Course: Educational Research

Code: 837
Level: M.A/M/ED
Assignment N0 01
Q.1 Describe at least five ways in which science and common sense different from
each other.
SCIENCE VERSUS COMMON SENSE
Science, as a way of thinking, possesses many vital qualities for true understanding that
common sense does not. Based on observations we make, science operates under theories,
constantly revised and checked by experiment. Based on the required validity that we need to
make judgments, science tests its own propositions, throwing out the theories which do not fit
our world. Science also has controls, or ways of eliminating other explanations that may fit our
preconceptions and intuitions but do not adequately explain phenomena. Causation, itself
crucial to decision-making and judgment, can only reliably be determined through analytical
methods that common sense pretends to involve but does not.
Lastly, science rules out the metaphysical (so far). Common sense allows us to believe that
ghosts, goblins, and angels run amok throughout our world, themselves causal agents of events
in our lives. To suggest that angels cured your disease, and not modern medicine, for example,
is exactly why common sense is such a poor master. We will take all of these components in
turn. Hopefully, by the end, you will realize that the chains of intuition and common sense that
bind you should be cast off, unless you prefer the darkness of ignorant assumption.
Theory
Theories construct the enterprise of science. A theory is an abstraction that applies to variety
of circumstances, explaining relationships and phenomena, based upon objective evidence. For
example, evolution is a theory that applies to a wide range of phenomena (the diversity of life,
development, etc.), and explains the observations of said phenomena, all of which is based
upon evidence. Gravity too is a theory, explaining the phenomena that we observe in
interactions of bodies with mass.
To get technical:
Science uses conceptual schemes and theoretical structures built through internal consistency
which are empirically tested.
Scientists also realize that these are man-made terms that may or may not exhibit a close
relationship to reality (but with objectivity we try our best).
The distinction between this structure of thought and common sense should be, well, common
sense. Common sense has no structure to it, is explicitly subjective, and is subject to all manner
of cognitive biases. There is no need for testing, replication, or verification when you are
reasoning for yourself. No checks for you to pass or fail, no peers reviewing. It is no wonder
why science is so much better at explaining things.
Testing/Verification
Unlike common sense or intuition, science systematically and empirically tests theories and
hypothesis. This is important when viewed in the light that psychological research shows us
that the default mode of human information processing includes the confirmation bias, which
is a form of selective testing, and unworthy of scientific thinking.
If unchecked, most people intuitively notice or select ideas, beliefs, or facts that fit within what
they already assume the world to be like and dismiss the rest. Common sense reasoning has
no problem with the idea that the Sun goes around the Earth because it sure looks like it does,
doesn’t it? Humans already feel like they are the center of the universe, why not accept a belief
that confirms that notion? Science is free from such constraints.
Controls
Science controls for possibly extraneous sources of influence. The lay public does not control
for such possibilities, and therefore the chains of causation and explanation become tangled.
When trying to explain a phenomena, science rigorously excludes factors that may affect an
outcome so that it can be sure where the real relationships are. Common sense has no such
control. The person who believes that a full moon increases the rate of crime does not control
this hypothesis. Without control they may never see that statistics speak to the contrary.
Assuming a connection is never as meaningful as proving one.
Correlation and Causation
Science systematically and conscientiously pursues “real” relationships backed by theory and
evidence. Common sense does not. Common sense leads us to believe that giving children
sugar causes them to be more hyper. Science shows us that this is not the case. We see possible
correlations everywhere, but that does not mean much if we can’t prove it. “It seems right” is
not enough.
When we use science to actually establish causation, it is for the betterment of society. For a
long time the tobacco industry would have us believe that smoking did not lead to lung cancer,
it is merely a correlation. Medical science has now shown unequivocally that smoking causes
lung cancer. How could common sense ever lead us to this healthy conclusion? Would common
sense ever intuit that smoke hurts your lungs or that it contains harmful chemicals? It may
seem like common sense now, but remember that hindsight is 20/20. People who began
smoking 60 years ago had no clue that it was harmful. Even children smoked back then. Could
common sense ever grasp the methodological measures required to prove such a harmful
connection? I do not think so. That’s why we use science.
Metaphysics
Science rules out untestable, “metaphysical” explanations where common sense does not. That
which cannot be observed (at least tangentially) or tested is of no concern to science. This is
why religious-based explanations of scientific concepts, i.e. creationism, is not a science and
has no business in the science classroom.
Ghosts and goblins may be thought to be the causes of many a shenanigan, but their reluctance
to be tested or observed renders them, at least scientifically, non-existent. If they have no
effects that cannot be explained naturally, if they are invisible, if they interact with no one and
are only revealed in anecdotes, what is the difference between those qualities and non-
existence? Metaphysical explanations so far offer nothing to the understanding of the natural
world. Common sense invokes them heavily, see the problem?
CASTING OFF THE CHAINS
We are just not as smart as we think we are and common sense won’t help rectify that. It did
not lead us to invent microwaves, planes, space shuttles, cell phones, satellites, particle
accelerators, or skyscrapers, nor did it to the discovery of other galaxies, cures for infectious
disease, or radioactivity, science did. Everything that makes your life better than those who
came before us is due to science. You would probably not live past 40 if it wasn’t for scientific
thinking.
You may amble your way through life, with a common sense master, assuming connections
and learning little, but only a scientific structure of thought will teach you about the universe.
And what else could you do with your short time in the sun other than contribute to human
understanding of the greatest mysteries.
The light

