Episode 4: Data Collection & Analysis — Turning Classroom Evidence into Insight How can everyday classroom data be transformed into meaningful evidence that improves teaching and learning? In this episode of Education Unlocked — Learn. Apply. Thrive., Marc Pietersen explores how data was ethically collected and systematically analysed within a Year 6 action research project focused on improving reading fluency for low-ability EAL learners. This episode breaks down how quantitative measures (such as oral reading fluency and recorded reading samples) and qualitative data (including student journals, audio reflections, and teacher observations) were gathered naturally within the classroom environment. Marc explains how these data sources were triangulated to strengthen trustworthiness and ensure that findings reflected genuine learner progress rather than isolated outcomes. Grounded firmly in educational research, the episode draws on: • Naturalistic inquiry to support classroom-based research design (Lincoln & Guba, 1985) • Thematic analysis to identify meaningful patterns in learner responses and behaviours (Braun & Clarke, 2006) • Ethical research practice, ensuring consent, confidentiality, and learner wellbeing throughout the study (BERA, 2018) This episode is ideal for teachers, middle leaders, and practitioner-researchers who want to: • Collect meaningful data without overburdening learners • Strengthen reflective teaching through evidence • Use action research to drive authentic classroom improvement References Used in This Episode - Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa - British Educational Research Association. (2018). Ethical guidelines for educational research (4th ed.). https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018 - Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications. - Pinnell, G. S., Pikulski, J. J., Wixson, K. K., Campbell, J. R., Gough, P. B., & Beatty, A. S. (1995). Listening to children read aloud: Data from NAEP’s integrated reading performance record (IRPR) at grade 4. U.S. Department of Education, National Center for Education Statistics. https://eric.ed.gov/?id=ED522191 - Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students: A meta-analysis. Metacognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x About the Podcast Education Unlocked supports teachers in building confidence, clarity, and classroom impact through research-informed, practical strategies. Hosted by Marc Pietersen, this podcast bridges the gap between theory and practice — helping teachers thrive, one lesson at a time. If this episode helped you reflect or refine your practice, consider following the podcast or sharing it with a colleague. Learn. Apply. Thrive.
