3.+Methodology

Research perspective
Had I been asked to describe my epistemology twenty years ago I would have undoubtedly classed myself firmly as an objectivist with a positivist perspective – all knowledge is a pre-determined truth that exists independently of all factors and can be measured reliably (Merriam, 1998). However, my experiences and interactions in the world have modified this viewpoint to the belief that while certainly there do exist particular and specific types of knowledge in the world that can be quantified and measured, that can be counted and categorized, this is certainly not the case with all types of knowledge, and statistical analysis alone often does not lead to the richer, deeper understanding that I am interested in exploring in this research project. My belief is that with many types of knowledge, the way we view the world, the interpretations we place upon our observations, are all influenced by the interactions, perceptions and social context through which these perceptions are formed resulting in multiple views of a single situation.Therefore my current view of the world, and the way this viewpoint has evolved, places me in the camp of constructivism (Guba and Lincoln, 1989; Lincoln, 1990).

Constructivists believe there is no objective truth waiting to be discovered, instead meaning and our sense of reality is socially constructed through our interactions and interpretations of the world around us and therefore may differ from one person to the next (Guba and Lincoln, 1989). Thus constructivism as an epistemology lends itself well to an interpretative perspective. Crotty describes the interpretivist approach as looking for “situated interpretations of the social-life world” (1998, p.67). This perspective urges the researcher to be vigilant about making assumptions and taking into account the effect of individual experiences and interpretations. Merriam (1998) explains that the interpretivist approach seeks for a deeper understanding of a situation, experience or phenomenon with knowledge gained through an inductive mode of inquiry and exploration.This perspective is suitable for my research project as I seek to gain a deeper understanding of self-regulation and the perspectives of the stakeholders in the school context. In order to explore this topic, a qualitative approach will be essential. Qualitative research attempts to explore, describe and understand human experience in depth. Lichtman, 2010).The holistic nature of qualitative research is another reason why this approach is relevant for my research question. Lichtman states that qualitative research involves the study of a situation in its entirety, typically looking at a variety of data.

Choice of methodology
Data collection will be in two phases, an initial online survey, followed by multiple case studies.

The data collection will begin next semester with an extensive online survey of all schools that meet the selection criteria, which I will cover shortly. The purpose of this survey will be three-fold: initial data collection for the research questions, to uncover innovative, interestingand diverse approaches to self-regulated learningto aid in case selection, and to inform the data gathering process for the case studies. This will then be followed by multiple case studies.

Although the methodology I have chosen within this perspective is that of multiple-case studies, I had originally considered using a grounded theory methodology (Glaser & Strauss, 1967) as the systematic and rigorous approach does have some appeal. However it is not the development of an overall generalized theory that is the aim of this research, instead the understanding of what schools are doing will contribute towards ideas for a more flexible framework that can be adapted within the constraints of individual schools.Yin (2009) believes that a point of difference between case study and methods such as ethnography and grounded theory is that these latter methods avoid specifying any theoretical propositions at the outset of the inquiry.In this research the direction of the study is guided in the initial stages from theoretical propositions developed from an examination of literature in the area of self-regulated learning, thus fitting with Yin’s concept of a theory as a “sufficient blueprint for your study” (2009, p.36).

There is much debate as to where case studies lie in the categorization of methodology. Crotty (1998) argues that a case study is a method as opposed to a methodology. Apart from the terminology issues, a criticism of the case study is that it does not have strong theoretical underpinnings (Lichtman, 2010). However, Merriam (1998) defends the case study as an approach that allows the researcher to gain an in-depth understanding of a bounded system: “Anchored in real-life situations, the case study results in a rich and holistic account of a phenomenon” Merriam (1998, p.41).

The choice of a case study methodology is determined by the aim to look at self-regulated learning in the social context of the school (Yin, 1984), as it is the relationship and dynamics between these and the situatedness of the phenomena that is at the heart of the research question.Observing effects and dynamic interactions in real contexts is one of the strengths of the case study approach (Cohen, Manion & Morrison, 2000). Stark and Torrance (2005) argue that strength of case studies is they take multiple methods and data sources to explore or interrogate the social context.

