example research locale

New York City Neighborhood Research: Locale

• How To Site See
• Local History
• Building Research
• Demographic
• NYPL Research Guides
• What Changed?
• Patterns, Connections, Associations

In approaching a locale for research, there are a number of questions to ask first, as triggers, to get yourself situated, and to inhabit the modes and thinking of a researcher.   Each tab in this section covers the types of questions it will help to ask in getting started. 

What is there? Make a list of notable locales in the area: monuments, parks, department stores, factories, museums, bars, schools, office buildings, diners. These things are what give a neighborhood its physical, behavioral, and historical character.

What does it look like? What did it look like? At the reference desk, images are one of the most sought after resources in neighborhood research. Photographs might communicate extra dimensions of an area that are not conveyed through nonvisual materials. They also provide a vivid sense of immediacy to the past, as if crossing through the wormhole.  Images of the built environment and street life enable a more intimate and possibly more profound understanding of a place.

At the other end of the spectrum - take a look at what is still there, even after all those years. The Bridge Cafe at 279 Water Street is sadly no longer in operation, but the  building itself supposedly dates to 1794 , and still appears as if behind the upstairs windows live oystermen and sailmakers. Or, sure, Times Square has been the entertainment district for over 100 years, but the changes in the neighborhood surpass the size of crowds on New Years Eve.

Also, the tour was simply the narrative form: this idea applies to whatever form your research ultimately takes (article, book, exhibit, etc.).   

Another pattern might be statues - the statues themselves are the pattern, the art form and mode of representation - which then serves the opportunity to note connections or associations between whatever they may represent. 

Patterns, connections, and associations are there.  Find them.

• << Previous: How To Site See
• Next: Subject >>
• Last Updated: Jan 30, 2023 11:23 AM
• URL: https://libguides.nypl.org/neighborhoodresearch

• Call for Contributions
• Recent Posts

October 30th, 2014

Embedding research in local contexts: local knowledge, stakeholders’ participation and fieldwork design.

0 comments | 3 shares

Estimated reading time: 10 minutes

It is not always easy for researchers to explain how and why a research project is important to local people whose interests may be diverse or in conflict. Viewing fieldwork as a process of constructive communication with all the stakeholders for better understanding of local situations with a broader context, this post argues that the balance and interface between research focus and common interests of relevant stakeholders must be found at the beginning of the fieldwork. It raises questions about the nature of fieldwork and roles of local stakeholders in the process: Why do we need the participation from multiple stakeholders? How can they make a contribution to the fieldwork? What attitude, approach and preparation could be helpful for the researcher in order to conduct an effective and successful fieldwork? The aforementioned questions are addressed via a field research experience in Italy, which involved adjusting the research focus and involved wide participation from local people including Chinese migrant workers, writes Bin Wu .

A good beginning of fieldwork is largely dependent upon how a researcher explains his/her research aims and relevance to local people, which requires a good understanding and use of local knowledge. Local knowledge is even more important for fieldwork in a complicated or transitional society, such as China or Chinese society to which available academic references or theories may not be appropriate in light of high complexity, low trust, interest conflicts and rapid changeable environments. This raises questions about the roles of local knowledge and stakeholders’ participation in the fieldwork design and implementation, a vital condition for an effective and successful fieldwork.

Local knowledge here is broadly defined as a sum of facts, concepts, beliefs and perceptions used by local people to reflect or interpret the world around them. Different from abstract or general knowledge which has been widely adopted or circulated within academic circles, local knowledge are created by and accumulated within local people. It may not be necessarily limited to a specific location or group but normally unfamiliar to scholars. Essentially, it reflects the way local people observe, measure and reflect on their surroundings, their solutions or coping strategies as well as how they validate new information. Local knowledge is different from ‘traditional knowledge’ or ‘indigenous knowledge’, used in a negative way to reflect local people who live in areas isolated from the rest of the world or their knowledge systems which are static and do not interact with other knowledge systems.

Based upon the broad definition of local knowledge highlighted above, the two extremes of fieldwork strategies can be distinguished from each other: academic-driven and community-based. The former treats a fieldwork as a process of information collection from “samples” or sampled population for the purpose of theoretical testing in which local people have nothing to do but provide genuine information/data requested by the researcher. The latter refers to a mutual process of learning, communication and interaction between the researcher and local people for common interests. The differences of two approaches can be illustrated in Table 1 below.

