to Research Methodology?’ in Invernizzi, A. and Williams, J. (eds.) The Human Rights of Children: from visions to implementation. Farnham: Ashgate, pp. 159-178. [available as an e-book through the library]

Bushin, N. (2007) ‘Interviewing with children in their homes’ Children’s Geographies 5(3): 235-251. [e-journal]

http://www.participationworks.org.uk/resources?filter1=HowToGuide

http://www.macfound.org/programs/learning/



Davis, J. M. (1998) 'Understanding the meanings of children: a reflexive process' Children and Society 12(5): 325-335. [e-journal]

Lundy, L. and McEvoy, L. (2012) ‘Childhood, the United Nations Convention on the Rights of the Child, and Research: What Constitutes a ‘Rights-Based’ Approach?’ Freeman, M. (ed) Law and Childhood Studies, Current Legal Issues 2011, Oxford: Oxford University Press, pp. 75-91. [available as an e-book through the library]

Quennerstedt, A. (2013) ‘Children’s Rights Research Moving into the Future-Challenges on the Way Forward’, International Journal of Children’s Rights 21(2): 233-247. [e-journal]

Testa, A.C. and Coleman, L.M. (2006) ‘Accessing research participants in schools’ Health Education Research 21(4): 518-526. [e-journal]



Week 2 – 20 January: Ethics, power and diversity Essential Alderson, P. and Morrow, V. (2004) Ethics, Social Research and consulting with children and young people. Ilford: Barnardo’s, Appendix 1.

Gallagher, M. (2008) ‘Ethics’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis. London: Sage. [available as an e-book through the library]

Ebrahim, H. (2010) ‘Situated ethics: possibilities for young children as research participants in the South African context’ Early Child Development and Care 180(3): 289-298. [e-journal]

Recommended Alderson, P. and Morrow, V. (2011) The Ethics of Research with Children and Young People: A practical handbook. London: Sage. [available as an e-book through the library]

Farrell, A. (2015) ‘Ethics in Early Childhood Research’ in Farrell, A., Kagan, S.L., and Tisdall, E.K.M. (eds.) The SAGE Handbook of Early Childhood Research. London: Sage.

Gallagher, M. (2008) 'Power is not an evil': Rethinking Power in Participatory Methods’. Children's Geographies 6(2): 137-150. [e-journal]

Kustatscher, M (2014) Informed consent in school-based ethnography – using visual magnets to explore participation, power and research relationships. International Journal of Child, Youth and Family Studies, 5 (4.1), 686-701. [e-journal]

Okwany, A. and Ebrahim, H. (2015) ‘Rethinking Epistemology and Methodology in Early Childhood Research in Africa’ in Farrell, A., Kagan, S.L., and Tisdall, E.K.M. (eds.) The SAGE Handbook of Early Childhood Research. London: Sage. [available as an e-book through the library]

Further reading about the diversity of children and young people Curtis, H., Roberts, H., Copperman, J., Downie, A. and Liabo, K. (2004) '’How come I don't get asked no questions?' Researching 'hard to reach' children and teenagers' Child and Family Social Work 9: 167-175. [e-journal]

Davis, J., Watson, N. and Gallagher, M. (2008) ‘Disabled Children: Fieldwork and Interviewing’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis, London: Sage. [available as an e-book through the library]



Cashmore, J. (2014) ‘Children in Exceptional Circumstances’ in Melton, G.B., Ben-Arieh, A., Cashmore, J., Goodman, G.S., Workley, N.K. (eds.) The SAGE Handbook of Child Research. London: Sage. [available as an e-book through the library]

Groves, L. A Case Study from Central America [pdf provided by course organisers]

Hill, L.C. (2015) ‘Don’t make us Talk! Listening to and learning from children and young people living with parental alcohol problems’ Children & Society 29(5): 344-354. [e-journal]

Komulainen, S. (2007) ‘The ambiguity of the child’s ‘voice’ in social research’ Childhood 14(1): 11-28. [e-journal]

Mitchell, F. (2008) ‘Case Study - Researching with and About Children and Young People who are Unaccompanied and Seeking Asylum’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis, London: Sage. [available as an e-book through the library]

Rassool, N. (2004) ‘Flexible Identities: Exploring Race and Gender Issues amongst a Group of Immigrant Pupils in an Inner-city Comprehensive School’ in Lewis, V., Kellett, M., Robinson, C., Fraser, S., and Ding, S. (eds.) The Reality of Research with Children and Young People, London: Sage. Chapter 12, pp. 233-253

Sloper, P., and Beresford, B. (2014) ‘Children with Disabilities’ in Melton, G.B., Ben-Arieh, A., Cashmore, J., Goodman, G.S., Workley, N.K. (eds.) The SAGE Handbook of Child Research. London: Sage. [available as an e-book through the library]

Tisdall, E.K.M. (2008) ‘Dissemination – or Engagement?’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis, London: Sage. [section on communication tools] [available as an e-book through the library]

Further reading about ethics Bell, N. (2008) ‘Ethics in child research: rights, reason and responsibilities’, Children’s Geographies, 6(1): 7–20. [e-journal]

Coyne, I. (2010) ‘Research with Children and Young People: The Issue of Parental (Proxy) Consent’ Children & Society 24(3): 227-237. [e-journal]

Coady, M. (2010). Ethics in Early Childhood Research. In G. MacNaughton, S. A. Rolfe and I. Siraj-Blatchford (Eds.), Doing Early Childhood Research: International Perspectives on Theory and Practice. 2nd Edition. Maidenhead: Open University Press. pp.73-84.



Cree, V. E., Kay, H. and Tisdall K, (2002) ‘Research with children: sharing the dilemmas’ Child and Family Social Work 7(1): 47-56. [e-journal]

Farrell, A. (ed) (2005) Ethical Research with Children, Maidenhead: Open University Press.

Houghton, C. (2015) ‘Young People’s Perspectives on Participatory Ethics: Agency, Power and Impact in Domestic Abuse Research and Policy-Making’ Child Abuse Review 24(1): 235-248. [e-journal]

Masson, J. (2004) ‘The Legal Context’ in Fraser, S., Lewis, V., Ding, S., Kellett, M. and Robinson, C. (eds.) Doing research with children and young people. London: Sage.