Yin states “case studies are the preferred method when (a) “How” or “why” questions are being posed (b) the investigator has little control over events, and (c) the focus is on a contemporary phenomenon in a real-life context” (2009, p. 2) and “the distinctive need for case studies arises out of the desire to understand complex social phenomena. In brief, the case study method allows investigators to retain the holistic and meaningful characteristics of real-life events” (2009, p.4).

While not an ethnography per se, that is, setting out to document the culture of each school considered, this approach is informed by some elements of ethnography. This is not a total immersion in the research object world (Hammersley, 2008) nor is there participant observation (Van Manen, 1994). Stark and Torrance (2005) explain that case study is not only aligned with, but also derives much of its rationale and methods from, ethnography.

Within the methodology of a case study, the methods I use will draw from those commonly associated with ethnographic studies and will range from semi-structured interviews and group interviews, to focus groups, questionnaires, non-participant observations and document gathering, as it is essential to obtain multiple perceptions to clarify meaning and verify interpretations (Stake, 2005). As Denzin and Lincoln (1998) point out, the use of multiple methods to collect data in qualitative research is a reflection of an attempt to move towards an in-depth understanding of individual points of view. Yin’s definition of a case study is as follows (2009, p18):

A case study is an empirical inquiry that investigates a contemporary phenomenon in depth and within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident The case study enquiry copes with the technically distinctive situation in which there will be many more variables of interest than data points, and as one result relies on multiple sources of evidence, with data needing to converge in a triangulating fashion, and as another result benefits from the prior development of theoretical propositions to guide data collection and analysis.

There are many different ways to classify types of case studies as shown by Yin (1989), Stake (1995) and Merriam (1998). From Yin’s categorization this research could also be viewed as a combination of a descriptive and exploratory case (used to develop new hypotheses) (Yin, 1994).However, the type of case study research I will be undertaking is best described by Merriam’s (1998) classification of an interpretative case where rich thick description is used and conceptual categories are developed around theoretical assumptions. In this type of case, “the researcher gathers as much information as possible about the problem with the intent of analyzing, interpreting or theorizing about the phenomenon” (Merriam, 1998 p.38), an approach that supports my research questions.This is similar to Stake’s view of an instrumental case study where the purpose is to go beyond the case (Stake, 1995).

The decision was made to use multiple cases as this gives a greater scope for analysis of self-regulated learning in schools and a broader base for framework development. Stake (2006) explores the design of multi-case projects and explains that for multi-case studies we have needed a word to represent the collective target – Stake uses the word ‘quintain’ to represent the object or phenomenon or condition to be studied across the individual cases, a target, but not a bullseye. It is what the cases reveal about the overarching object of the research that is of interest – what it is that the researcher seeks to understand more thoroughly, in this case the role of the school in developing self-regulated learning. We begin with the quintain, and select cases to study that will shed light on aspects of this quintain, examining similarities and differences between cases with respect to the quintain.

Strength of cases
 The cases for the case studies will be chosen to represent a diversity of approaches to fostering self-regulated learning in schools (Lichtman, 2010). This sort of purposive (Chein, 1981) or purposeful (Patton, 1990) sampling is based on the assumption that in order to gain insights and understandings, the researcher must select information-rich samples that will provide the best opportunity for learning about the area of interest (Merriam, 1998). Lichtman also makes an important point – it is not the number of individuals that are studied that is critical, rather “it is the nature of the study and the degree to which you explore complex in-depth phenomena that distinguishes qualitative research” (pp.17-18).

The selection criteria for the cases for this study will be as follows: - Schools will be Year 7-12 to observe the full range of experiences across the secondary school. - Schools will be located in the Sydney region as this is the geographical boundary for the study. - Schools will be selected where diverse approaches are being taken, including if possible some technology–mediated approaches.Stake (2006) suggests the multi-case researcher propose the question: ”Is the case relevant to the quintain?” (p. 23). It is important to note that the approach could also be that the school does nothing explicit, yet perceives that there is a high level of self-regulation among the students, in this situation this would be an interesting approach to explore what is happening in the school.

