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Questioning ORACLE: An assessment of ORACLE'S analysis of teachers' questions

Hammersley, Martyn and Scarth, John (1986). Questioning ORACLE: An assessment of ORACLE'S analysis of teachers' questions. Educational Research, 28(3) pp. 174–184.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/0013188860280302
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Abstract

The ORACLE project is one of the most extensive pieces of classroom observation research in Britain. In this article one part of this research, the analysis of teachers' questions, is examined in detail. We argue that the rules ORACLE use for identifying different types of question involve levels of ambiguity and inference that threaten the reliability and validity of the study's major findings. We also examine the implications of some of the sampling decisions made by the ORACLE team. Our conclusion is that serious methodological problems remain unresolved in ORACLE, but that these are shared with most other research in the field. There is an urgent need for these problems to be tackled directly and systematically.

Item Type: Journal Article
Copyright Holders: 1986 Routledge
ISSN: 1469-5847
Extra Information: Reprinted in R. Gomm & P. Woods (eds). Educational Research in Action, London, Paul Chapman, 1993
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 20417
Depositing User: Users 9543 not found.
Date Deposited: 04 Mar 2010 14:12
Last Modified: 02 Dec 2010 20:49
URI: http://oro.open.ac.uk/id/eprint/20417
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