THE SOCIAL CONTEXT AS 9
differently in relation to their theoretical interests, research experience, and power resources
(Krane, Anderson, & Strean, 1997). This process, therefore, should not be considered a
validity or reliability “check” with truth-as-correspondence overtones in (post)positivist,
(neo)realist, or what some might call (quasi)foundationalist terms (see Smith and Deemer,
2000). Rather, the different perspectives offered by critical friends are used as a resource for
challenging and developing the interpretations made by any one researcher as they construct
a coherent and theoretically sound argument to defend the case they are making in relation to
the data generated in a particular study (see Smith and Deemer, 2000). As such, despite
disagreements, a case can be seen as defendable and the interpretation offered can be
accepted as plausible. Importantly, this acceptance acknowledges that other plausible
interpretations of the data can exist that are also defendable but are not being utilized in a
particular study.
Results and Discussion
The Emphasis on Student Assessment
Many of the teachers indicated that an emphasis on student assessment, common in
Western cultures, influenced how they motivate their students. Simon is a 25 year-old who
had taught PE for three and a half years at a school that received extra funding to specialize
in sport. Following a question about the potential existence of pressures from the school
system, Simon explained how the emphasis on student assessment may make him control and
coerce his students:
Everything is exam focused because you're striving to get the best results from
the students, and it’s important for them because obviously it’s their GCSE's
(General Certificate of Secondary Education). It’s the last time they have to
do an exam in school, so it’s very important for them and you're under a lot of
pressure to help those students perform and if not help, force those students to