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A* Sociology: Method in context student answer with comments — Transcript

by TheTEACHERSOCIOLOGY · 2,490 words · 358 segments · language en · Watch on YouTube

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0:00welcome to this video tutorial this one
0:02is showing you how the method in context
0:04answer is marked I'm going to be using a
0:07student answer that was answered in 2017
0:10with the permission of course and it
0:13aims to give you an idea about what the
0:14examiners are actually looking for when
0:17they are doing the methods in context
0:19and as always if you are liking videos
0:21do not forget to click like and also
0:24subscribe so you don't miss out on any
0:26future videos that I will be doing so a
0:28quick reminder about the what the method
0:30in context is it's worth 20 marks you
0:33spend 30 minutes on this answer it's off
0:35paper 1 the education and theory methods
0:38paper it's always question 5 the
0:40instruction is to use negative for the
0:42hooks as well as give shown some
0:44weaknesses of the method and the focus
0:46is to apply on the context of education
0:49that is given so just a reminder that
0:52you need to make sure that in the method
0:55in context that you are looking at the
0:57characteristics of the people the group
0:59the students the teachers that are being
1:01studied and how it might impact the
1:03research you need to show good AR one of
1:05the method and the characteristics of
1:08the research make sure you apply it to
1:10the school and the context in the
1:12question use the item and your own
1:14knowledge to give you using yourself the
1:17clues and as always you need to evaluate
1:19strengths and weaknesses faults and
1:21pitfalls of studying the groups in
1:24question so let's have a look at the
1:27question that I'm going to explore in
1:29this is a follow-up from the previous
1:31video that I've just done which is
1:33outlining what are the different bands
1:35and the different levels so this is just
1:38following up on that so here's the year
1:41of the item and here is the question so
1:43it was from 2017 paper it's asking you
1:46for the shrimps and witnesses are field
1:47experiments and looking at the effect of
1:50teachers labeling of pupils ok so going
1:54to explore a student answer with some
1:56commentary from myself as an examiner so
2:01here's my students answer I have typed
2:03it up just so you can know understand
2:06what she was writing about and just to
2:09make it really easy for me to show you
2:11my comments as well
2:12so she starts off
2:13a nice introduction where she's
2:15outlining what is a field experiment and
2:17she identifies at least three level
2:20threes here just to imagine if you've
2:22watched the previous video level three
2:24is a sustained strength or weakness of
2:28the method only but it's explained well
2:32enough rather than the stasis point okay
2:34so they've got things like gain
2:36quantitative data it's testing
2:38independent variables dependent
2:40variables the third by positivist
2:42because it's reliable so every
2:44introduction and it gets some of the
2:46level through yourselves the way which
2:47is absolutely essential in order to do
2:50well on this question so this student
2:53starts off this paragraph using the
2:56practical weakness and what the student
2:59does do I just want to mention this
3:00before we go on is that she uses these
3:02signposts throughout with her answer so
3:04she indicates this paragraph is going to
3:06be about practical issues this paragraph
3:08is comes about ethical issues and this
3:09paragraph is going to be about
3:10theoretical issues which she does quite
3:12briefly at the end but it just gives a
3:14little bit of structure to the answer
3:16it's allowed the students to organize
3:17her thoughts and also it meant that
3:20there was a little bit of flow to answer
3:22that means that she's not jumping from
3:24point to point going from a practical
3:26issues back to a theoretical issue and
3:28so on and just a minor point but it does
3:30add to the overall feature to what the
3:32answer looks like so let's have a look
3:34at this first one then so she starts off
3:37by stating that the the the head teacher
3:40has to grant the access the head
3:43teachers the gatekeeping I'm on this own
3:45is only a level three if the student
3:48does need to clarify who is the
3:50gatekeeper in the educational context
3:53and give a little bit more by linking it
3:55into linking it into field experiments
4:00or labeling as well now she does do this
4:02in the second part of the paragraph
4:04because here's the development if the
4:07findings have the potential to display
4:09the school and negative light because
4:11labeling it might negatively impact the
4:13educational achievement sort of
4:14different social groups
4:16she has solidified her application to
4:18label in here there's no link to field
4:21experiments at all bought there is some
4:24application for her to get to what level
4:27level four and then the final part of
4:30the paragraph I have let me just scroll
