supporting tiriti-based curriculum delivery in mainstream early ...

4.3.2 Multiple Data Collection Methods within Case Studies
Within case studies there are many ways to collect data (Hancock &
Algozzine, 2006). Indeed, “multiple sources of evidence” (Yin, 2005, p. 386
italics in the original) are integral to case study approaches. In the case studies in
this project data were collected through observation, interviews and documentary
evidence each of which are examined in the following sections.
4.3.2.1 Observation
As I wanted to be able to contribute to the case study teachers‟ knowledge
of Tiriti-based curriculum, I decided the best way would be initial observations
before starting the action research phase of the research. Rolfe (2001) defines
observation “as one person's perception or measurement of something about
someone else…Most direct observation is about behaviour: children's behaviour,
parents‟ behaviour, the behaviour of early childhood staff” (Rolfe, 2001, p. 226).
In this case I was interested in the behaviour of early childhood teachers with
respect to Tiriti-based pedagogy.
According to Mutch (2005) there are two types of observers: non-
participant observers who do not take part in the activities they are observing and
participants who are involved in some way in the activities that are part of the
observation. As observations took place during sessions I was visible and
noticeable both by the teachers and the children, even though I was on the whole a
non-participant observer. I believe children in an early childhood centre expect all
adults in that setting to be responsive to them. Whilst I was careful not to initiate
any interactions with children I did respond when children asked me what I was
doing (“Watching your teachers play and writing about it on my paper”) and
responded to requests from them (“Can you help me put on this apron?”).
Occasionally I was also requested to play (“Can you stack blocks with me?”); I
responded to all such requests by complying. As the needs of the children were
always paramount for both teacher-researchers and myself I decided this was the
best stance to take. In addition, I participated in cleaning up if I was in a centre
during this time, and provided recycled material for collage.
The second stage was to create an observational guide for myself and the
teachers. However, I used two already in existence: Bevan-Brown‟s (2003)
cultural review; and Ritchie‟s (2002b) preparation sheet for observing bicultural
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