Using an ‘Ethnogram’ to visualize talk in the classroom

Cook, Richard ORCID: 0000-0002-0539-3224 (2024) Using an ‘Ethnogram’ to visualize talk in the classroom. International Journal of Research and Method in Education, 47 (2). pp. 156-169. doi:10.1080/1743727X.2023.2263373

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Abstract

Ethnograms are used to visualize data gathered from students’ and teachers’ talk in the classrooms of a secondary school in the UK. A sample of talk data is portrayed in three example ethnograms. The ethnograms transform non-visual data into the visual domain for the purpose of analysis using visualization and abstraction. Using ethnograms the sound of talk, as it had occurred during lessons, became seen and thus visualized which students talked most or made the most noise, where teachers positioned themselves and the relationships between students’ talk and teachers’ positions in classrooms. Through visualizing talk, it became possible to see space in the classroom which was louder or quieter and identify students who were silent. Visualizing talk led to alternate perspectives and interpretations of the data and surprising findings to be surfaced. Ethnograms are therefore posited as a potential method for researchers interested in portraying data for further post-collection analysis or to see, for example, sensory data such as mood, emotion or smell. Ethnograms are shown to be an accessible and viable qualitative research method particularly useful for researchers who wish to qualitatively visualize the social interactions and behaviours of people for interpretation.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Ethnogram; Qualitative visualization; Educational research; Research methods; Student talk; Student questions
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Schools and Research Institutes > School of Creative Arts
Research Priority Areas:	Society and Learning
Depositing User:	Richard Cook
Date Deposited:	17 Oct 2023 13:47
Last Modified:	20 Mar 2024 10:45
URI:	https://eprints.glos.ac.uk/id/eprint/13297

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