View - eTheses Repository - University of Birmingham
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give their perceptions <strong>of</strong> dimensions looked at in question 1 for Key Stage 1 and 2 as a whole.<br />
The final questions will be similar to those asked <strong>of</strong> the secondary teachers, and relate to<br />
resources and involvement in projects. Direct comparisons between primary and secondary<br />
contexts will need to appreciate the differences in survey designs. However, exploring the<br />
distinct features <strong>of</strong> a case study is a strength <strong>of</strong> case study research. Given these<br />
qualifications, nevertheless, the intention is to make cautious comparisons between the case<br />
studies <strong>of</strong> the two sectors.<br />
Interviews<br />
A major purpose <strong>of</strong> the questionnaire will be to identify potential interviewees who will<br />
provide the major focus <strong>of</strong> the research project as a whole. Interviews can explore perceptions<br />
<strong>of</strong> an Irish dimension in greater depth than is possible with the questionnaires and provide<br />
rich data. The intention is to gain in depth insights <strong>of</strong> particular teacher perspectives beyond<br />
what is possible in the questionnaires. The responses <strong>of</strong> groups <strong>of</strong> interviewees will form<br />
mini-case studies. The first <strong>of</strong> these will consist <strong>of</strong> respondents to the pilot questionnaire who<br />
indicate that they are willing to be interviewed. As a pilot study it will test the interview<br />
schedule. It will also provide data about perceptions <strong>of</strong> a range <strong>of</strong> people who do not<br />
necessarily have a strong commitment to teaching an Irish dimension. It will also triangulate<br />
and extend conclusions drawn from the pilot questionnaire. The second and third case studies<br />
<strong>of</strong> teachers will consist <strong>of</strong> primary and secondary teachers whose responses to questionnaires<br />
2-5 indicate that an Irish dimension is important in their teaching. The interviewee schedules<br />
will start with comparable questions but will take into consideration the different<br />
circumstances affecting history teaching in primary and secondary schools. The third and<br />
fourth case studies will consist <strong>of</strong> project leaders and teachers who demonstrate a particular<br />
commitment to an Irish dimension through producing materials for either Teachers in
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