Q.2“Educational research should be not viewed only as scientific research which as empirical
inductive and exact” Discuss the statement with reference to characteristics of research.
Research to get technical:
Science uses conceptual schemes and theoretical structures built through internal consistency
which are empirically tested.
Scientists also realize that these are man-made terms that may or may not exhibit a close
relationship to reality (but with objectivity we try our best).
The distinction between this structure of thought and common sense should be, well, common
sense. Common sense has no structure to it, is explicitly subjective, and is subject to all manner
of cognitive biases. There is no need for testing, replication, or verification when you are
reasoning for yourself. No checks for you to pass or fail, no peers reviewing. It is no wonder
why science is so much better at explaining things.
Testing/Verification
Unlike common sense or intuition, science systematically and empirically tests theories and
hypothesis. This is important when viewed in
Research is an in depth inquiry in to a problem which need an amicable solution. Every invention
in the world happens as a result of a scientific enquiry. See the example of Isaac Newton when
the apple falls on his head, he started the question with why? He searched for truth, reason or
discover to new knowledge. He applied commonsense in his enquiry.
The continuous search resulted in solving his problem. Finally he built a theory named as
Gravitation force theory with empirically proved body of knowledge. Hence research can be
termed as the search for truth or discovery of new things or builds body of knowledge regarding
a phenomenon. Research is a systematic, scientific, objective activity, which includes the
collection relevant information, and careful analysis of data, recording and reporting of valid
conclusion, that may lead to creation of new knowledge, development of theory, principles, and
generalization.
The developed theory, Knowledge, principles or generalization may help the researcher or
concerned authority to predict occurrences of certain possible events and thereby make possible
to ultimate control of unwanted events. Research also means that the process of testing the
validity of assumptions and formulated hypotheses. When we come to the educational research
it is the process of scientific inquiry to solve the problems of educational sector of a country. It
includes theoretical elaboration, quality enhancement matters, policy draft and implication,
classroom dimension and so forth. It involves a continuous enquiry in search of knowledge,
advancement, problem solving methodology and an attempt to realize the truth from an
objective point of view based on factual understanding and systematic study.
Scope Educational Research
Education is considered as a vital tool for social as well as national development. It has
significant role in evaluating the human development of a country. When we assessing the
development of a person, society, community or a Nation, the educational attributes, such as
educational qualifications, number of educated person in the society or community, number of
educational institution in the state or country (elementary, secondary, higher, professional
educational sector) with respects to its population, rate of enrolment, retention, quality of
education provided, equity and equality for educational opportunity and so forth are considered
as the prime criteria for consideration. Hence every nation in the world has been giving emphasis
to the development educational sector of their country.
Many innovative programmes and projects are preparing by the policy makers as well as the
academic bodies across the world to improve their educational quantity as well as the quality.
Cores of rupees are allocating in their budget for implementing such planned programmes and
project. In India the projects like District Primary Education Programme (DPEP), Sara Sikhs
Bahaman (SSA), Area Intensive Programme (AIP), Kasturba Gandhi Baglike Vidyalaya (KGBV),
Rashtriya Madhyamaka Sikhs Bahaman (RMSA), Rashtriya Eucharistic Sikhs Bahaman (RUSA),
and Scheme for the Promotion of Quality Education in Madrassas (SPQEM) are constituted and
implemented to improve the standard of educational sector of the country. Educational
Researches are the main input as well as the output to bring such change in the educational
sector. Research findings identify the shortcomings, strength and weakness of the educational
sector of the country and it recommends implementing such and such programme for the
development of their educational sector. Educational research also helps to evaluate the
effectiveness as well as the impact of particular programmes and project which has been
undertaken by any governmental or non-governmental agencies. Hence the breadth and width
of the educational research is unlimited. It has a scope to conduct research in any area of
education which has a chance to contribute knowledge for the development of education of a
society, community and Nation as well.
Purpose of Educational Research
The Educational research has enormous purposes. Some important purposes are presented as
following.
• To identify truth regarding Enrolment, retention, dropout, quality of Education and so
• forth
 • To build new knowledge regarding the methodology, pedagogy or other core subject
areas
• Adding of existing stock of knowledge related to educational field
• To solve a problem related to classroom, institution, administrative level, policy level
• Invention of new teaching methods, curriculum transaction strategies, effective grouping
• technique and so forth
• Realizing the exact problem of educational sector
• Assess the Effect of New methodology of teaching
• Identify and assess the ICT enabled classroom and teaching
• To understand the teachers knowledge on latest evaluation techniques
• To identify the hindrances to achieve universalization of education
Characteristics of a good research
While analyzing the discussions of eminent educationalists and social scientists, we can draw
the following characteristics of a good research.
• 1. Research is directed towards the solution of a problem
• 2. Research is a continuous enquiry in search of knowledge
• 3. Research emphasis the development of generalization, principles, theories
• 4. Research is based upon observable experiences and empirical evidences
• 5. Research rejects revelation and dogmas as methods of establishing knowledge
• 6. Research employs in depth review of related literature
• 7. Research depends on valid and reliable data gathering procedure
• 8. Research demands accurate observations and descriptions
• 9. Research applies systematic and scientific procedure for the study
• 10. Research involves gathering of new data from first hand sources (primary) or existing
• data (secondary sources) for a new purposes
• 11. Research is based on carefully designed procedure with rigorous analysis
• 12. Research requires expertise
• 13. Research is an objective, logical process and eliminate personal bias
• 14. Research involve the quest for answer to unsolved problems
• 15. Possibility for Replication
• 16. Research is characterized by patient and unhurried activity
• 17. Research is carefully recorded and reported
• 18. Research sometimes required courage
• 19. Quantitative Research involves hypotheses testing using suitable statistical
techniques
• 20. Qualitative Research involve objective thick description on thin data
Replication
Research is considered as process of searching for new knowledge. However, there will be some
administrative or academic urgency to deliberately repeat the previous study using same
procedure with another sample, in a new setting and at different time. This process is called
replication. It is the fusion of words of repetition and duplication. Replication is used to conform
the validity of the conclusion drawn by the previous studies which are under questioned from
different academic as well as political corner.
Besides, replication is also necessary to understand the trend, progress, development among
generations in particular area. For example, a researcher can replicate the study conducted by
a researcher on the problem of ICT awareness and use among the secondary school teachers.
The result may evidence that what progress has been made in the areas of ICT among the
secondary school teachers while the time has passed after the earlier study.
Educational research is the answer to all of the above questions. Educational research uses
the scientific method to study best practices in teaching. An educational research study can be
conducted to answer the question: Will students learn better or worse when they are given
positive encouragement? To do this, the scientific method will be employed to compare a group
of students who are given positive encouragement with a group of students given negative
criticism and a control group of students given no encouragement.
After receiving positive encouragement, negative criticism, or no encouragement, individuals
in these groups will then be compared on important dependent learning variables such as their
performance, effort, and motivation. Once this has been done, the data will provide a definitive
answer about whether positive encouragement, negative criticism, or no encouragement
results in the best academic performance. Educational research that uses the scientific method
to collect scientific data can provide a definite answer about best practices in teaching.
The purpose of educational research is to develop new knowledge about the teaching-learning
situation to improve educational practice. Educational research can address the following
variables:
• Learning: How do student’s best learn various subjects?
• Teaching: What are the best teaching practices to foster student achievement?
• Motivation: What are the best practices for teachers to motivate their students to
achieve?
• Development: How do children and adults change over time, including their cognitive,
social, and emotional skills?
• Classroom management: What classroom or school practices make the classroom
optimal for student learning?
By collecting scientific data about these important topics in education, educational research can
establish the best practices that teachers, counselors, administrators, and students should use
to improve learning outcomes. Therefore, educational researchers - particularly researchers in
Nigeria - should focus on practical research projects that will have significant implications for
education.
For example, Ziegler & Armani (2009) conducted a research study to examine best practices
of teaching number skills to young children. Maths teachers typically teach number skills by
asking pupils to recite the number string (e.g., "Say after me: 1, 2, 3..."), count objects (e.g.,
"How many beans are there?"), and name numerals (e.g., "Which number is written on the
board?"). However, Ziegler and Armani looked at a theory of how young children understand
number and thought that they could come up with a better and more engaging method of
teaching number skills. They developed a number game that might look something like this:

