Methods In Context - Sociology
Methods in Context
Scheme of WorkLessonTopic1Introduction (Structure & Requirements)2Research in an Educational Setting3Using Experiments to research Education4Using Questionnaires to research Education5Using Interviews to research Education6Using Observations to research Education7Using Secondary Sources to research Education8Revision & Mapping9Methods in Context – Independent Research Project10Methods in Context – Independent Research Project11Methods in Context – Independent Research Project12Methods in Context – Independent Research Project
Lesson 1 - Methods in Context Introduction Examine the requirements for answering a Methods in Context question.SPEC: Students must be able to apply sociological methods to the study of education.ALL (Grade C/D)MOST (Grade B/C)SOME (Grade A/A*)Be able to identify andbriefly explain some of therequirements of theMethods in Contextquestion.Be able to identify anddeeply explain many of therequirements of theMethods in Contextquestion.Be able to identify andthoroughly explain all ofthe requirements of theMethods in Contextquestion.
What does it look like?
Tips for SuccessUse the Item at least once, it asks you to do it in the question.Cover strengths and limitations, it asks you to do it in the question.Only refer to the method mentioned in the question.The item tends to have ‘hooks’ or clues about issues you can write about, read itand look for them.6 paragraphs of Level 3 Points is enough to get you full marks.How to reach Level 3? Link the strengths / weaknesses of the method tostudying the actual topic in the question.L3 areas to consider: the characteristics of the potential research subjects, theresearch context and settings, the sensitivity of researching the topic
20 mark- 3 levelsLevel 1MAX 11Method only.MAX 15Up to20marksLevel 2Method andapplicationto educationin general.Level 3Method andspecificapplicationto the issuein question.Must relateto item
Lesson 2 - Methods in Context –Education as a Research Context Outline the main characteristics of education as a context ofsociological research. Explore potential issues that could be faced when conductingresearch in an educational context.SPEC: Students must be able to apply sociological methods to the study of education.ALL (Grade C/D)Be able to identify anddescribe one or two issuesthat sociologists wouldface when conductingresearch in an educationalsetting.MOST (Grade B/C)Be able to identify anddescribe three or moreissues that sociologistswould face whenconducting research in aneducational setting, andsuggest ways in which theymight be overcome.SOME (Grade A/A*)Be able to identify anddescribe three or moreissues that sociologistswould face whenconducting research in aneducational setting, explainwhat type of issue each isand suggest ways in whichthey might be overcome.
Is Rossett an ‘outstanding’ school?Pretend you are a sociologist looking into thisquestion – what research methods would you use?
PET IssuesPRACTICALTTimeRResearch OpportunityAAccessMMoneyPPersonalitySSampling
PET IssuesETHICALDDeception (covert)RRight to WithdrawIInformed ConsentPProtection from Harm
PET ativeQQuantitative
PERVERT tyEExamplesRRepresentativenessTTheoretical
ClassroomsSchoolsPupilsTeachersEDUCTION ASA CONTEXTFOR SOCIALRESEARCHParents
Researching Pupils Power and status. Pupils ability. Vulnerability & ethical issues. Laws & guidelines
Researching Teachers Power and status Impression Management
Researching Classrooms A controlled setting – restricted access. Pupils and teachers hiding their truethoughts/feelings. Gatekeepers Peer Groups
Researching Schools Schools’ own data The law Gatekeepers School organisation
Researching Parents Difficulty in contact and access. Willingness to participate. Social class/attitudes to school.
What do AQA say?
Researching Education – A SummaryEducation is a r h context with manydistinctive c s. For example, theneed to p t pupils poses e l problems.Classrooms are highly c d settings andthis may make it difficult to uncover reala s. Teachers are accustomed to beingo d and may ‘put on a show’ when beings d. Schools are closed, h lorganisations and this may make a sdifficult. Parents may be difficult to c twithout the school’s c n.
Researching Education – A SummaryEducation is a research context with manydistinctive characteristics. For example, theneed to protect pupils poses ethical problems.Classrooms are highly controlled settings andthis may make it difficult to uncover realattitudes. Teachers are accustomed to beingobserved and may ‘put on a show’ when beingstudied. Schools are closed, hierarchicalorganisations and this may make accessdifficult. Parents may be difficult to contactwithout the school’s cooperation.