Morrow, V. (2009) The Ethics of Social Research with Children and Families in Young Lives: Practical Experiences Working Paper 53 http://www.younglives.org.uk/publications/WP/ethics-research-children-families/wp53-the-ethics-of-social-research-with-children-and-families-in-young-lives-practical-experiences/view (11.10.15)

Nutbrown, C. (2010) ‘Naked by the Pool? Blurring the Image? Ethical Issues in the Portrayal of Young Children in Arts-Based Educational Research’ Qualitative Inquiry 17(1): 3-14. [e-journal]

Wiles, R., Coffey, A., Robinson, J., and Heath, S. (2012) ‘Anonymisation and visual images: issues of respect, ‘voice’ and protection’ International Journal of Social Research Methodology 15(1): 41-53. [e-journal]

International Journal of Internet Research Ethics http://ijire.net/issues.html (11.10.15) (not specifically about research with children and US based)

The Research Ethics Guidebook: A Resource for Social Scientists http://www.ethicsguidebook.ac.uk/Building-ethics-into-the-research-design-8 (11.10.15) Not specifically about research with children- but a useful guide to ethical issues in research. There is a short section re ethics and online research http://www.ethicsguidebook.ac.uk/Online-research-102 (11.10.15)

UNICEF Innocenti Ethical Research Involving Children (ERIC) http://childethics.com/ (11.10.15)

Selection of ethical guidelines

Association of Social Anthropologists in the UK and the Commonwealth http://www.theasa.org/ethics/guidelines.shtml (11.10.15)

British Educational Research Association https://www.bera.ac.uk/researchers-resources/publications/bera-ethical-guidelines-for-educational-research-2011 (11.10.15)

British Sociological Association http://www.britsoc.co.uk/the-bsa/equality/statement-of-ethical-practice.aspx (11.10.15)

http://www.younglives.org.uk/publications/WP/ethics-research-children-families/wp53-the-ethics-of-social-research-with-children-and-families-in-young-lives-practical-experiences/view



http://ijire.net/issues.html

http://www.ethicsguidebook.ac.uk/Building-ethics-into-the-research-design-8

http://www.ethicsguidebook.ac.uk/Online-research-102

http://childethics.com/

http://www.theasa.org/ethics/guidelines.shtml

https://www.bera.ac.uk/researchers-resources/publications/bera-ethical-guidelines-for-educational-research-2011

https://www.bera.ac.uk/researchers-resources/publications/bera-ethical-guidelines-for-educational-research-2011

http://www.britsoc.co.uk/the-bsa/equality/statement-of-ethical-practice.aspx

http://www.britsoc.co.uk/the-bsa/equality/statement-of-ethical-practice.aspx



Economic and Social Research Council (2015) http://www.esrc.ac.uk/files/funding/guidance-for-applicants/esrc-framework-for-research-ethics-2015/ (11.10.15)

National Children’s Bureau. Guidelines for Research for research with children and young people (2011) https://www.nfer.ac.uk/nfer/schools/developing-young-researchers/NCBguidelines.pdf (11.10.15)

See also Child Exploitation and Online Child Protection Centre (CEOP) http://www.ceop.gov.uk/ (11.10.15)

http://www.esrc.ac.uk/files/funding/guidance-for-applicants/esrc-framework-for-research-ethics-2015/

http://www.esrc.ac.uk/files/funding/guidance-for-applicants/esrc-framework-for-research-ethics-2015/

https://www.nfer.ac.uk/nfer/schools/developing-young-researchers/NCBguidelines.pdf

https://www.nfer.ac.uk/nfer/schools/developing-young-researchers/NCBguidelines.pdf

http://www.ceop.gov.uk/



Week 3 – 27 January: Longitudinal studies: Growing up in Scotland Essential Greig, A., Taylor, J. and MacKay, T. (2007) Doing Research with Children, 2nd Edition, London: Sage. [especially pp. 123-134]. [available as an e-book through the library]

Plows, V. and Gallagher, M. (2008) ‘Case Study - Evaluation of a Youth Counselling Service: Surveying Young People’s View’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis. London: Sage. [available as an e-book through the library]

Recommended de Leeuw, E. (2011) Improving Data Quality when Surveying Children and Adolescents: Cognitive and Social Development and its Role in Questionnaire Construction and Pretesting. Report prepared for the Annual Meeting of the Academy of Finland: Research Programs Public Health Challenges and Health and Welfare of Children and Young People. http://www.aka.fi/globalassets/awanhat/documents/tiedostot/lapset/presentations-of-the-annual-seminar-10-12-may-2011/surveying-children-and-adolescents_de-leeuw.pdf (11.10.15) (a useful introduction to developing questions with children)

Reeves, A., Bryson, C., Ormston, R. and White, C. (2007) Children’s Perspectives on Participating in Survey Research, http://www.natcen.ac.uk/our-research/research/childrens-perspectives-on-participating-in-survey-research/ (11.10.15)

Scott, J. (2000) ‘Children as respondents. The challenge for quantitative methods’ in Christensen, P. and James, A. (eds.) Research with Children. Perspectives and Practices, 1st Edition, London: Falmer Press. [available as e-book through the library]

Strange, V., Forest, S., Oakley, A. and The Ripple Study Team (2003) 'Using research questionnaires with young people in schools: the influence of the social context' International Journal of Social Research Methodology 6(4): 337-346. [e-journal]

Testa, A. C. and Coleman, L. M. (2006) 'Accessing research participants in schools: a case study of a UK adolescent sexual health survey' Health Education Research 21(4): 518-526. [e-journal]

Further reading Bell, A. (2007) ‘Designing and testing questionnaires for children’ Journal of Research in Nursing 12(5): 461–469. [e-journal]

Casas, F., Gonzalez, M., Navarro, D. And Aligue, M. (2013) ‘Children as Advisers of their Researchers: assuming a different status for children’ Child Indicators Research 6(2): 193-212. [e-journal]

http://www.aka.fi/globalassets/awanhat/documents/tiedostot/lapset/presentations-of-the-annual-seminar-10-12-may-2011/surveying-children-and-adolescents_de-leeuw.pdf

http://www.aka.fi/globalassets/awanhat/documents/tiedostot/lapset/presentations-of-the-annual-seminar-10-12-may-2011/surveying-children-and-adolescents_de-leeuw.pdf

http://www.natcen.ac.uk/our-research/research/childrens-perspectives-on-participating-in-survey-research/

http://www.natcen.ac.uk/our-research/research/childrens-perspectives-on-participating-in-survey-research/



Dworsky, A. (2014) ‘Children as Self-Informants in Longitudinal Studies: Substantive Findings and Methodological Issues’ in Melton, G.B., Ben-Arieh, A., Cashmore, J., Goodman, G.S., Workley, N.K. (eds.) The SAGE Handbook of Child Research. London: Sage. [available as an e-book through the library]

Kilgore, J. and Davis, J. Questionnaire Design in Research with Children and Young People: Principles and Problems. [on Learn]

McEvoy L. and Lundy, L. (2007) ‘E-consultation with pupils: a rights-based approach to the integration of citizenship education and ICT' Technology, Pedagogy and Education 16(3): 305-319. [e-journal]

Pirus, C., and Henri, L. (2010) ‘Large Child Cohort Studies across the World’, Population 65(4): 576-629. [e-journal]

Reynolds-Keefer, L. and Roberts, J. (2011) ‘Is a Picture worth a thousand words? Creating effective questionnaires with pictures’ Practical assessment, research and evaluation 16(8). [e-journal]

van Zill de Jong, S.L. et al. (2011) Process, practice and priorities — key lessons learnt undertaking sensitive social reconnaissance research as part of an (UNESCO-IOC) International Tsunami Survey Team, The 2009 South Pacific tsunami, Earth Science Reviews 107(1):174-192 [e-journal] (This is not specifically on children and young people, but collates important issues for research done in crisis- situations.)