The game simply requires a piece of paper with the numbers 1 to 10 written across it, two
markers (the smiley faces - these can be bottle caps), and a spinner with the numbers 1 and
2. (Alternatively, the numbers 1 and 2 can be written on pieces of paper and put into a cup).
To play the game, the players take turns spinning the spinner (or pick a number from the cup)
and move their marker that many spaces, naming the numbers they land on. ("I am on the
number four. I picked the number two. I move five, six."). Children at a school were randomly
placed in either a traditional maths group or the game group. Children in the traditional maths
group received normal maths instruction whereas children in the game group played this game.
Both groups spent an equal amount of time studying mathematics.
After a few weeks, all of the children were tested on their maths skills. These researchers found
that on average, children in the game group performed better than the traditional group in
maths estimation, comparing numbers, and arithmetic! Ziegler and Armani found a better and
more engaging way of teaching maths, and they have scientific evidence based on the children's
maths test scores to support that their way of teaching is more effective than the traditional
method. They can conclude that teachers who use this game to teach number skills will help
their students do better in mathematics.
If you are conducting an educational psychology research study, then your topic will be
primarily focused on individuals in an educational context. The purpose of psychological
research is to study key variables about a human being: how they behave, think, feel, believe,
etc. As such, psychological research must examine individual characteristics, not group
structures. Therefore, an educational psychology study will examine student performance,
student motivation, student attitudes, student beliefs, teachers' knowledge, etc. However, an
educational psychology study will not examine school-level variables, such as school facilities,
government funding, etc.
Whatever type of educational research you are pursuing, though, recall that the purpose of
educational research is to improve educational practice. Having an understanding of educational
research and conducting high quality educational research can have the following benefits for
educational practice:
• Provide instruction that maximizes students' learning.
• Understand and support the developmental needs of pupils.
• Develop an educational environment that supports students' motivation.
• Provide solutions to educational problems.