4:32down to start the we've got another
4:36level three because this time she's
4:38talking about the time table of pupils
4:40which will restrict and it will limit
4:43the the scale of the research because of
4:46time table in issues she gives a bit of
4:48an example of example times but there's
4:50no application to labeling there's no
4:52application to field experiments so
4:54that's going to stay at a level three
4:58next the student is continuing with the
5:01practical issues now this power at this
5:04midi for every move mini paragraph is an
5:07attempt to apply but it's it's really
5:10really weak and i have a feeling that it
5:13won't have been credited at all to be
5:15honest with you because she's singing a
5:17little bit of a humble about effects of
5:20teacher labeling of pupils it enables
5:22the research to examine the influence of
5:24labeling pupils accordance to
5:25stereotypes first handed in national
5:27environments but she's not clarified
5:29what is the influence of labeling pupils
5:32what these study attempts might be and
5:34what impact might it being in a natural
5:37environment to actually have on the
5:39research if it's natural does it raise
5:41validity why MIT raised validity she
5:44could have gone in to talk about the
5:45Hawthorne effect people change in their
5:48behavior by they know that they're being
5:50watched things like that there's no real
5:52development is what I'm feeling that
5:53this would not have been credited to all
5:55but she is trying to stay close to the
5:59context that's in the question but
6:02continuing with the practical issues
6:03this time the student is talking about
6:07how looking at the extent of which
6:10students might be labeled and streams
6:13could be difficult so she's talking
6:16about a practical issue about how to
6:18replicate a real-life process within the
6:21schools in a field experiment she goes a
6:24little bit of a long winded way to try
6:26to explain it but I would give it level
6:29five because of what she's trying to do
6:31she's saying the field experiments might
6:34be conducted within a simulated
6:35classroom so an artificial classroom
6:38which which is created by a researcher
6:41he was acting like a teacher I think
6:43that's what she's implying with that who
6:45then is actively judging the pupils on
6:47their appearance I've measured the
6:49effect of labeling on the performance in
6:51a given test so the students is painting
6:53the picture about a scenario of what a
6:55field experiment might look like so
6:59practically to complete the field
7:01experiment in this artificial set swap a
7:04classroom would have been used enabling
7:07the researcher control over the
7:08variables now she's clarifying it but in
7:12this scenario we've got a stand-in
7:15teacher we've not got a real life
7:17teaching this scenario so that means
7:19that the standing teacher in order to
7:22control the variables the students might
7:26not act in a natural manner she's not
7:28sad about Hawthorne effect she's not I
7:30mentioned about social desirability
7:32which could potentially cost her marks
7:35but she's implying that there was a bit
7:38of a problem in trying to simulate a
7:41process of the labeling process in a
7:44field experiment which is going to be
7:45quite problematic and the impact of
7:47measurement students achievement because
7:49of it is going to be hard to do and
7:51she's trying to get convey that across
7:53which I've tried to break it down in the
7:55comments to show how I would give it
7:58level 5 concluding this paragraph then
8:03field experiments pose many weaknesses
8:05because now she's clarifying in that
8:08this process is occurring over a period
8:12of of years which is going to be really
8:15hard to capture in a field experiments
8:18which is not going to be able to do
8:20because potentially it's going to
8:22disrupt vital learning and damaging
8:25pupils future through this continuous
8:28labeling so with the previous that would
8:32have been an all right level 5 or it'll
8:33be a level 5 and another week one at the
8:35bottom okay so she has tried to develop
8:38that they're turning our attention to
8:41the ethical issues so the student starts
8:44off with Lisa's DBS check student some
8:47one to sixteen there are vulnerable
8:49group there with Pat's arm field
8:51experiments there no impact on legal in
8:54so that is true
8:55straightforward level three but now she
8:58is trying to apply it implying that
9:01studying labeling in school and any
9:05discrimination in school because of
9:08label it and could lead to psychological
9:10harm if there is a bit of application
9:14there to get her to level four and then
9:16finally there is another level for here
9:20the ethical considerations should be
9:23considered by teachers as well they
9:25should have a model and professional
9:27duties have not actively discriminate
9:29between their pupils which might offer
9:31an explanation why some teachers might
9:33deny access to their pupils within the
9:35natural environments for example seating
9:38arrangements might be result of labeling