Zubrick, S.R. (2015) ‘Longitudinal Research: Applications for the Design, Conduct and Dissemination of Early Childhood Research’ in in Farrell, A., Kagan, S.L., and Tisdall, E.K.M. (eds.) The SAGE Handbook of Early Childhood Research. London: Sage. [available as an e-book through the library]

UK Data question bank online is good for examples of different questionnaire surveys http://discover.ukdataservice.ac.uk/variables (11.10.15)

Other case studies available on Learn:

Malcolm Brynin: The British Youth Panel Survey

Helen Sweeting: West of Scotland11-16 Study: Teenage Health

Inchley Case Study

http://discover.ukdataservice.ac.uk/variables



Week 4 – 3 February: Ethnography Essential Christensen, P. (2004) ‘Children’s Participation in Ethnographic Research: Issues of Power and Representation’ Children & Society 18(2): 165-176. [e-journal]

Konstantoni, K. and Kustatscher, M. (2015) ‘Conducting Ethnographic Research in Early Childhood Research: questions of participation’ in Farrell, A., Kagan, S.L., and Tisdall, E.K.M. (eds.) The SAGE Handbook of Early Childhood Research. London: Sage. [available as an e-book through the library]

Recommended Connolly, P. (2008) ‘Race, Gender and Critical Reflexivity in Research with Young Children’ in Christensen, P. and James, A. (eds) Research with Children: Perspectives and Practices, 2nd Edition, Oxon: Routledge. [available as e-book through library catalogue]

Davis, J.M. (1998) ‘Understanding the meanings of children: A reflexive process’ Children & Society 12(5): 325-335.[e-journal]

Walford, G. 2009. The Practice Of Writing Ethnographic Fieldnotes. Ethnography And Education, 4, 117-130. [e-journal]

Gregory, E. & Ruby, M. 2011. The ‘Insider/Outsider’ Dilemma Of Ethnography: Working With Young Children And Their Families In Cross-Cultural Contexts. Journal Of Early Childhood Research, 9, 162-174. [e-journal]

Davis, J., Watson, N. and Cunningham-Burley, S. (2008) ‘Disabled Children, Ethnography and Unspoken Understandings: The Collaborative Construction of Diverse Identities’ in Christensen, P. and James, A. (eds) Research with Children: Perspectives and Practices, 2nd edition, Oxon: Routledge. [available as e-book through library catalogue]

Further reading Christensen, P. and James, A. (2008) ‘Researching Children and Childhood Cultures of Communication’ in Christensen, P. and James, A. (eds) Research with Children: Perspectives and Practices. 2nd edition, Oxon, Routledge. [available as e-book through library catalogue]

Clark, A. (2005) ‘Ways of seeing: using the Mosaic approach to listen to young children’s perspectives’ (Chapter 3, pp. 29-49) in Clark, A., Kjørholt, A.T., and Moss, P. (eds.) Beyond Listening: children’s perspectives on early childhood services. Bristol: Policy Press.



Emond, R. (2005) ‘Ethnographic Research Methods with Children and young People’ in Greene, S. and Hogan, D. (eds) Researching Children’s Experience: Approaches and methods, London, Sage. [available as e-book through library catalogue]

Gallagher, M. (2008) 'Power is not an evil': Rethinking Power in Participatory Methods’ Children's Geographies 6(2): 137-150. [e-journal]

Gallacher, L. and Gallagher, M. (2008) ‘Methodological Immaturity in Childhood Research?’ Childhood 15(4): 499-516.[e-journal]

Silverman, D. 2011. Interpreting Qualitative Data, London, Sage.



Week 5 – 10 February: Research proposals Essential

Punch, K., (2006) "A general framework for developing proposals" from Punch, K., Developing effective research proposals pp.19-29, 147-148, London: Sage

Recommended Kumar, R. (2005) Research Methodology: a step-by-step guide for beginners. 2nd edition. London: Sage. [There is also a 2011 edition]

Locke, L. K., Spirduso, W.W., and Silverman, S.J. (1999) Proposals that Work: Guide for Planning Dissertation and Grant Proposals. London: Sage.

Nuffield Foundation (2015) Grants for Research and Innovation: Guide for applicants 2015, http://www.nuffieldfoundation.org/sites/default/files/files/Guide%20for%20applicants%20July%202015(1).pdf (11.10.15)

Royal College of Nursing (2012) Planning a New Qualitative Study with Children, Young People and Families https://www.rcn.org.uk/__data/assets/pdf_file/0012/451101/Planning_a_New_Qual_Study_with_CYP_and_Families_12May.pdf (11.10.15) [a substantial document, with a lot of hyperlinks to other sources – good for going over basics of putting together a research proposal] [available as a pdf on Learn]

Walliman, N. (2011) "Research and the research problem" from Walliman, Nicholas, Your research project: designing and planning your work pp.1-55,339-342, London: Sage

Further reading Bechhofer, F. and Paterson, L. (2000) Principles of Research Design in the Social Sciences. London: Routledge. [e-book through library catalogue]

Blaikie, N. (2009) Designing Social Research: the logic of anticipation. Malden: Polity.

Becker (1967) ‘Whose side are we on?’ Social Problems 14: 239-247. [e-journal]

Creswell, J. W. (2009) Research Design: Qualitative, quantitative and mixed methods approaches, London: Sage.

Crotty, M. (1998) The Foundations of Social Research. London: Sage. [Chapter 1: Introduction]

http://www.nuffieldfoundation.org/sites/default/files/files/Guide%20for%20applicants%20July%202015(1).pdf

http://www.nuffieldfoundation.org/sites/default/files/files/Guide%20for%20applicants%20July%202015(1).pdf

https://www.rcn.org.uk/__data/assets/pdf_file/0012/451101/Planning_a_New_Qual_Study_with_CYP_and_Families_12May.pdf

https://www.rcn.org.uk/__data/assets/pdf_file/0012/451101/Planning_a_New_Qual_Study_with_CYP_and_Families_12May.pdf



15 to 19 February – Innovative Learning Week

No readings

Week 6 – 24 February: Involving children and young people Essential Davis, J. (2008) ‘Involving Children’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis. London: Sage. [available as an e-book through the library]

Investing in Children (2008) ‘Case Study - Investing in Children: Supporting Young People as Researchers’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis. London: Sage. [available as an e-book through the library]

Recommended Beresford, B. (2012) ‘Working on Well-Being: Researchers’ Experiences of a Participative Approach to Understanding the Subjective Well-Being of Disabled Young People’ Children & Society 26(3): 234–240. [e-journal]

Bland, D. and Atweh, B. (2007) ‘Students as researchers: engaging students’ voices in PAR’ Educational Action Research 15(3): 337-349. [e-journal]

Boeck, T. and Sharpe, D. (2009) ‘An exploration of participatory research with young people’ Coyote 14: 14-17. [e-journal]