Q.3Define basic research applied research and action research give example our
difference.
Applied research is one type of research that is used to answer a specific question that has
direct applications to the world. This is the type of research that solves a problem. We will look
at an example later.
Basic research is another type of research, and it is driven purely by curiosity and a desire to
expand our knowledge. This type of research tends not to be directly applicable to the real
world in a direct way, but enhances our understanding of the world around us. So, the real
difference between the two types of research is what they will be used for. Will the research be
used to help us understand a real world problem and solve it, or will the research further our
general information?
Applied Research
As mentioned before, applied research is something that we can use. Here is a simple question:
'How should a student study?' There are many ways to go about answering this question, and
the ones we will look at have a direct and applicable finding. For example, what can research
tell us about how a student studies Fundamental research sets principles while applied research
utilizes those principles to know the problems with best possible manner? In practice, the
researcher applies laws during his field study to draw more and more clear ideas about the
problems. It is undertaken to solve an immediate problem.
Action Research:
The aim of action research is immediate application but not any development of theory. If the
researcher finds any problem at the time of his field investigation and observation he applies
it.
Educational Research may be classified as follows:
Historical Research describes ‘what was’. The process involves investigating, recording, ana-
lyzing and interpreting the events of the past for the purpose of discovering generalisations.
They are helpful in understanding the past, understanding the present and to a limited extent
in anticipating the future.
Applied Research”VS “Action Research”

Criteria Basic Research Action Research

Develop and test educational To find solutions to problems in a

Objectives
theory and derive generalizations. specific context.

