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CHAPTER FOUR: Group Series and characteristics . Ref. , Special . Date lesson Group details | (male/female; Venue . in , , circumstances number experience in data drama) Mixed group, Wild Child, |volunteeringto |5m./7f.some 21% In school, 1* lesson participate in participants M school, February, extracurricular Wd (180 research, experienced in classroom 2017 activity minutes) 12 participants, | drama (15-18 year old) Mixed group, Wild Child, |volunteeringto |5m./7f.some 28" In school, 2" lesson participate in participants M school, February, extracurricular Wd (180 research, experienced in classroom 2017 activity minutes) 12 participants, | drama (15-18 year old) No complications occurred in the implementation of the second cycle of research. Data Collection Tools Used Action research often relies on eclectic methodology,°® this characteristic is present in my research design as well. I describe the methods of data collection in this section. An issue that needs to be addressed before specific tools are presented is related to the validity of the research.*™ I have followed the guidelines offered by Shenton to ensure trustworthiness of my action research. For this reason I have adopted “research methods well established both in qualitative investigation in general and in information science in particular". The research aimed for the triangulation of data collection methods and sources where possible, as suggested by Shenton,*® and to ensure that multiple understandings of the same events are documented, and the depth of the study is maintained. Silverman warns researchers of being under the impression that triangulation leads to arriving at an “overall truth”, or that it reveals the “whole picture”.5f For this reason throughout the research process, in data collection and in analysis as well I have strived to make certain that the “findings are the result of the experiences and 563 Cohen-Manion-Morrison: Research Methods in Education, 299. 564 Ibid., 312. 65 Andrew K.Shenton: Strategies for ensuring trustworthiness in qualitative research projects, Education for Information, 22, 2004/1, 64. >66 Ibid., 65. 567 David Silverman: Doing Qualitative Research, 2" edn., London, Sage, 2005, 122. + 162 +