Cahill, C. (2007) ‘Doing Research with Young People: Participatory Research and the Rituals of Collective Work’ Children’s Geographies 5(3): 297-312. [e-journal]

Clark, J. (2005) ‘Participatory research with children and young people: philosophy, possibilities and perils’ Action Research Expeditions 4.1 [e-journal] available online http://www.ncl.ac.uk/cflat/documents/Clark%5E2004-Participatory_research_with_children.pdf (11.10.15)

Jones, A. (2003) ‘Children and Young People as Researchers’, in S. Fraser, V. Lewis, S. Ding, M. Kellett and C. Robinson (eds.), Doing Research with Children and Young People. London: Sage/Open University. Pp. 113-130

Kellett, M., Forrest, R., Dent, N. and Ward, S. (2004) ‘’Just Teach Us The Skills Please, We’ll Do The Rest’: Empowering Ten-Year-Olds as Active Researchers’ Children & Society 18(1): 329-343. [e-journal]

http://www.ncl.ac.uk/cflat/documents/Clark%5E2004-Participatory_research_with_children.pdf

http://www.ncl.ac.uk/cflat/documents/Clark%5E2004-Participatory_research_with_children.pdf



Kilpatrick, R., McCartan, C., McAlister, S. and McKeown, P. (2007) ‘’If I am brutally honest, research has never appealed to me …’ The problems and successes of a peer research project’ Educational Action Research 15(3): 351-369. [e-journal]

Lewis, A., Parson, S., Robertson, C., Feiler, A., Tarleton, B., Watson, D., Byers, R., Davies, J., Fergusson, A. and Claire, M. (2008) ‘Reference or advisory groups involving disabled people: reflections from three contrasting research projects’ British Journal of Special Education 35(2): 78-84. [e-journal]

Further reading Allan, A. (2012) ‘Power, participation and privilege: methodological lessons from using visual methods in research with young people’ Sociological Research Online 17(3). DOI 10.5153/sro.2662 [e-journal]

Beazley, H., Bessell, S., Ennew, J. and Waterson, R. (2009) ‘The right to be properly researched: research with children in a messy, real world’ Children's Geographies 7(4): 365-378.[see also the subsequent commentary by Alderson, P. (2009) ‘Rights-respecting research’ Children’s Geographies 10(2): 233-239.] [e-journal]

Coad, J. and Evans, R. (2008) ‘Reflections on practical approaches to involving children and young people in the data analysis process’ Children & Society 22(1): 41-52. [e-journal]

Dahl, T. (2015) ‘Children as Researchers: we have a lot to learn’ in in Melton, G.B., Ben-Arieh, A., Cashmore, J., Goodman, G.S., Workley, N.K. (eds.) The SAGE Handbook of Child Research. London: Sage. [available as an e-book through the library]

Elsley, S., Gallagher, M. and Tisdall, E.K.M. (2014) ‘The Dilemmas of Digital Methodologies: Learning from work on ‘young digital’, International Journal of Child, Youth and Family Studies, 5(4.1) [e-journal]

McCarry, M. (2012) ‘Who benefits? A critical reflection of children and young people’s participation in sensitive research’ International Journal of Social Research Methodology 15(1): 55-68. [e-journal]

Petrie, S., Fiorelli, L. and O’Donnell, K. (2006) ‘‘If we help you what will change?’ Participatory research with young people’ Journal of Social Welfare & Family Law 28(1): 31-45. [e-journal]

Thomson, P. and Gunter, H. (2007) ‘The methodology of students-as-researchers: Valuing and using experience and expertise to develop methods’ Discourse: Studies in the Cultural Politics of Education 28(3): 327-342. [e-journal]

Walker, M., Whyatt, D., Pooley, C., Davies, G., Coulton, P., and Bamford, W. (2009) ‘Talk, technologies and teenagers: understanding the school journey using a mixed-methods approach’ Children’s Geographies 7(2):107-122. [e-journal]



Case study available on Learn:

• Barnardo’s Young People’s Research Project (Turner, Lanyon)

Useful podcasts:

National Centre for Research Methods: a range of available podcasts not particular to children, but generally useful (e.g. about use of social media in research, using Skype in interviews, inclusive research): http://www.ncrm.ac.uk/resources/podcasts/ (11.10.15)

http://www.ncrm.ac.uk/resources/podcasts/



Week 7 – 2 March: Doing international research with children and young people

Essential International Charter for Ethical Research Involving Children. Charter available at: http://childethics.com/charter/ (11.10.15)

Vicarious trauma: Understanding and managing the impact of doing research on sensitive topics. Researcher handout. Available at: http://www.svri.org/researcherhandout.pdf (11.10.15)

Social Research Association. 2003. Code of Safety for Social Researchers. Available at: http://the-sra.org.uk/sra_resources/safety-code/ (11.10.15)

Recommended O’Kane, C. (2015) ‘Children in Conflict Situations’ in Farrell, A., Kagan, S.L., and Tisdall, E.K.M. (eds.) The SAGE Handbook of Early Childhood Research. London: Sage. [available as an e-book through the library]

Punch, S. (2009) ‘Case study: researching childhoods in rural Bolivia’, in E. K. M. Tisdall, J. Davis and M. Gallagher (eds), Researching with Children and Young People: Research Design, Methods and Analysis. London: SAGE. pp. 89–96. [available as an e-book through the library]

Punch, S. (2012) ‘Hidden struggles of fieldwork: exploring the role and use of field diaries’, Emotion, Space and Society, 5(2): 86–93. [e-journal]

Further reading Beazley, H. (2003) ‘Voices from the margins: street children’s subcultures in Indonesia’, Children’s Geographies, 1(2): 181–200. [e-journal]

Boyden, J., and de Berry, J. (2005) Children and Youth on the Front Line: Ethnography, Armed Conflict and Displacement. Oxford: Berghahn Books.

Corsaro, W. A., and Molinari, L. (2000) ‘Entering and observing in children’s worlds: a reflection on a longitudinal ethnography of early education in Italy’, in P. Christensen and A. (Eds.) Research With Children: Perspectives And Practices. London/New York: Routledge Falmer.

Gough, K. V., and Franch, M. (2005) ‘Spaces of the street: socio-spatial mobility and exclusion of youth in Recife’, Children’s Geographies, 3(2): 149–66. [e-journal]

Johnson, G. A., and Vindrola-Padros, C. (2014) ‘“It’s for the best”: child movement in search of health in Njabini, Kenya’, Children’s Geographies, 12(2): 219–31. [e-journal]

http://childethics.com/charter/

http://www.svri.org/researcherhandout.pdf

http://the-sra.org.uk/sra_resources/safety-code/



Liebel, M. (2004) A Will of Their Own: Cross-Cultural Perspectives on Working Children. London/ New York: Zed Books.