9:40so they might deny that access that is a
9:44decent level for it's not specific to
9:47field experiments but it is very good
9:50about labeling it's got a cap to Mystic
9:53of label in seat implants could be a
9:56very positive a very strong indication
10:00of how a teacher has labeled their
10:03pupils about where they have seated them
10:05in the classroom so that as an example
10:08is actually perfect to talk about
10:10labeling and she is linked in to
10:13teachers denying that access this model
10:16obligation as well the student continues
10:20with another elf or with another ethical
10:22issue labeling this is socially
10:24sensitive topic so teachers might be
10:28unaware that the label in pupils and if
10:30they are for the research says that they
10:33are legal in pupils it might damage the
10:36teacher's reputation as a results of the
10:38research that is level four there's no
10:41indication to field experiments but it's
10:43very clear about labeling and about
10:46research the final ethical consideration
10:50is the effect and about having consent
10:53of these vulnerable groups it good it is
10:56going to be difficult to obtain the
10:58school is not going to disclose home
11:02addresses so that is going to be a solid
11:04level three again no application
11:07but then she just tried to elaborate on
11:10this by stating that the people that do
11:13respond are more likely to be middle
11:20class compared to those that don't and
11:23this means it will not be generalizable
11:25to a target population in providing
11:27advice on how to reduce teach labeling
11:30within the education system she's trying
11:32to show that application there but it's
11:35not explicit of how that links to
11:38getting consent okay so she's missed a
11:41little bit of a trick there but in this
11:43next paragraph she does try to do it so
11:46this cause of the facts the relationship
11:48between teacher labeling the natural
11:50environment field experiments can be
11:53considered an objective scientific
11:55method which is replicable and this is
11:59enabling advice and potential for
12:01training of teachers to identify what
12:03labeling is which could have a positive
12:05effect on achievements with the positive
12:08label and so basically let's teach to
12:10teachers if you label negatively it's
12:12got a negative impact if you teach them
12:14positively you're going to have a
12:15positive impact so the development of
12:17the method here she has tried to do it
12:19to say that there is with methods which
12:23are quantifiable they tend to be be used
12:27as further advice government's might use
12:31them in teacher training or whatever and
12:33she's implying that this could be a
12:35shrimp for the field experiment so she's
12:37got a little bit of a level-five there
12:39the students has ended the answer with a
12:42bit of an overall feel experiments is
12:44appropriate and you can see the effects
12:47it's in the natural environment so it's
12:50a little bit of a summary there's no
12:51further points that I given a little bit
12:54of repetition if just a little bit of
12:56guidance about how it is marked the
12:58general rule that we were given as
13:00examiner's was that if you had a good
13:04breath of method which meant practical
13:07ethical theoretical and it was
13:10conceptually rich there was lots of
13:12detail you could get up to 12 marks
13:15without any application to labeling or
13:18any application to
13:21and to school or as if it's just really
13:23good on the message you could get up to
13:2512 now they're students it was okay but
13:29there was a little bit it's like you
13:30could tell did run out of time at the
13:31end and there was lots of missed
13:33opportunities in things like the
13:36Hawthorne effect social desirability
13:38validity that could have been in there
13:40which wasn't what suited to the Graham
13:43job anyway anyway so you get up to 12
13:46and then what the examiner will do is
13:48for every before you will just pause a
13:51mark and then for every be five or level
13:54five you cross two marks if they are
13:57weak they're just hinting at it you
13:59might have it okay so just to give you a
14:02little bit of an example when I should
14:04show you the student answer this answer
14:07had about seventh level threes it was a
14:10range of the parapets it was about ten
14:13because I would have liked to have seen
14:15that about socials elements in stuff it
14:17up and then there was three solid level
14:20force so they would have got a point for
14:23each and then there is a half point for
14:28each yeah for three and then there was
14:30three hits which will want to develop
14:34okay so we're gonna combine some of them
14:37to make a final mark so that's good
14:39before and then the students has got two
14:42really good level five so that's going
14:43to be another four points because there
14:45was one final one which was weak so
14:49overall this student got 18 out of 20
14:53the students has worked really hard at
14:56applying the marks scheme okay so thank
14:59you for listening

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