The number of cases will depend on the diversity of approaches and perspectives uncovered.However, initial plans are to undertake five cases and to endeavour to include a school from each sector, although this is of secondary consideration to the approach taken. Although there is no way a single case study can be representative of all schools, to explore the role of the school in self-regulated learning using diverse schools will lead to a richer understanding of the phenomenon.However this condition is secondary to that of the approach taken by the school, it is only if there are two schools with similar approaches then the sector that the schools are from will become a distinguishing criteria.

Using this criteria, cases will be selected that have the most chance of enhancing understanding and exploration of the research questions (Stake, 2006).

Data Collection
Pilot for data collection/analysis (//case study protocol)// Case Selection Document Gathering Set up data collection schedule || Online survey parents, teachers, online survey studentsduring school day Term 2: Interview Executives //(1 day per school)// || Term 4: Focus groups re framework //(1 day per school)// ||
 * 2010 Sem 1 || DA/Ethics (UTS/DET) ||
 * 2010 Sem 2 || Online Survey, fax & phone follow-up//(initial data for case selection & inform case study)//
 * 2011 Sem1 || Term 1:
 * 2011 Sem 2 || Term 3: Interview student groups and selected teachers//(1 day per school – selection from survey)//

__2010 SEMESTER 2 __

PRELIMINARY DATA COLLECTION – ONLINE SURVEY (PHASE 1) The initial survey of schools identified in the selection criteria above (to commence in the latter half of 2010 after ethics approval has been obtained) will be carried out by asking an executive in the school such as Director or Teaching and Learning or Deputy Principal to fill in an online survey. For those who do not take this option this will be followed by a fax, then a posted form and finally a telephone interview in an endeavour to find schools in Sydney within the case selection criteria with diverse approaches in the area of self-regulated learning.

Lincoln and Guba (1985) outline an effective approach to purposive sampling, to terminate sampling when no new information is forthcoming ie when saturation point is reached. If the research question was examining a ‘typical’ case this may be appropriate, however for this research question the more schools that can be accessed in this initial stage, the greater the chance of uncovering schools adopting innovative approaches in this area that can then be approached as participants in the case studies.

This will involve approximately 350 schools. I have a database of contact details for these schools, have the skills to create and administer the online survey myself, and will use paid assistance in the collation of the data collected.

This data will assist in the selection of the cases to be included and will also inform data collection processes and the focus for the case studies and provide preliminary data for both quantitative and qualitative analysis.

”Researchers using case study without the aid of survey data to help focus their fieldwork are advised to do preliminary work before entering the field” (Stark & Torrance, 2005, p. 37). I have chosen to use both a survey, and preliminary work to aid in targeting the research questions. Therefore during next semester I will also undertake a pilot case study with one school to develop case study protocol, to test the procedural aspects of data collection and analysis and the approach to exploring the research questions.

CASE SELECTION The cases will then be selected on the above criteria, and approached to be involved for the following year. The schools participating will receive results of all research about their school in the form of a presentation with recommendations, and a document they can give to parents that explains all the things the school does to help their students. Once schools have agreed, I will meet with the principals of each school to establish a contact person in the school, discuss timelines, collect documentation and information for pre-background analysis before data collection commences.

PILOT CASE STUDY During this semester I will also undertake a pilot case study with one of the schools considered, but not selected, to develop case study protocol and to test the procedural aspects of data collection and analysis.I have agreement from a school to be the pilot for this case study in September. __ SEMESTER 1 2011 __  ONLINE SURVEY OF CASE STAKEHOLDERS (Term 1) During this semester parents, staff and students will be offered the opportunity to share their initial thoughts and views about self-regulated learning in their school in an online survey. Parents and teachers will fill out the survey in their own time, while students will be taken to computer labs to complete the survey. This will help to establish possible lines of enquiry, areas to explore, key people to interview, what to observe.I will employ an assistant to collate this data from the online entries.