Table 1 Role of local knowledge in fieldwork: contrast of two approaches:

Source: created by author.

A number of hypotheses can be drawn from Table 1 for the purposes of observing or comparing two types of fieldwork design and practices.

• The role of local knowledge in the development of relevant theories . For the academic-driven fieldwork, there is almost no space for local knowledge to play except the sampling process. By contrast, the local knowledge in the community-based fieldwork plays an important role, similar to, if not more important than, literature review. In other words, the researcher in the latter prepares to amend, revise or even resign the fieldwork in order to interface with local knowledge
• The scope and role of stakeholders. For the academic-driven one, there is a clear division between the researcher and researched. One more to be added is the presence of the gatekeeper who allows the researcher to access the field. Differently, community-based fieldwork requires the participation of all stakeholders to ensure the balance of all groups’ voices to be heard. No rejection to a research focus in the former, the latter gives an emphasis on a big picture before narrowly concentrating on a specific group.
• The nature of research process . The differences of two approaches are rooted in a different understanding about the nature and sources of theoretical development. Instead of one-way research hypotheses and information collection in the convenient approach, local people and practitioners in the second approach are treated as important members to advise or join the research team to ensure local knowledge be properly accounted.
• The ends of fieldwork are unsurprisingly different . The academic-driven fieldwork ends at reliable and accurate data for academic purposes, which may not necessarily have clear implications for policy makers in general and local stakeholders in particular. Differently, the community-based fieldwork has distinguished advantages in terms of significance to local community, a pre-condition to attract the participation of local people, which does not necessarily lose the rigour in data collection and verification.

It is worth noting that the community-based fieldwork does not totally conflict with the academic-driven fieldwork. Furthermore, there is no clear division between the two fieldworks but more likely, a range of variations between the two ends. Depending upon many factors such as geographic, economic, social and political environments as well as research themes and aims. Moreover, different approaches may have both advantages and disadvantages, and it is a good idea to combine the two approaches in fieldwork practices. For the case of fieldwork in China or Chinese society, generally, an emphasis should be given to the community-based fieldwork due to the lack of a big picture as well as many factors such as extreme complexity and diversity, rapid development and transition, an increasing degree of tension and conflicts, segmentation, segregation and fragmentation, as well as vulnerability and no voices of migrant workers.

The necessity and feasibility of the community-based fieldwork in the Chinese context can be illustrated and analysed via a genuine field research experience on the working conditions of Chinese owned factories in Veneto, Italy.

In relation with frequent “amnesties” of irregular immigrants, Italy has become an attractive destination for Chinese entrepreneurs and migrant workers since the 1990s. It has resulted in a rapid growth of Chinese-owned family businesses, especially factories in textile, garment and leather industries in which all employees are new Chinese immigrants who are isolated from the local society. To understand the working conditions of Chinese owned factories and impact on Chinese migrant workers, a collaborative research project was proposed and funded by Padova University in 2006 for conducting an empirical study in Veneto, an industrial cluster of Italy.

As a principle researcher from Cardiff University, I faced a number of challenges in designing the fieldwork. Firstly, I did not have any experience in either international migration or overseas Chinese studies before as my expertise was in global labour market for seafarers. Secondly, Chinese sweatshops abroad is a new phenomenon with little English literature available except Chinese entrepreneurship or forced labour studies. Thirdly, I knew nothing about local language and culture of Wenzhou, the predominant sending source of new Chinese owners and entrepreneurs in Italy. Finally, I tried to get the access to Chinese factories via local Chinese community organisations, which were actually social clubs of Wenzhounese businessmen. But it did not work effectively.

Following measures were taken to cope with the above challenges: (1) a short visit to the sending community (Qiaoxiang) in Wenzhou City to familiarise the migratory culture and society and gain support from local government agencies in Qiaoxiang; (2) a pilot observation was arranged in a Chinese factory afterwards via a home stay for two nights in a local Chinese community leader’s family who lived with more than 10 Chinese migrant workers, a common pattern for local Chinese family factories (3) social network building via a local Chinese Bar to familiarise and search for an access to the local Chinese society; (4) an access to Chinese business registration information stored in Italian authority for the purpose of the sampling process to select the targeted Chinese factories in Veneto.