HomeworkPage 107 ‘Quick Questions’
Lesson 3 - Methods in Context – UsingExperiments to Research Education Explorestrengths and limitations of using experiments toconduct research within education.SPEC: Students must be able to apply sociological methods to the study of education.ALL (Grade C/D)Be able to recall andexplain one or twoadvantages anddisadvantages of usingexperiments to conductsociological research.MOST (Grade B/C)Be able to recall andexplain two or threeadvantages anddisadvantages of usingexperiments to conductsociological researchand to apply them to aneducational setting.SOME (Grade A/A*)Be able to recall andexplain three or fouradvantages anddisadvantages of usingexperiments to conductsociological researchand to apply them tolooking into a specifictopic within aneducational setting.
StarterPaper 2 Research Method QuestionOutline two differences between artificial andlaboratory experiments [4 marks]
Level 1 - ness
Level 2 – In an education setting Laboratory ExperimentsREAD – Examples of Studies p.113 Then What ethical problems can exist if experiments arecarried out on real school children?What is the advantage of focussing on one specificaspect in a study?What variables exist that make schools a practicalproblem to experiment in?
Level 2 – In an education setting Field ExperimentsRECALL VERBALLY – Rosenthal & Jacobsen study onLabelling & Self Fulfilling Prophecy, then Ethically, as a result of their field experiment what couldhave happened to 80% of Pupils?In order to increase validity, what ethical issue do fieldexperiments require?In terms of reliability, why would there study be difficultto replicate?With the study being longitudinal, it allowed what?
Level 3 – In relation to a specific topicWhere are the hooks?
Level 3 – In relation to a specific topicRead through the candidate answer, andmark L1, L2, L3, for all the points raised.What would you give it out of 20?Over to you add three additionalparagraphs that make L3 points in relationto the question.
Lesson 4 - Methods in Context – UsingQuestionnaires to Research Education Explorestrengths and limitations of using questionnaires toconduct research within education.SPEC: Students must be able to apply sociological methods to the study of education.ALL (Grade C/D)Be able to recall andexplain one or twoadvantages anddisadvantages of usingquestionnaires toconduct sociologicalresearch.MOST (Grade B/C)Be able to recall andexplain two or threeadvantages anddisadvantages of usingquestionnaires toconduct sociologicalresearch and to applythem to an educationalsetting.SOME (Grade A/A*)Be able to recall andexplain three or fouradvantages anddisadvantages of usingquestionnaires toconduct sociologicalresearch and to applythem to looking into aspecific topic within aneducational setting.
Starter – Mini Quiz1) What is the main questionnaire that is filled inby every household and is a key source of data forSociologists?2) What is a questionnaire called when it is done bythe respondent?3) Questionnaires can also be sent via theor by .4) Two types of questions that can be asked onquestionnaires are and .5) In order to get people to fill them out,researchers may offer a .
Starter – Mini Quiz1) Census2) Self-completion3) Post , Email4) Open , Closed5) Reward / Incentive
Level 1 - PERVERTStrengthWeaknessLevel 2 – In Education (p.121-122)StrengthWeakness
Level 3 – Using Self-completion Questionnairesto Conduct Educational ResearchIn small groups, prepare apresentation focussing on thefollowing issues: Apply theLevel 2 points we have raisedto the specific topic to turn itinto a Level 3 answer:– Subject and UniversityChoice– Bullying– School Achievement– Pupil SubculturesThink about Who is being studied?What is being studied?Why is it being studied?When can you do the study?Where will the study take place?How will it be undertaken?PET / PERVERT1) Characteristics of those beingstudied.2) Context & Setting of theresearch.3) The sensitivity of researchingthe topic.
Peer Assessment
HomeworkMethods in Context question on p.123
Lesson 5 - Methods in Context – UsingInterviews to Research Education Explorestrengths and limitations of using interviews toconduct research within education.SPEC: Students must be able to apply sociological methods to the study of education.ALL (Grade C/D)Be able to recall andexplain one or twoadvantages anddisadvantages of usinginterviews to conductsociological research.MOST (Grade B/C)Be able to recall andexplain two or threeadvantages anddisadvantages of usinginterviews to conductsociological researchand to apply them to aneducational setting.SOME (Grade A/A*)Be able to recall andexplain three or fouradvantages anddisadvantages of usinginterviews to conductsociological researchand to apply them tolooking into a specifictopic within aneducational setting.
