multiple choice questions for Objective 5

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Chapter 17

This activity contains 7 questions.

Interviewing administrators, teachers, and staff in a school is an example of which of the following ethnographic techniques?

	Differentiation
	Triangulation
	Participant observation
	Tolerance

Which level of participation describes a researcher who observes in a classroom and completes the Stallings Time-on-Task Snapshot, a checklist of student and teacher behavior?

	active participant observer
	passive observer
	privileged active observer
	voluntary observer

In utilizing participant observation as an ethnographic technique, the researcher needs to be aware of which of the following purposes of participant observation?

	Observation of not only the people but the activities and physical aspects of a situation
	Reciprocity of the research in any situation
	Tolerance of ambiguity
	A personal relationship with all stakeholders

Reciprocity requires the researcher to move between formal and informal ways of reciprocating with participants. This is an example of

	a recommended method of triangulation.
	levels of participation.
	social behaviors.
	degrees of participant observation.

In her observations at the Charter School in a local parish, Ms. LeBlanc records her initial impressions, makes mental notes, and draws pictures of the classroom interactions. This process is known as

	participant observation.
	recording field notes.
	ethnographic jargon.
	random observation and notes.

The link between field notes and research is important because

	what is observed is ultimately treated as data.
	field notes provide an essential grounding for writing broader, more coherent accounts of others' life concerns.
	field notes detail social and interaction processes that make up people's everyday lives.
	all of these.

Which of the following is NOT one of the recommendations for observing and recording field notes?

	Avoid the temptation to recreate dialogue
	Pay attention to spelling and grammar
	Record personal reflections
	Look for paradoxes

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