The above measures, however, were not enough to make a significant break-through in field design until an opportunity appeared. During the period of the preparation, I learnt that local police closed down three traditional Chinese medicine (TCM) shops in the downtown area because they involved medical treatments to Chinese migrants without proper licenses. However, no alternative services were provided for Chinese patients who were unable to speak Italian. Given the fact that access to local medical services is not only an urgent need for many Chinese migrant workers but also a common concern by all Chinese groups, I decided to adjust the focus of fieldwork research from the working conditions of Chinese factories to the needs and access of Chinese migrants to local medical services. Compared with the original theme, the new direction seemed neutral, which was acceptable by all groups, both Chinese business owners and migrant workers.

Key Elements

Under a new direction and research focus, a strategy for the fieldwork implementation emerged which contained following elements:

• An “advisory board” was established which included: an Italian academic partner and experts in occupation health and safety, an Italian trade union officer, an Italian banker for international trade and supply chain, Chinese community leaders, Chinese TCM doctors, Chinese property developer, and Chinese migrant worker representatives. The roles of those members included advice or comments on draft questionnaires, strategy and methods in information collection, workplace observation, and interpretation of field observation.
• Two-tier survey. workplace observation and questionnaire or group discussion. A sample of 25 Chinese factories was randomly selected based upon official enterprise registration information. It would be impossible to get the access via random sampling if the theme of research was focused on the working conditions themselves. A team of 3-4 persons who were “advisory board” members conducted the workplace observation. Depending upon the situation, questionnaire and/or group discussion were taken place for migrant workers to be involved in the project voluntarily.
• Comparative perspective. Geographic information of Chinese registered factories, however, cannot be treated as a sampling frame for workplace observation as a large number of new or small Chinese businesses may not have been properly registered. Nonetheless, the geographic information was used to select a sampling zone in which all Chinese enterprises nearby regardless of registration were observed and compared. So were a few Italian enterprises nearby which recruited Chinese migrant workers to produce similar products but with different working conditions.
• Publicity to mobilise Chinese community participation via both Italian and Chinese media. A public press meeting was held in Padova in the early stage of the fieldwork for the purposes of disseminating survey messages and encouraging the participants and voices of different groups from the local Chinese community, including Chinese entrepreneurs who saw the potential benefits for their businesses.
• Encouraging the participation and contribution from local students whose parents were owners/entrepreneurs of Chinese factories in Veneto. Once learnt about the background and theme of this research, according to our observation, most of them were interested and keen to offer their support by encouraging their parents or migrant workers to participate.

Within one month of the fieldwork (including one week pilot study) in the Veneto region, we managed to visit 28 factories including 3 Italian factories. Only one Chinese factory refused our entry. Our workplace observation involved a total of 279 Chinese migrant workers with a different degree of contribution: some filled in the questionnaires while others joined group discussions. We managed to conduct 76 in-depth interviews or focus group meetings, of which over half were occupied by migrant workers. The rest consisted of the representatives from other groups, including traditional Chinese medicine (TCM) doctors, Chinese business owners, and community leaders who were also businessmen with a title of chair or vice-chairs of local Chinese community associations.

Concluding remarks

The narrative of my fieldwork experience in Veneto, Italy provides a hard evidence to illustrate the necessity and feasibility of the community-based fieldwork, which brings local knowledge into the process of fieldwork design and implementation. It is vital for a researcher to identify a common theme that is shared by all stakeholders, or establish clear interfaces with different groups of interests so that local people can participate in and contribute to it. Such theme or research focus cannot be clearly defined unless the researcher becomes familiar with the local situation, resources and constraints from different angles or perspectives of different interest groups. The more complicated and diverse the field, the more important is the need for community-based fieldwork design and implementation. So in addition to convenient fieldwork design and practices, this paper calls for more attention to practising community-based fieldworks when researching in a Chinese context.