Starter – Mini Quiz1) Name the different types of interviews.2) Which type of interview only asks closedquestions?3) During your time at Rossett, who hasinterviewed you, where did it take place, andwhich type of interview was it?4) Two types of questions that can be askedduring interviews are and closed.5) Which type of interview is most likely toproduce valid data?
Starter – Mini Quiz1) Structured, Semi-structured, Unstructured,Individual, Group, Face to face, Online.2) Structured3) Who, where, which type4) Open.5) Unstructured
Level 1 – PERVERT – Structured InterviewsADVANTAGESDISADVANTAGESTime consuming in comparison topostal or online questionnairesCan reach a large sampleRespondents can check theirunderstanding of the questions withthe interviewerRespondents are ‘forced’ to choosean answer that the interviewer hascreated.Significant costs my arise having tohire and train interviewers.As the questions are the same foreach respondent, it makes the datamore reliable and removesinterviewer biasA representative sample is possible,therefore generalisations can bemade.Electronic recording facilities maynot always be possibleData is easy to code and quantifyinto statisticsInterviewer has to stick to pre-setquestions and is unable to exploreinteresting issues that may pop upLacks Validity: the answers may notmatch the respondents’ thoughts,and respondents can’t go into detailabout thoughts and feelings.Higher response rate than surveys
Level 1 – PERVERT – Structured InterviewsADVANTAGESHigher response rate than surveysDISADVANTAGESCan reach a large sampleRespondents are ‘forced’ to choosean answer that the interviewer hascreated.Respondents can check theirunderstanding of the questions withthe interviewerElectronic recording facilities maynot always be possibleA representative sample is possible,therefore generalisations can bemade.Data is easy to code and quantifyinto statisticsAs the questions are the same foreach respondent, it makes the datamore reliable and removesinterviewer biasInterviewer has to stick to pre-setquestions and is unable to exploreinteresting issues that may pop upTime consuming in comparison topostal or online questionnairesSignificant costs my arise having tohire and train interviewers.Lacks Validity: the answers may notmatch the respondents’ thoughts,and respondents can’t go into detailabout thoughts and feelings.
Level 2 – Interviews in SchoolsBAIBOARD (IPAD)6 x Groups4-5 main issues bullet pointed for each section(p.132-134)LA: Practical, Reliability & ValidityMA: Access & Response Rate, Improving ValidityHA: ‘Teacher in disguise’, Group InterviewsPost answers on BAIBOARD
Level 3 – Peer Assessment – June 2012
Level 3 – Peer Assessment – June 2012
Level 3 – Peer Assessment – June 2012Mark & Grade AnswersStretch challenge: Create a L3 answer tothe question and/or complete practicequestion on p.135
Lesson 6 - Methods in Context – UsingObservations to Research Education Explorestrengths and limitations of using observations toconduct research within education.SPEC: Students must be able to apply sociological methods to the study of education.ALL (Grade C/D)Be able to recall andexplain one or twoadvantages anddisadvantages of usingobservations to conductsociological research.MOST (Grade B/C)Be able to recall andexplain two or threeadvantages anddisadvantages of usingobservations to conductsociological researchand to apply them to aneducational setting.SOME (Grade A/A*)Be able to recall andexplain three or fouradvantages anddisadvantages of usingobservations to conductsociological researchand to apply them tolooking into a specifictopic within aneducational setting.
Level 1 – Bassett ReminderNote down advantages & disadvantages of Participant Observation 6:00-10:00Note down advantages & disadvantages of Non-Participant Observation 13:00-14:00
Level 2 - Recording Observations‘Operationalising’ BehaviourWhat traits could be include in a tally box to monitor behaviour around school?
Level 2 – Practical Issues School observations take time, it took Laceyhow long to get familiar with the school? Why might a Head Teacher think it’s a goodidea to have a non-teaching adult around? What characteristics can affect relationshipsbetween observer and participant? What month of the years’ timetable can’tobservations in school take place? What do people need to get access to schoolsthat cover Health & Safety regualtions?
Level 2 – Practical Issues School observations take time, it took Lacey how longto get familiar with the school? Two months. Why might a Head Teacher think it’s a good idea tohave a non-teaching adult around? Help controlbehaviour, assist the teacher, or no permission neededfrom parents. What characteristics can affect relationships betweenobserver and participant? Class, age, gender, ethnicity. What month of the years’ timetable can’t observationsin school take place? August. What do people need to get access to schools thatcover Health & Safety regualtions? DBS Check.
