Common use of Participant observation Clause in Contracts

Participant observation. I conducted approximately 94 hours and 45 minutes of participant observation at Hoshūkō: in the library, in classrooms, in the hall, in the playground, and on the field. Participant observation meant that I was the main research instrument (Xxxxx, 2004). This is because I had to gain access into Hoshūkō prior to my research, I had to establish relations with the adults and young people, help in the library, observe the classes, conduct the interviews, write field notes and write up the research. I chose to use participant observations for the following reasons. First of all, I felt that it helped me to investigate the taken-for-granted practices of life in Hoshūkō and to experience these practices from a different perspective from that of a pupil or of a teacher (Xxxxxxxxx, 2009). In other words, participant observation allowed me to gain detailed insights into the mundane, every day practices occurring inside Hoshūkō rather than focusing on spectacular events (Xxxxxxxxx, 2009; Xxxxxx, 2006). Participant observation also allowed me to observe details which the young people may not have considered relevant enough to mention in conversational interviews (Xxxxxxxxx, 2009). Moreover, it allowed me to observe what the young people actually did at Hoshūkō rather than relying solely on what they said they did (Xxxxxxxxx, 2009; Xxxxx et al., 2000). However, I was aware that I was just one of the social actors in the scenes I was researching.

Participant observation. I conducted approximately 94 hours and 45 minutes of participant observation at Hoshūkō: in the library, in classrooms, in the hall, in the playground, and on the field. Participant observation meant that I was the main research instrument (XxxxxWalsh, 2004). This is because I had to gain access into Hoshūkō prior to my research, I had to establish relations with the adults and young people, help in the library, observe the classes, conduct the interviews, write field notes and write up the research. I chose to use participant observations for the following reasons. First of all, I felt that it helped me to investigate the taken-for-granted practices of life in Hoshūkō and to experience these practices from a different perspective from that of a pupil or of a teacher (XxxxxxxxxGallagher, 2009). In other words, participant observation allowed me to gain detailed insights into the mundane, every day practices occurring inside Hoshūkō rather than focusing on spectacular events (XxxxxxxxxGallagher, 2009; XxxxxxHarris, 2006). Participant observation also allowed me to observe details which the young people may not have considered relevant enough to mention in conversational interviews (XxxxxxxxxGallagher, 2009). Moreover, it allowed me to observe what the young people actually did at Hoshūkō rather than relying solely on what they said they did (XxxxxxxxxGallagher, 2009; Xxxxx Cohen et al., 2000). However, I was aware that I was just one of the social actors in the scenes I was researching.