Related Publications

Wu, B. and Zanin, V. (2009) Healthcare needs of Chinese migrant workers in Italy: A survey report on Chinese-owned workshops in Veneto. CPI China Discussion Paper No.48. Available online at: http://www.nottingham.ac.uk/cpi/documents/discussion-papers/discussion-paper-48-healthcare-chinese-migrants-italy.pdf

Wu, B. and Sheehan, J. (2011) Globalisation and Vulnerability of Chinese Migrant Workers in Italy: Empirical Evidence on Working Conditions and their Consequences.  Journal of Contemporary China  20(68), 135-152

Wu, B. and Liu, H. (2014) Bringing class back in: class consciousness and solidarity amongst Chinese migrant workers in Italy and the UK .  Ethnic and Racial Studies  37(8): 1391-1408

About the author

Dr. Bin Wu is a Senior Research Fellow and founder of a newly established Centre for Chinese Migrant Studies (CCMS), in School of Contemporary Chinese Studies, University of Nottingham. His research interests and expertise include rural sustainability and farmer innovation; Chinese migration and integration in China and abroad; Chinese student mobility, global citizenship and higher education reform.

For citation: Wu, B. (2014) Embedding research in local context: local knowledge, stakeholders’ participation and fieldwork design. Field Research Method Lab at LSE (30 October 2014) Blog entry. URL:  https://blogs.lse.ac.uk/fieldresearch/2014/10/30/embedding-research-in-local-context

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Notify me of follow-up comments by email.

Notify me of new posts by email.

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Related Posts

Interviewing Chinese Local Government Officials: Reflection on Research Transparency and Coercion

June 30th, 2023.

Gaining Access to People between the State and Citizens in the Field

June 30th, 2021.

Critical Theory and Participatory Action Research: In Retrospect of Conducting Fieldwork in Conflict-Afflicted Mindanao, Philippines

October 29th, 2021.

Fieldwork in a digital age: Questions of privacy and copyright

September 19th, 2014.

Thinking About the Context: Setting (Where?) and Participants (Who?)

• First Online: 28 March 2017

Cite this chapter

• Kenan Dikilitaş 3 &
• Carol Griffiths 4  

1109 Accesses

In recent years, context has come to be recognized as a key element which influences the outcomes of research studies and impacts on their significance. Two important aspects of context are the setting (where the study is taking place) and the participants (who is included in the study). It is critical that both of these aspects are adequately considered and explained so that meaningful conclusions can be drawn from the data. The role of the action-researcher as an active participant in the context also needs thought and explanation.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as EPUB and PDF
• Read on any device
• Instant download
• Own it forever
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Author information

Authors and affiliations.

Faculty of Educational Sciences, Bahçeşehir University, Istanbul, Turkey

Kenan Dikilitaş

Freelance, Istanbul, Turkey

Carol Griffiths

You can also search for this author in PubMed   Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2017 The Author(s)

About this chapter

Dikilitaş, K., Griffiths, C. (2017). Thinking About the Context: Setting (Where?) and Participants (Who?). In: Developing Language Teacher Autonomy through Action Research. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-50739-2_4

Download citation

DOI : https://doi.org/10.1007/978-3-319-50739-2_4

Published : 28 March 2017

Publisher Name : Palgrave Macmillan, Cham

Print ISBN : 978-3-319-50738-5

Online ISBN : 978-3-319-50739-2

eBook Packages : Social Sciences Social Sciences (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• Privacy Policy

Home » Context of the Study – Writing Guide and Examples

Context of the Study – Writing Guide and Examples

Table of Contents

Context of the Study

The context of a study refers to the set of circumstances or background factors that provide a framework for understanding the research question , the methods used, and the findings . It includes the social, cultural, economic, political, and historical factors that shape the study’s purpose and significance, as well as the specific setting in which the research is conducted. The context of a study is important because it helps to clarify the meaning and relevance of the research, and can provide insight into the ways in which the findings might be applied in practice.

Structure of Context of the Study

The structure of the context of the study generally includes several key components that provide the necessary background and framework for the research being conducted. These components typically include:

• Introduction : This section provides an overview of the research problem , the purpose of the study, and the research questions or hypotheses being tested.
• Background and Significance : This section discusses the historical, theoretical, and practical background of the research problem, highlighting why the study is important and relevant to the field.
• Literature Review: This section provides a comprehensive review of the existing literature related to the research problem, highlighting the strengths and weaknesses of previous studies and identifying gaps in the literature.
• Theoretical Framework : This section outlines the theoretical perspective or perspectives that will guide the research and explains how they relate to the research questions or hypotheses.
• Research Design and Methods: This section provides a detailed description of the research design and methods, including the research approach, sampling strategy, data collection methods, and data analysis procedures.
• Ethical Considerations : This section discusses the ethical considerations involved in conducting the research, including the protection of human subjects, informed consent, confidentiality, and potential conflicts of interest.
• Limitations and Delimitations: This section discusses the potential limitations of the study, including any constraints on the research design or methods, as well as the delimitations, or boundaries, of the study.
• Contribution to the Field: This section explains how the study will contribute to the field, highlighting the potential implications and applications of the research findings.