INTERVIEW EXECUTIVES (Term 2) I will also spend 1 day per school interviewing school executive teams individually. This will also help to establish possible lines of enquiry, areas to explore, key people to interview as well as establish a deeper understanding of the particular school environment and context. Stake (2006) explains that for each day of data collection 6 days should be allocated for management and analysis. Therefore this semester a day per school means 5 days in total, and 30 days for analysis, approximately 1.5 days per week over the semester which is achievable as a part-time student. __ SEMESTER 2 2011 __ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The days per school in the second semester of 2011 will be spent interviewing key teachers or student groups identified in the survey – aiming for the breadth and depth of data collection that Merriam (1998) states is necessary for an effective case study. One-on-one semi-structured interviews with staff, group interviews if teams are involved in this area, group interviews with students and meetings with focus groups. All interviews are to be recorded and transcribed.Stark and Torrance (2005) suggest that interviewing a wide range of people is necessary so data can be triangulated, and that interview and observation schedules are necessary to ensure comparable data is collected from multiple sites. Taking extensive field notes is also a useful part of the data gathering process. Analysis will continue from this semester into the following year.

Analysis of data
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Initial data analysis will be taking place during the data collection process, and continue during 2012 as results are analysed and reported. The concurrent nature of data collection and analysis is strongly emphasized by Merriam (1998). My data analysis will utilize approaches from a number of theorists.

Lichtman (2010) describes the 3 Cs of qualitative analysis: Coding, Categorizing and Concepts. Once the initial coding of transcripts takes place, the codes will need to be revisited, perhaps renamed, collapsed etc. These can then be sorted into categories and sub categories and these used to identify the key concepts that reflect the interpretation of the data gathered. I will also explore the idea of using Nivio as a tool to assist in the analysis as it streamlines the coding process and allows days to be organized into nodes with branches.

Miles and Huberman (1994) outline their subprocesses for data analysis: data reduction, data display, conclusion drawing and verification.Data reduction is where data is selected, condensed and refined as per the conceptual frameworks. Data is then displayed in a variety of forms (into arrays, creating a matrix of categories or data displays) to reveal the implications of the data. This then permits conclusions and meaning to be drawn from the data by exploring themes and patterns.

Merriam (1998) describes content analysis as a method to analyse data for insights, and points out that although categories may be initially determined, the process of analysis is inductive with new variables emerging throughout the study, so that raw data is coded and categories constructed simultaneously in an attempt to capture the characteristics of the data. Dey’s (1993) approach is also applicable. In Dey’s approach data is resolved into components to reveal themes, using a 3 stage process of describing, classifying and connecting.In this model the researcher starts with a thick description of the data and the context. Categorizing the data helps to find meaning using themes and codes and allows patterns and connections to emerge. Coffey and Atkinson (1996) find this to be a strategic approach to the conduct of qualitative analysis.

Coffey and Atkinson (1996) explain coding as a means of generating concepts from data that must then be systematically explored to generate meaning.Coffey and Atkinson further explain that coding is not just data reduction, but also data complication- it is used to break the data into categories and to expand out meaning and should be thought of as essentially heuristic, a process of reflection. Data can then be displayed so that categories can be explored for patterns and themes, contrasts and paradoxes as one moves towards theorizing with the data.

Yin (2009) advocates the use of a replication strategy in multiple case studies where a conceptual framework is developed for the first case and then successive cases are examined to see if the pattern matches – similar to the grounded theory approach, although in this case the framework is developed as part of the data collection. The researcher needs to develop constructs from data then develop hypotheses, but replication is essential: each case must be treated as a separate experiment that confirms (or not) the hypotheses. “By attempting to reconcile evidence across cases, types of data, and different investigators, and between cases and literature increase the likelihood of creative reframing info a new theoretical vision” (Yin, 2009, p29).