Level 2 – Ethical Issues What law breaking activities could an observerwitness a student doing? What harm could come to a teacher or schoolif their identities were not kept secret?
Level 2 – Ethical Issues What law breaking activities could an observerwitness a student doing? Theft, truancy,bullying. What harm could come to a teacher or schoolif their identities were not kept secret?Disciplinary, loose job, excluded from teachingfor life, leadership loose their jobs, trigger anOFSTED inspcetion, affect public perception,may lead to decreasing number ofapplications, bad press.
Level 2 – Theoretical (Representativeness,Reliability, Validity) Issues Although observations are one of the most validforms of research, however, what barriers andfactors could hinder the validity? Representativeness. Studies such as that by Willisare based at school, with students,contrast this to the UK education system, whichhas a combined total of primary,secondary, and colleges combined. Regarding reliability, they are often hard toreplicate, as the of differentobservers may evoke different responses fromparticipants.
Level 2 – Theoretical (Representativeness,Reliability, Validity) Issues Although observations are one of the most valid formsof research, however, what barriers and factors couldhinder the validity? Power difference between pupilsand adults, teachers are used to being observed andchanging their behaviour. Representativeness. Studies such as that by Willis arebased at school, with students, contrast this tothe UK education system, which has a combined totalof primary, secondary, and collegescombined. 1, 12, 34350. Regarding reliability, they are often hard to replicate, asthe of different observers mayevoke different responses from participants. Personalcharacteristics.
Level 3 – Peer Assessment – June 2011
Level 3 – PeerAssessment –June 2011
Level 3 – Peer Assessment –June 2010
Level 3 – Peer Assessment –June 2010
Lesson 7 - Methods in Context – UsingSecondary Sources to Research Education Explorestrengths and limitations of using secondary sourcesto conduct research within education.SPEC: Students must be able to apply sociological methods to the study of education.ALL (Grade C/D)Be able to recall andexplain one or twoadvantages anddisadvantages of usingsecondary sources toconduct sociologicalresearch.MOST (Grade B/C)Be able to recall andexplain two or threeadvantages anddisadvantages of usingsecondary sources toconduct sociologicalresearch and to applythem to an educationalsetting.SOME (Grade A/A*)Be able to recall andexplain three or fouradvantages anddisadvantages of usingsecondary sources toconduct sociologicalresearch and to applythem to looking into aspecific topic within aneducational setting.
Level 1 – Advantages / Disadvantages of Official Statistics
Level 2 – Types of Official Statistics in EducationBy status?Being there?Nationally?What have wealreadylooked at?Destination?Globally?What youstudy?
Level 2 – Types of Official Statistics in EducationAchievement byClass, Gender, &EthnicityAttendance,truancy,inclusionLeague Tables,MarketisationWhat have wealreadylooked at?Destination ofleavers intofurthereducation,work, or trainingPISAGender &Subject Choice
Level 2 – Documents in EducationPublic DocumentsSchool websitesPersonal DocumentsGraffiti in SchoolPupils written workNotes between pupils in classSchool textbooksSchool magazine, e.g. The RightAngleTexts between pupilsMedia reports about educationPupil & teacher diariesSchool ProspectusLetters from ParentsOFSTED Inspection ReportGovernment guidance / enquiriesSchool reports on pupilsBooks and films about school life.E.g. ‘Diary of a Headmaster’
Level 2 – Documents in EducationPublic DocumentsSchool websitesPersonal DocumentsSchool ProspectusPupils written workBooks and films about school life.E.g. ‘Diary of a Headmaster’School reports on pupilsSchool textbooksPupil & teacher diariesGraffiti in SchoolSchool magazine, e.g. The RightAngleNotes between pupils in classMedia reports about educationTexts between pupilsOFSTED Inspection ReportLetters from ParentsGovernment guidance / enquiries
Level 2 – Notes p.156-8Official esDisadventages
Level 3 – Timed Question p.159Model ParagraphsPositivists prefer to use Official Statistics because they allow them to identify cause andeffect relationships, trends, and they can make comparisons between different socialgroups. Within education, school results are available on league tables. Furthermore, datais available on students ethnicity, as well as Social Class through Free School Meals.Sociologists can therefore, compare the results of students for those that do and do nothave Free School Meals. If a wide gap is identified, the a positive correlation can be madebetween Social Class & Achievement. Therefore, Official Statistics are useful for analysingsocial class differences in education.The reliability of Official Statistics can be called into question, as the definitions ofmeasurements often change. For example, when it comes to achievement, success hasbeen measured differently. When League Tables first came out under the Conservatives,success was measured in % of A-C students, favouring private schools and middle classschools. However, under Labour ‘Value-Added’ was seen as a more accurate way ofmeasuring achievement, therefore creating a new system of measurement, which tendedto be more accurate in determining good schools, as well as favouring working classschools. Therefore, with Official Statistics having changed definitions, make it difficult todraw comparisons over time.