How to Write Context of the study

Here are some steps to write the context of the study:

• Identify the research problem: Start by clearly defining the research problem or question you are investigating. This should be a concise statement that highlights the gap in knowledge or understanding that your research seeks to address.
• Provide background information : Once you have identified the research problem, provide some background information that will help the reader understand the context of the study. This might include a brief history of the topic, relevant statistics or data, or previous research on the subject.
• Explain the significance: Next, explain why the research is significant. This could be because it addresses an important problem or because it contributes to a theoretical or practical understanding of the topic.
• Outline the research objectives : State the specific objectives of the study. This helps to focus the research and provides a clear direction for the study.
• Identify the research approach: Finally, identify the research approach or methodology you will be using. This might include a description of the data collection methods, sample size, or data analysis techniques.

Example of Context of the Study

Here is an example of a context of a study:

Title of the Study: “The Effectiveness of Online Learning in Higher Education”

The COVID-19 pandemic has forced many educational institutions to adopt online learning as an alternative to traditional in-person teaching. This study is conducted in the context of the ongoing shift towards online learning in higher education. The study aims to investigate the effectiveness of online learning in terms of student learning outcomes and satisfaction compared to traditional in-person teaching. The study also explores the challenges and opportunities of online learning in higher education, especially in the current pandemic situation. This research is conducted in the United States and involves a sample of undergraduate students enrolled in various universities offering online and in-person courses. The study findings are expected to contribute to the ongoing discussion on the future of higher education and the role of online learning in the post-pandemic era.

Context of the Study in Thesis

The context of the study in a thesis refers to the background, circumstances, and conditions that surround the research problem or topic being investigated. It provides an overview of the broader context within which the study is situated, including the historical, social, economic, and cultural factors that may have influenced the research question or topic.

Context of the Study Example in Thesis

Here is an example of the context of a study in a thesis:

Context of the Study:

The rapid growth of the internet and the increasing popularity of social media have revolutionized the way people communicate, connect, and share information. With the widespread use of social media, there has been a rise in cyberbullying, which is a form of aggression that occurs online. Cyberbullying can have severe consequences for victims, such as depression, anxiety, and even suicide. Thus, there is a need for research that explores the factors that contribute to cyberbullying and the strategies that can be used to prevent or reduce it.

This study aims to investigate the relationship between social media use and cyberbullying among adolescents in the United States. Specifically, the study will examine the following research questions:

• What is the prevalence of cyberbullying among adolescents who use social media?
• What are the factors that contribute to cyberbullying among adolescents who use social media?
• What are the strategies that can be used to prevent or reduce cyberbullying among adolescents who use social media?

The study is significant because it will provide valuable insights into the relationship between social media use and cyberbullying, which can be used to inform policies and programs aimed at preventing or reducing cyberbullying among adolescents. The study will use a mixed-methods approach, including both quantitative and qualitative data collection and analysis, to provide a comprehensive understanding of the phenomenon of cyberbullying among adolescents who use social media.

Context of the Study in Research Paper

The context of the study in a research paper refers to the background information that provides a framework for understanding the research problem and its significance. It includes a description of the setting, the research question, the objectives of the study, and the scope of the research.

Context of the Study Example in Research Paper

An example of the context of the study in a research paper might be:

The global pandemic caused by COVID-19 has had a significant impact on the mental health of individuals worldwide. As a result, there has been a growing interest in identifying effective interventions to mitigate the negative effects of the pandemic on mental health. In this study, we aim to explore the impact of a mindfulness-based intervention on the mental health of individuals who have experienced increased stress and anxiety due to the pandemic.

Context of the Study In Research Proposal

The context of a study in a research proposal provides the background and rationale for the proposed research, highlighting the gap or problem that the study aims to address. It also explains why the research is important and relevant to the field of study.

