Modelo de evaluación del Ministerio de Industrias y Productividad

It seems that there is no superior method for carrying out data investigation in phenomenography. Since different researches followed varied procedures (Akerlind, 2005, p. 328). However, different methods are carried out in order to reach one aim, which is to understand how educators perceive acceleration “in relation to which they are acting” (Marton & Booth, 1997, p. 111). Therefore, this study chooses the guideline described originally by Dahlgren and Fallsberg and mentioned in Sjöström (2002, p. 341). This method was selected based on its simplicity and lucidity. In which states seven phases for data investigation while quiet placing an emphasis on reflecting the assumptions of phenomenographic content analysis. Thus, to guarantee more reliability, further interpretation of how the content of the analysis was managed in order to form the outcome results will be discussed as follows.

“Familiarization” is the first phase of the process. Which explicitly reflects a well understanding between the researcher and the data, the persistent in reading the data was taking part until a deep familiarity with the content and the context of the transcript was achieved. At this phase, the researcher could realize and check any mistakes during this stage and observe quotes that are valuable to the phenomena in the study.

The second phase is called “Compilation” (Sjöström, 2002, p. 341) which requires more attention toward the meaning of the answers in relation to the whole transcript in order to derive quotes that are valued to the research question. Here, the researcher keeps the

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derived quotes within the context, and do the check constantly to ensure what the participants want to clarify regarding the phenomenon of acceleration. Here, the current researcher started to code the meaning within the answers in relation to the research questions. A challenge may face the researcher while involving in a non-ending process of reading the transcripts, is to stick with the words. In which seems beneficial to pay attention here to “look beyond the particular words chosen by the interviewee toward their underlying intentional attitude toward the phenomena they are describing” (Akerlind & Bowden, & Green, 2005, p. 86).

Together the fourth and fifth phases: ‘Condensation’ and ‘Preliminary Grouping’, the former echoes a reduction of the participant’s replies, to extract the fundamental parts of the participant’s answers in relation to the studied phenomena in order to exclude irrelevant, this entails the researcher constantly to keep in her mind the research questions. After that, the current researcher prints out the quotes in order to be cut and make up a pile, the process was drawn by Reed (2006, p. 7) to form the ‘Preliminary Grouping’, the researchers pulled out the derived quotes from their real context and start locating and distributing categories on the basis of their similar meaning, as well as, their internal relationship. Since Marton (1986, p. 40) emphasis the role of relational characteristic in understanding the relationship between the participants and the phenomena under investigation. Excerpts contain similar meaning and focus are joined together to form a pile, while some quotes remained single, this form the first draft of the preliminary grouping. The quotes were hung on the wall to provide a complete visual image for the current researcher in order to understand and reorganize the quotes in isolation from the participants. Here, the current author went through the data several times to check that the meaning is representing the participants’ experience accurately, since the quotes are pulled out from their real context, thus, the process was challenging. Gradually, the final draft for the preliminary units becomes ready to form the first level of categories, this level equates the ‘pool of meaning’ in Marton (1986, p. 43), as well as, the main themes of the data. The pool of meaning can be seen in the next chapter under Table 1.

In the fifth phase of ‘Preliminary Comparison of the Categories’ (Sjöström, 2002, p. 341) the researcher compared and found differences within the list of categories, another layer is produced that create borders among the categories. The comparison of the categories deal with two types of contrastive categories, some categories have opposing quotes to the same phenomena in this study (academic acceleration), and other categories are revealing

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a comparable stance between academic acceleration with another phenomena called differentiation. Table (2) in the following chapter illustrates the similarities in conjunction with the differences of the participants’ ways of understanding the phenomena of academic acceleration.

In phase number six ‘Naming of Category’, when the pool of meaning is confirmed, at this point, each category was labeled depending on what does it reflects.

The last level of categories of description has been formed within the phase of ‘Contrastive Comparisons of the category’ (Sjöström, 2002, p. 341). The "structure of awareness" was used to understand participants' experiences. Awareness can be described in "three overlapping" tiers (Cope, 2004, p. 10). The first tier locates within the "internal horizon" between the different levels of preliminary categories and the different ways of experiencing the phenomena of acceleration in order to be discerned (Marton & Booth, 1997, p. 87). While the next two overlapping tiers locate in a further abstract level, they are: the thematic and the margin tiers (Cope, 2004, p. 10), which reflect the 'outcome space', a terminology applied be Marton (Yates, Partridge, & Bruce, 2012, p. 106). To make this process easier, this phase was split into two moves, the first move will reflect the 'internal horizon' which describe participants' central awareness (their focus) and how it relates to their experience, how it appears to them. In order to distinguish what the parts of the phenomenon are inter- related with the participants' experiences (Marton & Booth, 1997, p. 87). While the next move reflects the 'external horizon' of the experience, in which progress further into the participants' backgrounds to understand the phenomena in terms of two tiers (Cope, 2004, p. 10).

After presenting a clear demonstration of the methodology being used, along with the aim of this study, which is to reveal educators’ perception regarding the incorporation of academic acceleration as a pedagogy in the learning process. The following chapter provides a close glance of the findings that had emerged along with the investigation process proceeded through the phases.

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