Eisenhardt (2002) presents a road map or framework for building theories from case study research including tabular displays and graphs. Once cases are examined, the researcher should search for cross-case impressions and patterns, as to avoid false logic it is important to look at the data in many different ways. One tactic is to select categories or dimensions and then look for similarities within groups or in particular data sources across different cases. Therefore analysis of the data in this research will be both within-case analysis and cross-case analysis (Yin 2009).

Proposed structure of findings
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> The following proposed structure may vary as the research unfolds but serves as a starting point.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Part 1: Findings from initial online survey. **

- School 1, description and themes - School 2, description and themes - School 3, description and themes - School 4, description and themes - School 5, description and themes - Cross Case Analysis: concept categories for framework
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Part 2: Attitudes, beliefs and experiences of SRL. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">- School 1, description, summary and framework - School 2, description, summary and framework - School 3, description, summary and framework - School 4, description, summary and framework - School 5, description, summary and framework - Cross Case Analysis: ‘best practice ideas’ for framework
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Part 3: Approaches to addressing SRL needs (SWOT). **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">- School 1, description, summary and framework - School 2, description, summary and framework - School 3, description, summary and framework - School 4, description, summary and framework - School 5, description, summary and framework - Cross Case Analysis’: ‘best practice ideas ’ for framework
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Part 4: Perceptions of Effectiveness of Approaches. **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">- School 1, description and themes - School 2, description and themes - School 3, description and themes - School 4, description and themes - School 5, description and themes - Cross Case Analysis: commonalities, adjustments to framework
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Part 5: Technology and SRL **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">- School 1, narrative - School 2, narrative - School 3, narrative - School 4, narrative - School 5, narrative - Cross Case Analysis: suggestions for framework
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Part 6: Final framework. **

Part 2-5 align specifically with my subsidiary research questions and will be from the case studies. Within each of these I will use both a mix of description and analysis using the concepts from the theoretical framework generated through the literature review (Merriam, 1998). This analysis will provide rich description of each of the cases and uncover recurrent themes with comparisons across schools. This will be followed by a short narrative that creates a vignette of each school, to capture the essence of their approach to SRL, leading to ideas and suggestions for a framework for a whole school approach to developing self-regulated learners.

Establishing trustworthiness
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Lincoln and Guba (1985) and Merriam (1998) discuss the debate in the qualitative research community about how to ensure naturalistic style research is valid and reliable.Different approaches have been proposed to deal with these issues such as Connelly and ’s (1990) alternative criteria of apparency, verisimilitude, and transferability for narrative inquiry.

Reliability is a difficult concept when dealing with human behavior and the goal of describing phenomenon, making it difficult to establish in the traditional usage of the term in a qualitative study (Merriam, 1998). More appropriate is Lincoln and Guba’s (1985) discussion on establishing trustworthiness ie persuading the audience that the findings are worth paying attention to.

Lincoln and Guba (1985) and Guba and Lincoln (1989) suggest ways that trustworthiness criteria of credibility, transferability, dependability and confirmability can be met. The table below details how this research will meet these criteria. Persistent investigations to provide depth. The approach to the research ensures that a wide net is cast initially in order to identify the participants who are most relevant to exploration of the research question. Use of peer de-briefing (systematically talking through the recess process) with the writing group I am involved in to explore aspects of the inquiry that may not have been surfaced. Monitoring of progressive subjectivity and developing construction. Prior to engaging in enquiry researcher records what they expect to find and archives this information – allowing auditor to check and ensure not too much privledge is given to the original construction. Member checks with the analytic categories and interpretations and conclusions being tested with the key people in each school. This will occur on both a formal and informal basis (eg. verifying what was said in an interview). || Data management and storage with an audit trail consisting of raw data, data reduction and analysis products, data reconstruction and synthesis products, process notes, personal notes and instrument development information such as pilot forms, surveys, schedules. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">CRITERIA || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">STEPS TO BE TAKEN IN RESEARCH PROJECT ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Credibility || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Prolonged engagement over a period of a year to provide scope, spending time learning the culture of each case, and taking time to look for any distortions that could creep into the data, exploring the data from different perspectives.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Transferability || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Provide thick description, particularly in Part 6 of the findings, to allow the reader to establish a clear view of the context of the research. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Dependability || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Use of an inquiry audit for process and product, ensuring process followed good professional practice and products are consistent with raw data. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Confirmability || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Use of a reflexive journal to record a log of day to day activities, personal reflections and a methodological log.