Context of the Study Example In Research Proposal

Here is an example of a context section in a research proposal:

The rise of social media has revolutionized the way people communicate and share information online. As a result, businesses have increasingly turned to social media platforms to promote their products and services, build brand awareness, and engage with customers. However, there is limited research on the effectiveness of social media marketing strategies and the factors that contribute to their success. This research aims to fill this gap by exploring the impact of social media marketing on consumer behavior and identifying the key factors that influence its effectiveness.

Purpose of Context of the Study

The purpose of providing context for a study is to help readers understand the background, scope, and significance of the research being conducted. By contextualizing the study, researchers can provide a clear and concise explanation of the research problem, the research question or hypothesis, and the research design and methodology.

The context of the study includes information about the historical, social, cultural, economic, and political factors that may have influenced the research topic or problem. This information can help readers understand why the research is important, what gaps in knowledge the study seeks to address, and what impact the research may have in the field or in society.

Advantages of Context of the Study

Some advantages of considering the context of a study include:

• Increased validity: Considering the context can help ensure that the study is relevant to the population being studied and that the findings are more representative of the real world. This can increase the validity of the study and help ensure that its conclusions are accurate.
• Enhanced understanding: By examining the context of the study, researchers can gain a deeper understanding of the factors that influence the phenomenon under investigation. This can lead to more nuanced findings and a richer understanding of the topic.
• Improved generalizability: Contextualizing the study can help ensure that the findings are applicable to other settings and populations beyond the specific sample studied. This can improve the generalizability of the study and increase its impact.
• Better interpretation of results: Understanding the context of the study can help researchers interpret their results more accurately and avoid drawing incorrect conclusions. This can help ensure that the study contributes to the body of knowledge in the field and has practical applications.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

How to Cite Research Paper – All Formats and...

Data Collection – Methods Types and Examples

Delimitations in Research – Types, Examples and...

Research Paper Format – Types, Examples and...

Research Process – Steps, Examples and Tips

Research Design – Types, Methods and Examples

• No results found

Locale of the Study, Sampling and Population

Under this topic, description of the place where the study was conducted is presented together with the rationale behind its choice (Locale of the study). Also description of the population of interest and the sampling of individuals used in the study is presented under the title Population and Sampling respectively.

3.2.1 Locale of the Study

The study was carried out in three (3) primary schools in Dar es Salaam city. Dar es Salaam is the largest and most important industrial and commercial centre in Tanzania with a population of approximately five (5) million people (Worldbank.org). It is among the ten fastest growing

cities of the world with a population increase of 8 percent annually (The Telegraph). It

became a city in 1961 when Tanganyika (Tanzania at the time) gained independence from the British and remained to be the headquarters of the country up to 1974 when the country’s capital was moved to Dodoma. Geographically, the city lies between 6.36 degrees and 7.0 degrees to the south of Equator and Longitudes 39.0 and 33.33 degrees to the east of

Greenwich. To the east the city is bounded by the Indian Ocean while on the other sides it is surrounded by the Coast Region. It covers an area of 1800 square kilometers (Dar es Salaam City Profile 2004).

Several reasons contributed at making Dar es Salaam’s choice for an area of study. First Dar es Salaam is the smallest region (in terms of area coverage) in Tanzania Mainland. Though small it is highly populated with about 50 percent of Tanzania’s urban population

(Worldbank.org). Its complexity, heterogeneity and density of its political, social, cultural and economic environment amounts to amalgamation centre or point of people from all walks of life in Tanzania. To the study this phenomenon is equated to Tanzania in summary. Second Dar es Salaam is among the regions of Tanzania with many schools offering special education (MOEC). This made it easier for the three sampled schools to be accessed. Third

documentation and literature review were also facilitated by the presence of Ministry of Education headquarters and Libraries in the city. Finally Dar es Salaam served to minimize time and coast as the sampled schools could be reached easily since they both lies in the vicinity.

3.2.2 Sampling Procedures

Best and Khan (2006) defined a sample as a small proportion of population selected for observation and analysis. Being qualitative, the study adopted purposeful sampling

considering the benefit over other procedures. A purposeful sample is a sample selected in a deliberative and non-random fashion to achieve a certain goal. According to Patton (1990) purposeful sampling refers to a procedure in qualitative study whereby subjects are selected because of some characteristic. Thus the study deliberately opted to select cases of which it deemed to be information rich with respect to its purpose (Gall 2007).