Punch, S. (2001) ‘Household division of labour: generation, gender, age, birth order and sibling composition’, Work, Employment and Society, 15(4): 803–23. [e-journal]

Young lives, an international longitudinal research study: http://www.younglives.org.uk (11.10.15)

http://www.younglives.org.uk/



Week 8 – 9 March: Participatory methods Essential Gallagher, M. (2008) ‘Case Study: Researching the Geography of Power in a Primary School’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis. London: Sage. [available as an e-book through the library]

Gallagher, M. (2008) ‘Data Collection and Analysis’ in Tisdall, E.K.M, Davis, J.M.and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis. London: Sage. [available as an e-book through the library]

Tisdall, K., Hinton, R., Gadda, A.M., and Butler, U.M. (2014) ‘Introduction: Children and Young People’s Participation in Collective Decision-making.’ In Children and young people's participation and its transformative potential - learning from across countries, ed. Tisdall, K., Hinton, R., Gadda, A., and Butler, U., Basingstoke: Palgrave [available as an e-book through the library]

Recommended Ansell, N., Robson, E., Hajdu, F. and van Blerk, L. (2009) ‘Learning from young people about their lives: using participatory methods to research the impacts of AIDS in southern Africa’ Children’s Geographies 10(2): 169-186. [e-journal]

Bingley, A. and Milligan, C. (2007) ‘’Sandplay, Clay and Sticks’: Multi-Sensory Research Methods to Explore the Long-Term Mental Health Effects of Childhood Play Experience’ Children’s Geographies 5(3): 283–296. [e-journal]

Christensen P; Mikkelsen MR; Nielsen TAS; Harder H (2011) “Children, mobility, and space: Using gps and mobile phone technologies in ethnographic research”, Journal of Mixed Methods Research. 5.3: 227-246. [e-journal]

Clark, A. (2004) ‘The Mosaic Approach and Research with Young Children’ in Lewis, V., Kellett, M., Robinson, C., Fraser, S., and Ding, S. (eds.) The Reality of Research with Children and Young People. London: Sage.

Clark, A. (2005) ‘Ways of seeing: using the Mosaic approach to listen to young children’s perspectives’ in Clark, A., Kjørholt, A.T., and Moss, P. (eds.) Beyond Listening: children’s perspectives on early childhood services. Bristol: Policy Press.

Clark, Alison, (2010) "Part.1 'Finding The Tools'" from Clark, Alison. Transforming children's spaces: children's and adults' participation in designing learning environments pp.1-44, London: Routledge

Coates, E. and Coates, A. (2006) ‘Young Children talking and drawing’ International Journal of Early Years Education 14(3): 221-241. [e-journal]



Cook, T. and Hess, E. (2007) ‘What the camera sees and from whose perspective: fun methodologies for engaging children in enlightening adults’ Childhood 14(1): 29- 45. [e-journal]

Cunningham, A. (2008) ‘Designs on my Learning, 21st Century Schools: Reflections on Involving Pupils in Designing their Schools’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis. London: Sage. [available as an e-book through the library]

James, A. (2007) ‘Giving Voice to Children’s Voices: Practices and Problems, Pitfalls and Potentials’ American Anthropologist 109 (2): 261-72. [e-journal]

O’Kane, C. (2000) ‘The development of participatory techniques’ in Christensen, P. and James, A. (eds.) Research with Children. Perspectives and Practices, 1st edition, London: Falmer Press. [available as an e-book through the library]

Percy-Smith, B., and Thomas, N. (2010) ‘Conclusion: Emerging themes and new directions’. In A Handbook of Children and Young Peoples Participation: Persectives from Theory and Practice, ed. Percy-Smith, B., and Thomas, N. London: Routledge.

Tisdall, E.K.M. (2015) ‘Participation, Rights and ‘Participatory’ Methods’ in in Farrell, A., Kagan, S.L., and Tisdall, E.K.M. (eds.) The SAGE Handbook of Early Childhood Research. London: Sage. [available as an e-book through the library]

Further reading Darbyshire, P., MacDougall, C. and Schiller, W. (2005) 'Multiple methods in qualitative research with children: more insight or just more?' Qualitative Research 5(4): 417-436. [e-journal]

Franks, M. (2011) ‘Pockets of participation: revisiting child-centered participation research’ Children & Society 25: 15-25. [e-journal]

Gallagher, M. (2008) ‘Power is not an evil: rethinking power in participatory methods’ Children's Geographies 6(2): 137-150. [e-journal]

Holland, S., Renold, E., Ross, N.J. and Hillman, A. (2010) ‘Power, agency and participatory agendas: A critical exploration of young people's engagement in participative qualitative research’ Childhood 17(3): 360-375. [e-journal]

Kindon, S., Pain, R., and Kesby, M. (2010) Participatory Action Research Approaches and Methods. London: Routledge.

Lund, R. (2008) ‘At the Interface of Development Studies and Child Research: Rethinking the participating child’ in Aitken, S., Lund, R. and Kjørholt, A (eds.) Global Childhoods: Globalization, Development and Young People. London: Routledge.



Mishna, F., Antle, B. J. and Regehr, C. (2004) ‘Tapping the perspectives of children’ Qualitative Social Work 3(4): 449-468. [e-journal]

Punch, S. (2008) ‘Researching Childhoods in Rural Bolivia’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis. London: Sage. [available as an e-book through the library]



Week 9 – 16 March: Knowledge exchange

Essential Tisdall, E.K.M. (2008) ‘Dissemination -- or Engagement?’ in Tisdall, E.K.M, Davis, J.M. and Gallagher, M. (eds.) Research with Children and Young People: Research design, methods and analysis. London: Sage. [available as an e-book through the library] Recommended Alderson, P. and Morrow, V. (2011) The Ethics of Research with Children and Young People: A practical handbook, London: Sage. [especially Part 3] [available as an e-book through the library]

Barnardo’s Research and Development Team (2000) ‘Linking Research and Practice’, Joseph Rowntree Foundation Ref 910 Findings. https://www.jrf.org.uk/report/linking-research-and-practice (11.10.15)

Burke, H. (2008) ‘Putting on an exhibition to disseminate your research’ http://eprints.ncrm.ac.uk/542/1/2008-07-toolkit-exhibition.pdf (11.10.15)

RCUK Pathways to Impact website http://www.rcuk.ac.uk/innovation/impacts/ (11.10.15)

Graham, Hilary and McDermott, Elizabeth (2006) ‘Qualitative Research and the Evidence Base of Policy: Insights from Studies of Teenage Mothers in the UK’ Journal of Social Policy, 35, pp 21-37 doi:10.1017/S0047279405009360 [e-journal]

Morton, S. and Nutley, S., (2011) "7. ‘What Happens Next? Getting research into policy and practice’" from Lynn Jamieson, Roona Simpson and Ruth Lewis (eds), Researching families and relationships: reflections on process pp.150-163, Basingstoke: Palgrave Macmillan. [see other chapters within this section, for interesting examples]

Nutley, S., Walter, I and Davies, H. (2007) Using evidence: how research can inform public service, Bristol: Policy Press.