Lesson 8 - Methods in Context – Revision& Mapping of Content Explorestrengths and limitations of using a variety ofmethods for a variety of topics.SPEC: Students must be able to apply sociological methods to the study of education.ALL (Grade C/D)Be able to recall andexplain one or twoadvantages anddisadvantages of usingone or two methods toconduct sociologicalresearch into one or twotopics.MOST (Grade B/C)Be able to recall andexplain two or threeadvantages anddisadvantages of usingtwo of three methods toconduct sociologicalresearch and to applythem to a range oftopics.SOME (Grade A/A*)Be able to recall andexplain four or moreadvantages anddisadvantages of usingfour or more methodsto conduct sociologicalresearch and to applythem to looking into awide range of specifictopics within aneducational setting.
Pulling out strengths and weaknesses of research methods:PracticalCost, accessibility, ability to record data, labour intense, time,requirements of funding bodies, personal skills, subject matter,response rate. Getting in, staying in and getting out? TRAMPSEthicalIs the method fair to participants? Informed consent, confidentiality,privacy, effect on research participants, vulnerable people, is there adanger of ‘going native’, bias. DRIPReliableIs the method consistent and reliable enough that it could berepeated a number of times and still yield the same sort of results?ValidityIs the data produced an accurate picture of reality or has it beenskewed by the Hawthorne Effect, social desirability, or the Screw Youeffect?Is the sample sufficiently large that the results can represent theviews / reality of the research population you want to study?RepresentativeTheoreticalDoes it produce quantitative data that will show the extent of a particularphenomenon, trends and correlations? Or is it the insightful, in-depthqualitative data you want? Objectivity / subjectivity. Primary or secondarydata. Positivist vs Interpretivist PIQQ
Write in each method at the top of the grid.Know what thegeneral strengthsand weakness ofeach method are,do a quick pervertin herePast Questions ‘Topic’ for Inclusion in your grid:Jan 2009investigating boys’ underachievementJune 2009investigating teachers’ attitudes towards minority ethnic group pupilsJan 2010investigating the effect of material deprivation on educational achievementJune 2010investigating anti-school subculturesso that you canthink at levelthree in terms ofstrengths andweaknesses of themethod for thespecific issue.Jan 11investigating the role of parents in pupils’ achievementJune 11investigating truancy from schoolJan 12investigating applications and admissions to secondary schoolsJune 12investigating the effects of streamingJan 13investigating the role of linguisticdeprivation in educationalunderachievementJune 13investigating social class differences inuniversity entranceJune 14investigating pupils’ literacy:
Past Questions ‘Topic’ for Inclusion in your grid:Jan 2009investigating boys’ underachievementJune 2009investigating teachers’ attitudes towards minority ethnic group pupilsJan 2010investigating the effect of material deprivation on educational achievementJune 2010investigating anti-school subculturesJan 11investigating the role of parents in pupils’ achievementJune 11investigating truancy from schoolJan 12investigating applications and admissions to secondary schoolsJune 12investigating the effects of streamingJan 13investigating the role of linguistic deprivation in educational underachievementJune 13investigating social class differences in university entranceJune 14investigating pupils’ literacy:
QUALITATIVE /INTERPRETIVIST Interviews – structured,semi-structured orunstructured. Focus groups or groupinterviews. (non) Participantobservation – covert orovert. Ethnography. Documents . Case studies.