In this study, three (3) out of four hundred and thirty five (435) primary schools (Dar es Salaam Regional Report (2011) were purposely sampled. The total number of respondents in the study was six (6) in the whole study area. The study predicted the same results for each

33 case putting into consideration the wide objective of the policy studied. This in turn was envisaged to bring literal replication which is simply explained as selection of similar cases and prediction of similar results too (Gall 2007).

Criteria for choosing the studied schools

There are some criteria used to sample the studied schools. Among them is the reason that they started some years back before 2004, the year when the policy was issued. This was made a criterion so as to enable the study to grasp both before and after the policy scenario. The other criterion was presence of the study’s special needs type of children. The sampled schools had either one or both of category covered by the study which are visual and physical special needs children. Finally the issue of easy accessibility was also considered. Dar es Salaam is a big city and some areas do experience transport problems.

3.2.3 Population

A research population is a well defined collection of individuals, events or objects with similar characteristics which is also the main focus of the research or study. Best and Kahn (2006) define research population as a group of individuals who have some characteristics in common that are of interest to the researcher. The population of this study consists of primary school teachers from schools which differ in the way they offer special education. There are six teachers in total, two from each school category. There are three head teachers and three regular school teachers. The study counts both to be teachers because in the Tanzanian context head teachers and other teachers in the managerial/administrative posts in school remain to be teachers.

Head teacher of a special school; This is a head teacher of a school offering special

education to the visually impaired children. Being the head of the institution the study considered the fact that she can be more likely to be aware of the policy because the ministry would make it accessible to him for implementation efficacy. At his school, she is the

overseer of the programs and policies pertaining to the wellbeing of the institution.

Regular teacher-special school; This is a normal classroom teacher teaching a special

down to the grass root of the policy implementation in the actual teaching-learning

environment he is one of the beneficiaries who is directly involved. Compared to the other beneficiaries (pupils) a teacher is more likely to be knowledgeable about issues related to the policy.

Head teacher-integrated unit school; This is the head of a school that offers education

to children with special needs through an attached special education unit to a regular school. Like the head of the special education school, this too was picked by the study under grounds of being an overall overseer of the teaching-learning process at school. Being the case the study thought of the possibilities of this teacher to be rich in the desired information related to the policy and that of the facilities at school.

Regular teacher-integrated unit school; This is a normal teacher teaching a school

where special education is provided through the attached special education unit to the regular school. Being at the grass root of the policy implementation he faces directly the challenges wrought forth by the policy. Likewise he celebrates the successful side of it. Based on this ground the study positioned him to be likely rich in information that touches both the policy and the actual happening on the ground.

Head teacher-inclusive schools; This is a head teacher of a regular school which caters

for children with special learning needs in a regular inclusive classroom where by a special teacher assists children with special needs. The grounds for using her are the same to those of head teachers of special and unit integrated schools.

Regular teacher-inclusive schools; She is a regular/normal teacher to a school that

caters for children with special learning needs in a regular inclusive classroom under the assistance of a specialized teacher. Her likely qualities of being aware with the policy and being at the grass root of the likely to be the outcome of the policy favored his involvement to the study.

• Visual and Physical Special Needs
• Cultural Historical Activity Theory (CHAT)
• Locale of the Study, Sampling and Population (You are here)
• Instrumentation/Research Methods
• Primary Teachers’ knowledge about the National Policy on Disability
• Access to influential facilities in special needs education
• Problems facing schools in special needs facilities
• Views of teachers about the National Policy on Disability in relation to special needs
• Teachers knowledge about the National policy on Disability
• Recommendations for Further Study