Nutley, Sandra M., Walter, Isabel and Davies, Huw T.O. (2002) Evidence Based Policy and Practice: Cross Sector Lessons from the UK, ESRC UK Centre for Evidence Based Policy and Practice: Working Paper 9 https://www.kcl.ac.uk/sspp/departments/politicaleconomy/research/cep/pubs/papers/paper-09.aspx (11.10.15)

Smith, K.E., Kay, L. and Torres, J. (2013) Think Tanks as Research Mediators? Case Studies from Public Health. Evidence & Policy, 9(3): 371-390. [e-journal]

Walter, I., Nutley, S., Percy-Smith, J., McNeish, D. and Frost, S. (2004) ‘Improving the Use of Research in Social Care Practice’.

https://www.jrf.org.uk/report/linking-research-and-practice

https://www.jrf.org.uk/report/linking-research-and-practice

http://eprints.ncrm.ac.uk/542/1/2008-07-toolkit-exhibition.pdf

http://www.rcuk.ac.uk/innovation/impacts/

https://www.kcl.ac.uk/sspp/departments/politicaleconomy/research/cep/pubs/papers/paper-09.aspx

https://www.kcl.ac.uk/sspp/departments/politicaleconomy/research/cep/pubs/papers/paper-09.aspx



http://www.scie.org.uk/publications/knowledgereviews/kr07.asp (see Table 1 and summary) (11.10.15)

Further reading Brannen, J. (2002) 'The use of video in research dissemination: children as experts on their own family lives' International Journal of Social Research Methodology 5(2):173-180. [e-journal]

Burnett, J. and S. Duncan (2008) ‘Reflections and observations: An interview with the UK's first Chief Government Social Researcher’ Critical Social Policy 28: 283-298. [e-journal]

Rizzini, I., and Bush, M. (2015) ‘Using early childhood research to inform and influence public policy’, in Farrell, A., Kagan, S.L., and Tisdall, E.K.M. (eds.) The SAGE Handbook of Early Childhood Research. London: Sage. [available as an e-book through the library]

Tisdall, E. K. M. (2005) ‘Participation or Protection? Children, Young People and Dissemination’ in Hallowell, N., Lawton, J. and Gregory, L. (eds.) Reflections on Research, Maidenhead: OUP Press. [e-book through library catalogue]

Van Blerk, L. and Ansell, N. (2007) ‘Participatory Feedback and Dissemination with and for Children: Reflections from Research with Young Migrants in Southern Africa’ Children’s Geographies 5(3): 313–324. [e-journal]

Further materials and websites Alternative methods of dissemination materials such as literature, videos and toolkits: http://eprints.ncrm.ac.uk/view/subjects/7=5F5.html (11.10.15)

A Research Information Network report (September 2009) Communicating knowledge: How and why UK researchers publish and disseminate their findings. http://www.rin.ac.uk/our-work/communicating-and-disseminating-research/communicating-knowledge-how-and-why-researchers-pu (11.10.15) [available on Learn]

Amy Mollett, Danielle Moran and Patrick Dunleavy - LSE Public Policy Group 2011. Using Twitter in university research, teaching and impact activities A guide for academics and researchers (2011) http://blogs.lse.ac.uk/impactofsocialsciences/files/2011/11/Published-Twitter_Guide_Sept_2011.pdf (11.10.15)

Materials for Impact: http://eprints.ncrm.ac.uk/view/subjects/08=5F09.html (11.10.15)

The Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) http://eppi.ioe.ac.uk/cms/ (11.10.15)

Evidence Informed Policy and Practice in Education in Europe (EIPPEE): http://www.eippee.eu/cms/Default.aspx?tabid=3179 (11.10.15)

http://www.scie.org.uk/publications/knowledgereviews/kr07.asp

http://eprints.ncrm.ac.uk/view/subjects/7=5F5.html

http://www.rin.ac.uk/our-work/communicating-and-disseminating-research/communicating-knowledge-how-and-why-researchers-pu

http://www.rin.ac.uk/our-work/communicating-and-disseminating-research/communicating-knowledge-how-and-why-researchers-pu

http://blogs.lse.ac.uk/impactofsocialsciences/files/2011/11/Published-Twitter_Guide_Sept_2011.pdf

http://blogs.lse.ac.uk/impactofsocialsciences/files/2011/11/Published-Twitter_Guide_Sept_2011.pdf

http://eprints.ncrm.ac.uk/view/subjects/08=5F09.html

http://eppi.ioe.ac.uk/cms/

http://www.eippee.eu/cms/Default.aspx?tabid=3179



The Guardian – Data Visualisation: http://www.theguardian.com/open-platform/dataviz (11.10.15)

http://www.theguardian.com/open-platform/dataviz



Week 10 – 23 March: Qualitative data analysis

Essential Thomas, D.R. (2006) ‘A general inductive approach for qualitative data analysis’ American Journal of Evaluation 27(2): 237-248. [e-journal] Recommended Hardy, M. and Bryman, A. (eds.) (2004) Handbook of data analysis. London: Sage. [last section of book is on qualitative analysis] [available as an e-book through the library]

Gibbs, G. (2002) Qualitative Data Analysis: Explorations with Nvivo. Buckingham: Open University Press.

Golden-Biddle, K. and Locke, K. (1993) ‘Appealing Work: An investigation of how ethnographic texts convince’ Organization Science 4(4): 595-616. [e-journal]

Margolis, E. and Pauwels, L. (eds.) (2011) The Sage Handbook of Visual Research Methods. London: Sage. [available as e-book through library catalogue]

Miles, M. B. and Huberman, A. (1994) Qualitative Data Analysis: An Expanded Sourcebook. London: Sage.

Silverman, D. (2006) Interpreting Qualitative Data: Methods for Analysing Text, Talk and Interaction, 3rd Edition. London: Sage. [also a recent 2011 edition]

Further reading Spencer, L., Ritchie, J., Lewis, J. and Dillon, L. (2003) Quality in Qualitative Evaluation: A framework for assessing research evidence, http://www.civilservice.gov.uk/wp-content/uploads/2011/09/a_quality_framework_tcm6-38740.pdf (11.10.15) [available on Learn]

See Durham University, “writing across boundaries” http://www.dur.ac.uk/writingacrossboundaries/ (11.10.15)

http://www.civilservice.gov.uk/wp-content/uploads/2011/09/a_quality_framework_tcm6-38740.pdf

http://www.civilservice.gov.uk/wp-content/uploads/2011/09/a_quality_framework_tcm6-38740.pdf

http://www.dur.ac.uk/writingacrossboundaries/



ASSESSMENT You are expected to prepare a 2 page short research proposal, for discussion in Week 5 of the course (10 February). This should contain a brief introduction to your topic, research aims/questions, proposed methods and analysis, and ethical considerations. You should have already exchanged this with your partner, on the 8 February. You are also welcome to submit a revised version, in Word, to Kay Tisdall ([email protected]) by 4:00pm on Monday 22 February. We will try to respond to anything submitted later, but cannot guarantee to do so. Please only send 2 pages (anything more, and we may not be able to read!) We will provide you with brief feedback on the proposal, in writing, to inform your final assessment.

You will be formally assessed on the basis of a 4,000 word research proposal, which should be submitted to ELMA by 12 noon on Thursday 7 April.