Question MarkScheme FromNew Spec 2016
Question MarkScheme FromNew Spec 2016
Lessons 9-12 - Methods in Context –Research Project Explore strengths and limitations of using a method to investigate a topic. To understand how to carry out and write up a sociological study.SPEC: Students must be able to apply sociological methods to the study of education.ALL (Grade C/D)Be able to recall andexplain one or twoadvantages anddisadvantages of usingone or two methods toconduct sociologicalresearch into one or twotopics.MOST (Grade B/C)Be able to recall andexplain two or threeadvantages anddisadvantages of usingtwo of three methods toconduct sociologicalresearch and to applythem to a range oftopics.SOME (Grade A/A*)Be able to recall andexplain four or moreadvantages anddisadvantages of usingfour or more methodsto conduct sociologicalresearch and to applythem to looking into awide range of specifictopics within aneducational setting.
Pilot Study Task (LA)Researching EducationYour task is to prepare a brief research plan for tackling a research project into a school usingsociological methods. Below are the areas you could concentrate on: Classroom behaviour Exam performance Pupil morale Teacher morale Quality of teaching Pupil subcultures (e.g. pro-school, anti-school, ethnicity, social class, etc.) Opinions of parents and carers Playground behaviourWhat you need to do: Choose a topic to research. Decide which sociological method would be appropriate. Look the table of research methodscompleted in class to give you ideas for this. Draw up a plan for a pilot study (e.g. ask a teacher if you could observe 15 minutes of a lesson). Conduct your pilot study. In your report, explain why you picked your research method, how your pilot study went and howyou would go about conducting the full research. Consider if your own personal characteristics allow you to carry out the study yourself or would youneed someone else to carry out the study for you? If someone else would have to do it, whatcharacteristics would that person need to have? Describe what PET issues you might come across, and how you would address them? Complete mock Methods in Context question: ‘Evaluate the strengths and weaknesses of using[METHOD] to investigate [TOPIC] (20 marks)
Research Project Task (HA)IntroductionYou are all part of a research team that will usethree different interview techniques: Structured/formal interviews Semi-structured interviews Unstructured/informal interviewsYou are investigating the issue of
Task 1: The methodStructuredinterviewSemi-structured engthsLimitationsWhat are the differences between the three interview techniques?What do you think are the main strengths and limitations of each one?
Task 2: Analysing & Evaluating an interviewThe professional TV/chat host using the interview technique You will watch 2 different interviews by Jonathon Ross,Jeremy Paxman, Piers Morgan, Andrew Marr, or anysuitable suggestion made to your teacher. Whilst watching the interviews, you will need to makenotes using the self-help task sheet. From this, complete a written evaluative summary(minimum half page A4 on each) on how successful theinterview was (use evidence from the self-help task sheetand quotes from the interviews to help you) and state whatyou would have done differently if you had carried out theinterview yourself. (Also make it clear in your summarywhich interview technique(s) they used).
Suggested InterviewsLady Gaga - Jonathan Ross Interview Part 1 2010http://www.youtube.com/watch?v IJ3-w3fspG4Russell Brand meets Jeremy Paxmanhttps://www.youtube.com/watch?v 3YR4CseY9pkThe Andrew Marr Show meets Nicola Sturgeonhttps://www.youtube.com/watch?v OwYQwcp6JNIPiers Morgan interviews Mike Tysonhttps://www.youtube.com/watch?v 8ri3ON7K8A8
Task 2: Self-help SheetWhat is the setting for the interview – does this help?How is the interviewee made to feel comfortable?What body language takes place between them?Does the interviewee appear relaxed and does this help to gain more detailed responses?How are his questions phrased? – short, lengthy, open, closed?Does he /she use a set interview schedule – set of questions, or do the questions change in response to the answers he receives?Is there a clear ‘direction’ with the interview and questions leading to a desired outcome?Is there anything that interrupts the flow of questioning? Does this have an impact on the success of the interview?Is there rapport and empathy which helps to bring about fresh insight into how the interviewee is?Do the questions allow the interviewees to express themselves in their own words and reveal their true meanings?How were sensitive issues dealt with in the interview? Did interviewees appear under pressure to answer?Was there evidence of informed consent, guaranteed confidentiality and a right not to answer?Do you think the interviewee was telling the truth or able to lie, exaggerate?Did the interviewer impose their own ideas onto the interviewee?Was there evidence of ‘interview bias’ where the interviewer ask
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