=Ethical considerations= <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> I will use the principles identified by Lichtman (2010) of ethical conduct as my headings for analyzing the ethical issues around my research. > - What is meant by self-regulated learning? > - That the purpose of the research is to understand the school’s role in developing SRL ie what the school does and how and why. To this end the research will seek out all the things the school does to foster this development (the research is looking to see what schools DO, not what they DON’T do). > -That the aim of the research is to use this understanding to help schools improve the way they help students become self-regulated learners. > With this understanding, they can then choose whether or not to give informed consent. The issue can be that in a school situation, firstly parental consent will need to be given and secondly they may feel coerced into participating. The option must always be available that even if an interview is granted, the situation is made clear to the participant that if they would rather not proceed with the interview that is their choice and this choice will also be kept confidential.
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Do No Harm. My original thought was to select a case of a school where little was being done in the way of fostering self-regulated learning in order to contrast this with what other schools are doing. However, following the principle of ‘do no harm’, I instead decided to select cases where schools are doing worthwhile and interesting things. In this way I can highlight the good work they are doing, the output from the research can be used by the school to illustrate to parents all of the identified strategies the school uses to develop self-regulated learners.
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Privacy and Anonymity. All identifying information of both individuals and institutions will be removed from my records. Schools will be identified only as Case 1, Case 2 etc. Participants will be identified via their role eg Principal Case 1.
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Confidentiality. It is likely that during the interview and observation processes information will arise that people within the school might like to know. For example, if a large group of students has an issue with a particular teacher, a principal would of course be interested in knowing who that teacher was. However as the information will be collected from participants with the explicit understanding that it is confidential, all information will be protected, especially from other participants within the case study. It is important to be mindful that minors and those in vulnerable positions will be highly sensitive to information provided. If interviews are starting to move in personal or inappropriate directions, the strategy will be to halt the interview, suggest to whom the person should discuss this situation, then continue the interview on the lines of the research. If it becomes apparent that a person is in an emergency situation, then this will necessitate judgment as to whether confidentiality will need to be waived and if so to whom.
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Informed Consent. It will be essential to ensure that participants understand the following:
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Rapport and Friendship. The environment must facilitate trust and cooperation but it is important the distinction of researcher, as opposed to friend, is maintained. Without this line information may be obtained unfairly due to a perception of a relationship – for example, the researcher is acting in the role of interested party, however the participant may mis-interpret this as an act of friendship and provide more information than they would normally have. Bassett, Began, Ristovski-Slijepcevic and Chapman (2008) suggest there are particular challenges when interviewing teens.
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Intrusiveness.It will be important to estimate the time involved for schools and the level of disruption the research will incur to ensure that schools are fully informed before agreeing to be included as a case.
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Inappropriate Behaviour. It is important to ensure not just that inappropriate behavior is not undertaken, but that there is no perception of inappropriate behavior. One of the steps is to ensure that the researcher is never alone with a small group of students, instead there is always a teacher present. It will also be important to complete the Working With Children safety checks.
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Data Interpretation.Although all researchers have a lens through which they view the data, it is important to be transparent about perspectives taken and to ensure that the data represents in an accurate way what was experienced. Schools will be given the opportunity to read the write-up of the data and analysis and although changes will not be automatically made, differing perceptions will be discussed and changes potentially incorporated.
 * 5) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Data Ownership and Rewards. Cases will be appraised of the fact that they will not own the data. However, schools participating will be given a user-friendly report that details in a non-academic way all of the strategies their school undertakes that helps develop self-regulated learners. This can then be shared with the school community.