The research should involve direct research with children and young people, although this may or may not be a substantial part of the proposal.

It is recommended, although not essential, that the proposal be directed towards your own postgraduate dissertation.

State at the start what the proposal addresses – e.g. MSc or PhD work, a grant application for 1 year’s funding.

Be aware that your proposal will be judged on its ethicality and feasibility: i.e. a proposal with unethical fieldwork and/or which is not feasible will receive a mark below 50%.

Further details on the structure are given below.

You may be undertaking a research design for another course. If so, you must ensure you differentiate this proposal. If you are on the MSc in Childhood Studies degree, you need not be concerned about overlap between this assignment and your final dissertation (i.e. self-plagiarism). This is an exception organised for this degree. If you are on another degree, you will need to avoid self-plagiarism. You will need to ensure you differentiate your proposal for this course and your other course work. Please talk to your Programme Director, should you have any questions about this. Guidelines on how to prepare your research proposal When drafting your proposal, be realistic in terms of the scope of the research, taking into account the necessary skills involved in relation to your experience, time and other resources. The proposal should make the duration of the proposed project clear. For some of you, it will be appropriate to use the time-scale of a PhD while for others the much



shorter time-scale of an MSc project will be suitable. You are expected to cover all the main components that would be included in a research proposal to a funding body with the exception of the detailed costing. You must take into account the requirements of the School of Social & Political Science ethical requirements (see http://www.sps.ed.ac.uk/research/ethics) and you may find it helpful to consult the ethical guidelines listed previously. Your research proposal must contain the following elements: Background: A brief section locating the planned work by reference to existing literature and relevant research that has already been done. You should be provide a critical analysis of such literature and relevant research, leading up to your aim and research questions. (You may make reference to other papers you have written but be careful to avoid duplicating material from any other formal assessment that you are undertaking.) Aim and research questions: A very short statement of the general overall aim or aims and the specific objectives you expect to achieve or questions you expect to answer through doing your research. These may be presented as a list of bullet points in order to aid brevity. Methodology: A methodology section that explains your overall research design and how this design will be the best way of answering your research questions. This must include your plans on how data will be gathered, where, when, from whom and why it is to be done in this way. In addition to the section itemised separately below, this encompasses details such as issues of access, sampling, design of instruments used to help collect data, topics to be explored, methods of recording data, and discussion of any pilot work you will undertake or have undertaken. (You are not expected to provide a detailed review of all possible methods and their strengths and weaknesses but should present a more concise statement that explains and persuades why your chosen methods are the most appropriate for your study. This will be strengthened by some reference to methodological literature.) Analysis and Dissemination: Describe how you plan to analyse data, giving the reader an idea of the practical activities involved (e.g. reviewing and coding qualitative material such as transcribed interviews or field notes with or without computer aided analysis such as NVivo, entering data into an SPSS file and conducting cross-tabulations of dependent and independent variables) and a theoretical or analytical approach (e.g. types of statistical analysis, discourse analysis, thematic coding, or otherwise locate yourself by reference to the kind of analysis done by a published author or particular body of literature). You do not need to specify fully a dissemination plan as you would in a funded proposal but indicate who the main audience is for your research and whether you plan to feed back the work to your research participants. Ethics: You must discuss ethical issues and strategies for ensuring that your research is conducted in an ethical manner. This part of your report must be thoroughly developed and include, as appropriate, discussion of informed consent, confidentiality, anonymity and

http://www.sps.ed.ac.uk/research/ethics



feedback to participants. You should discuss ethics critically, making use of the literature on this. Timetable: Your timetable should show how the work will progress over the duration of the project, for example, breaking it down into preparatory work, data collection, coding/analysis, write-up/dissemination. Bibliography (note this is excluded from the word count) Advice on essay writing can be found in the Graduate School Taught Masters Handbook and on Learn. Postgraduate marking criteria are in Appendix A. Procedures for academic appeals are described in section 10.3 of the Code of Practice for Taught Postgraduate Programmes.

SUBMISSION AND RETURN OF COURSEWORK Coursework is submitted online using our electronic submission system, ELMA. You will not be required to submit a paper copy of your work. Marked coursework, grades and feedback will be returned to you via ELMA. You will not receive a paper copy of your marked course work or feedback. For information, help and advice on submitting coursework and accessing feedback, please see the ELMA wiki at: https://www.wiki.ed.ac.uk/display/SPSITWiki/ELMA. When you submit your work electronically, you will be asked to tick a box confirming that your work complies with university regulations on plagiarism. This confirms that the work you have submitted is your own. Occasionally, there can be problems with a submission. We request that you monitor your university student email account in the 24 hours following the deadline for submitting your work. If there are any problems with your submission the Course Secretary will email you at this stage. We undertake to return all coursework within 15 working days of submission. This time is needed for marking, moderation, second marking and input of results. Feedback for coursework will be returned online via ELMA by 28 April 2016. If there are any unanticipated delays, it is the Course Organiser’s responsibility to inform you of the reasons.

https://www.wiki.ed.ac.uk/display/SPSITWiki/ELMA



All our coursework is assessed anonymously to ensure fairness: to facilitate this process put your Examination number (on your student card), not your name or student number, on your coursework or cover sheet. Penalties for Late Submission All deadlines for submission are at 12 noon prompt, and submitting even a minute after that deadline will incur a penalty. If you miss the submission deadline for any piece of assessed work, 5 marks will be deducted for each calendar day, or part thereof that work is late, up to a maximum of five calendar days (25 marks). After that, a mark of 0% (zero) will be given. It is therefore in your interest always to plan ahead, and if there is any reason why you may need an extension to follow the steps outlined in this handbook. Please note that a mark of zero may have very serious consequences for your degree, so it is always worth submitting work, even if late. Extension procedure Extension requests must be made by completing the electronic form which can be found at http://www.sps.ed.ac.uk/gradschool/on_course/for_taught_masters/extensions Extension requests should normally be made no more than two weeks prior to the deadline and should indicate the duration sought and require a separate application for each course. Extensions cannot be retrospectively granted after a deadline has passed and instead special circumstances need to be submitted. All extension requests must use this process. You are welcome to discuss any issues affecting your studies with your Programme Director/Personal Tutor prior to submission. However, all extension request decisions for Graduate School programmes are made by the Graduate School Office, and any informal advice from any other member of staff does not equate to a final decision. If you have a Learning Profile from the Student Disability Service allowing you the potential for flexibility over deadlines you must still make a formal extension request for such flexibility to be taken into account. In cases where medical evidence is required please note that your work will be considered as late until evidence is submitted and confirmed. Evidence is to be submitted if requested by the GSO via your University email account or in person to GSO reception. Further guidance on extension requests can be found at http://www.sps.ed.ac.uk/gradschool/on_course/for_taught_masters/extensions The following are circumstances which would USUALLY be considered:

Serious or significant medical conditions or illness (including both physical and mental health problems).