Related documents

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Research Locale

Related Papers

Pamantasan ng Lungsod ng Valenzuela

Lawrence Concepcion

ABSTRACT Title : STATUS OF IMPLEMENTATION OF NANAY-TEACHER PARENTING CAMP IN SELECTED SCHOOLS IN THE DIVISION OF VALENZUELA TOWARDS A HOMESCHOOL PARTNERSHIP FRAMEWORK Researcher : LAWRENCE CHRISTOPHER A. CONCEPCION Degree : DR. ROGER C. AMBIDA, Ph.D. School : PAMANTASAN NG LUNGSOD NG VALENZUELA Year : 2020 …………………………………………………………………………………………………….... The study sought to determine the status of implementation of the Nanay-Teacher Parenting Camp in selected schools in the Division of Valenzuela City towards a Homeschool Partnership Framework. Specifically, the researcher sought to answer the following problems: (1) extent of implementation of the Nanay-Teacher Parenting Camp as assessed by the Parent Facilitators and the Teacher Facilitators in terms of adequacy of funds and resources, attainability of objectives, effectiveness of mechanisms and efficiency of monitoring and supervision; (2) significant difference in the assessment of Parent and Teacher Facilitators in terms of the aforementioned variables; (3) challenges encountered by the two groups of respondents in the implementation of the Nanay-Teacher Parenting Camp; and (4) Homeschool Partnership Framework can be proposed based on the results of the study. The researcher made use of mixed method of research and employed survey questionnaires and conducted interviews in conducting the study since the implementation of the Nanay-Teacher Parenting Camp in the Division of Valenzuela City in 2014. Fifty Teacher Facilitators and 94 Parent Facilitators were used as respondents of the study. The researcher used the entire population of Parent Facilitators and Teacher Facilitators of selected schools in the East District of the Division of Valenzuela who are currently implementing the said program. The data which were obtained through interview and survey questionnaires were consolidated, organized, tabulated in distribution tables and treated. They were analyzed and interpreted utilizing two statistical measures such as weighted mean and z-test. Interview responses on the qualitative aspect were recorded and transcoded which had come up with themes for the study. Based on the data gathered and presented, the researcher came up with the following findings: There is a significant difference between the assessment of the Parent and Teacher Facilitators on the implementation of the Nanay-Teacher Parenting Camp in terms of the attainability of objectives and showed no significant difference in terms of adequacy of funds and resources, effectiveness of mechanisms and efficiency of monitoring and supervision. Lastly, a Homeschool Partnership Framework was proposed to guide Parenting Implementers to better enhance the implementation of the project, especially to deal with the challenges encountered on its implementation based on the matrix created. The researcher believed that behind the performance of students are the factors involved in the learner’s self, teachers, parents, the community and the Nanay-Teacher Parenting Camp itself.

Grupo6Mgte 2016

Mjames Jovellanos

Aleyssa Mae Bernan

Bea Luisa Schramm

First Colloquium of the …

Evangelia Papoutsaki

Fabio Taioli

Ivy Dellomos

benjie cabria

International Journal of Human Sciences Research

Ivan Huerta Pizarro

RELATED PAPERS

Emily Ching

Juliana Ravaschio

Alvydas Noreika

London Review of Education

Frontiers in Behavioral Neuroscience

Roberto A. PRADO-aLCALÁ

Archives of gerontology and geriatrics

YOLANDA SORIANO SANCHEZ

Geetesh Sinha

Internal Medicine Journal

Shane White

Gaceta de M�xico

Gabino Estevez Delgado

parvaneh mahmoodi

Archives of Microbiology

Journal of the American College of Cardiology

Gabriel Mouchawar

Håndarbejdes Fremme 3/November 2018, 18-19

Marie-Louise B Nosch

Zekeriya Saçma

Eidos. A Journal for Philosophy of Culture

John F DeCarlo

Zbornik radova Građevinskog fakulteta

Milivoje Milanovic

hjjhgj kjghtrg

Infectious Diseases in Clinical Practice

John Greene

ISIJ International

Bhagiratha Mishra

Hasan Fazli

SJSU毕业证成绩单 bgk

Applied Mathematical Modelling

Brígida Da Rocha

Optimum: Jurnal Ekonomi dan Pembangunan

bernica belantika

Pakistan BioMedical Journal

Areeba Akram

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• About English Wizard Online
• Parts of Speech, Phrases, Sentences
• Spelling/ Vocabulary
• Research/ Thesis Writing
• Lesson Plans
• Worksheets, eBooks, Workbooks, Printables
• Poems (Text and Video)
• Speech/ Pronunciation Lessons
• Classroom Ideas/ Materials
• Teacher's Comments
• Creative and Technical Writing
• Teaching Articles/ Teaching Strategies
• Essays/ Book and Movie Reviews
• Yearbook/ Student Publication/ Magazine/ Newsletter

Sample Locale of the Study in Chapter 3 (Thesis Writing)

No comments:

Post a comment.