School Data

School data consisted of detailed field notes made during classroom observations. The use of observation as a method of data collection in qualitative research is well-recognized (Stake, 1995), particularly in case study designs (Yin, 1994) although Gilbert (1993) warns about limitations and potential problems. He discusses the possibility for recorder bias and obtrusive influences which affect the reliability and validity of the data collected.

Becoming Familiar with the School

To better understand the ways the children learn at home, it is essential to know how they are taught at school (D. Taylor & Dorsey-Gaines, 1988). I wanted to ensure that I was familiar with practices at the school and comfortable with the staff and students before I began my data collection. I also took measures to ensure that when the actual time for data collection occurred, it would not seem unnatural for me to be there. As discussed earlier, I offered to volunteer at the school for a period of six months one full day each week prior to my data collection. I was immediately welcomed in this capacity by the school principal. The resource teacher was assigned the responsibility of arranging a schedule of activities for me each week.

I spent most of my time in the three Core French grade 1, 2, and 3 classrooms where I would be collecting data later, as well as in the two kindergarten classrooms. As a skilled volunteer, I was sometimes asked to help with activities that used my professional knowledge base, including observing students with the resource teacher and problem solving regarding teaching and learning strategies, working in the classroom to assist the teacher with activities such as listening to individual students read, and administering screening tests. I also helped with other tasks as assigned, such as passing out or collecting materials for activities, helping students working in cooperative groups or preparing materials in either the classroom or the office. While serving in this capacity, I was invited to accompany the teachers in their staff room at their break time and before and after school hours. This additional contact with the staff provided me with an opportunity to observe them interact informally in a group.