Exceptional personal circumstances (e.g. serious illness or death of an immediate family member or close friend, including participation in funeral and associated rites; being a victim of significant crime).

http://www.sps.ed.ac.uk/gradschool/on_course/for_taught_masters/extensions

http://www.sps.ed.ac.uk/gradschool/on_course/for_taught_masters/extensions



Exceptional travel circumstances beyond your control. Ailments such as very severe colds, migraines, stomach upsets, etc., ONLY where

the ailment was so severe it was impossible for you to submit your work. This list is not exhaustive The following are examples of circumstances NOT normally considered for coursework extensions:

Minor ailments such as colds, headaches, hangovers, etc. Inability to prioritise and schedule the completion of several pieces of work over a

period of time. Problems caused by English not being your principal language. Poor time management or personal organisation (e.g. failure to plan for foreseeable

last-minute emergencies such as computer crashes, printing problems or travel problems resulting in late submission of coursework).

Circumstances within your control (e.g. a holiday; paid employment if you are a full time student; something considered more important).

Requests without independent supporting evidence. Requests which do not state clearly how your inability to hand in your assessment

on time was caused. Learning Profiles will be treated sympathetically as part of the case for an extension

but do not by themselves guarantee this case. Penalties for Incorrect Submission You should follow the submission procedures that are provided in an email from the course Learn page, before each submission, to ensure your coursework is submitted in the correct format. If you have any queries, you should contact the Course Secretary before the submission deadline. Any submission made incorrectly will incur a 5 mark penalty. Penalties for Exceeding the Word Length All coursework submitted by students must state the word count on the front. All courses in the Graduate School have a standard penalty for going over the word length (if you are taking courses from other Schools, check with them what their penalties are): If you go over the word length, 5% of the total marks given for that assignment will be deducted, regardless of by how much you do so (whether it is by 5 words or by 500!). This deduction will take place after any other potential penalty has applied. For example, if any essay gets 78 but is 2 days late and 100 words too long, the final mark will be (78-10) x 0.95 = 64.6, which is rounded up to 65. Word length includes footnotes and endnotes, appendices, tables and diagrams, but not bibliographies. Given that footnotes and endnotes are included, you may wish to use a short referencing system such as Harvard http://www.docs.is.ed.ac.uk/docs/Libraries/PDF/SEcitingreferencesHarvard.pdf. Academic Misconduct in Submission of Essays Coursework submitted to the Graduate School will be regarded as the final version for marking. Where there is evidence that the wrong piece of work has been deliberately

http://www.docs.is.ed.ac.uk/docs/Libraries/PDF/SEcitingreferencesHarvard.pdf



submitted to subvert hand-in deadlines - e.g. in a deliberately corrupted file - the matter may be treated as a case of misconduct and be referred to the School Academic Misconduct Officer. The maximum penalty can be a mark of 0% (zero). Please note that a mark of zero may have very serious consequences for your degree. University Email The University’s official means of communication with you is via your University email account. You should check your University email within 24 hours of an ELMA submission, as well as regular checks (at least three times a week) during semester time, as the Course Organiser and/or Course Secretary may attempt to contact you.

EXTERNAL EXAMINER The External Examiners for this course is Jo Moran-Ellis, Senior Lecturer in Sociology, at the University of Surrey.

OTHER MATTERS Students' views are extremely important to the continued improvement of the degree and individual courses. You will be invited to evaluate courses anonymously. Feel free to contact Kay Tisdall or Marlies Kustatscher if you have any suggestions or queries.



APPENDIX 1 – POSTGRADUATE MARKING SCHEME

GRADUATE SCHOOL of SOCIAL AND POLITICAL SCIENCE Postgraduate marking scheme

Mark Description

90-100% (A1)

Fulfils all criteria for A2. In addition is a work of exceptional insight and independent thought, deemed to be of publishable quality, producing an analysis of such originality as potentially to change conventional understanding of the subject.

80-89% (A2)

Outstanding work providing insight and depth of analysis beyond the usual parameters of the topic. The work is illuminating and challenging for the markers. Comprises a sustained, fluent, authoritative argument, which demonstrates comprehensive knowledge, and convincing command, of the topic. Accurate and concise use of sources informs the work, but does not dominate it.

70-79% (A3)

A sharply-focused, consistently clear, well-structured paper, demonstrating a high degree of insight. Effectively and convincingly argued, and showing a critical understanding of conflicting theories and evidence. Excellent scholarly standard in use of sources, and in presentation and referencing.

60-69% (B)

Good to very good work, displaying substantial knowledge and understanding of concepts, theories and evidence relating to the topic. Answers the question fully, drawing effectively on a wide range of relevant sources. No significant errors of fact or interpretation. Writing, referencing and presentation of a high standard.

50-59% (C)

Work which is satisfactory for the MSc degree, showing some accurate knowledge of topic, and understanding, interpretation and use of sources and evidence. There may be gaps in knowledge, or limited use of evidence, or over-reliance on a restricted range of sources. Content may be mainly descriptive. The argument may be confused or unclear in parts, possibly with a few factual errors or misunderstandings of concepts. Writing, referencing and presentation satisfactory.

40-49% (D)

Work which is satisfactory for Diploma. Shows some knowledge of the topic, is intelligible, and refers to relevant sources, but likely to have significant deficiencies in argument, evidence or use of literature. May contain factual mistakes and inaccuracies. Not adequate to the topic, perhaps very short, or weak in conception or execution, or fails to answer the question. Writing, referencing and presentation may be weak.

30-39% (E)

Flawed understanding of topic, showing poor awareness of theory. Unconvincing in its approach and grasp of the issues. Perhaps too short to give an adequate answer to the question. Writing, referencing and presentation likely to be very weak. A mark of 38/39 may indicate that the work could have achieved a pass if a more substanbtial answer had been produced.

20-29% (F)

An answer showing seriously inadequate knowledge of the subject, with little awareness of the relevant issues or theory, major omissions or inaccuracies, and pedestrian use of inadequate sources.

10-19% (G)

An answer that falls far short of a passable level by some combination of short length, irrelevance, lack of intelligibility, factual inaccuracy and lack of acquaintance with reading or academic concepts.

0-9% (H) An answer without academic merit; conveys little sense that the course has been followed; lacks basic skills of presentation and writing.



APPENDIX 2 – PG FEEDBACK FORM

School of Social and Political Science – PG Feedback Form

Exam number Course code

Course name

Component name

Session

Marker Word

Count

PLEASE NOTE

1) This form must be attached to the front of your essay prior to upload via ELMA. Failure to do so will result in a

mark penalty.

2) The essay submitted must be your final version. You cannot re-submit/make subsequent changes.

3) All comments/marks/penalties are provisional until ratified by our Board of Examiners in June

Overview

Marking criterion Comment Grade A-H (if

appropriate)

Critical/conceptual analysis

Strength/cohesion of argument

Use of sources/evidence

Structure & organisation

Breadth and relevance of reading

Clarity of expression, presentation and referencing

The final grade column above may be used at the marker’s discretion. Such grades do not translate directly into a final mark.

General comments

Provisional Mark

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