Intensive training is needed in

Training Limited training is needed.
Research Methodology.
 Participating teacher identify
Selection of a A wide range of methods are used
problems during the teaching-
problem to select a problem.
learning processes.

Highly specific hypotheses are Specific statement of the problem

Hypothesis
developed. serves as hypotheses.

Review of An exhaustive and thorough review No such thorough review of

Literature of literature is required. literature is needed.

Considerably large sample size is Students studying in the class of

Sample
required. a teacher forms sample.

Well thought experimental design

Experimental is developed to maintain Procedures are planned only in
Design comparable conditions and general terms.
reducing error and bias.

Analysis of Simple analysis procedures are

Complex analysis is often called for.
Data usually sufficient.

Conclusions may be in the form of

Conclusions generalizations and developing Findings are local specific.
theories.

Findings are used immediately in

Application of The generalizations have broad the classroom situations by
results applicability participating teachers to improve
their own practices

Four issues in which action research is different

1. It is not the usual thing teachers do when think about their teaching. Action research is
more systematic and collaborative in collecting evidence on which to base rigorous group
reflection.
2. It is not simply problem solving. Action research involves problem –solving, not just
problem solving. It motivated by a quest to improve and understand the word by
changing it and learning how to improve it from the effects of changes made.
3. It is not research done on other people. Action research is research by particular people
on their own work, to help them improve what they do, including how they work with
and for others. Action research treats people as autonomous, responsible agents who
participate actively in making their own practices to be more effective. It does not
treat people as objects for research, but encourages people to work together
as knowing subjects and agents of change and improvement.
4. It is not ‘the scientific method’ applied to teaching. Action research is not just about
hypotheses-testing or about using data to come to conclusions. Action research is not
just about hypotheses-testing or about using data to come to conclusions. Action
research is concerned with changing situations, not just interpreting them like in
historical sciences. Action research is systematically evolving, a living process changing
both the researcher and the situations in which he/she acts; neither the natural sciences
nor the historical sciences have their double aim.

Q.4 critically examine the significance of overhead projector and micro fiche in
education.
Or forms: plural overhead projectors
Countable noun
An overhead projector is a machine that has a light inside it and can be used to make
the writing or pictures on a sheet of plastic appear on a screen or wall.
The abbreviation OHP is also used.
projector that throws an enlarged image of a transparency onto a surface above and behind
the person using it. Alterations and additions can be made to the material on the transparency
while the projector is in use
Advantages of Overhead Projectors
Heather you prepare support materials for in-house or client presentations in Microsoft
PowerPoint or pull together the equivalent of PowerPoint slides from a variety of applications,
you want a projector solution that fits your budget and accommodates your needs. Overhead
projectors may lack the high-tech appeal of LCD-based digital projectors, but they offer
advantages that may make their time-tested design a good fit for your office. Simple
Technology
An overhead projector relies on a bright lamp that sends an image through a lens-and-mirror
assembly onto a screen. With the exception of the fan that cools the lamp, these devices contain
no moving parts. If you want to project movies and sound, an overhead projector won't meet
your needs, but it also doesn't require cables and software troubleshooting, or force you to
reboot a misbehaving computer to complete a presentation. Compared to computer-connected
LCD projectors, overhead projectors provide uncomplicated service based on reliable low-tech
components, and don't require you to learn new technologies or skills.
Equipment Costs
Overhead projectors carry a price tag that can run from 10 percent to 50 percent of the cost of
their LCD-based cousins. Both device types use specialized lamps, but the price differential
continues when you evaluate their parts head to head. In some cases, you can buy a new
overhead projector for the cost of an LCD projector lamp. If you present materials that don't
require computer projection of A/V content, an overhead projector will save you money, both
when you buy it and over its functional life.
Transparencies
Transparency film may cost more than regular office paper, but it's available at virtually any
office-supply store, local or on the Web. If you prefer to purchase environmentally friendly
materials, look for transparencies with recycled content. Regardless of whether you use a laser
or inkjet printer, or direct your output to a networked color copier, you'll find a film product
formulated for your device. You can prepare your transparencies well in advance of your
presentation and reuse them each time you give the same talk. If parts of your message
change, replace the outdated transparencies with new ones.
Annotations
Because overhead projectors display anything you print onto sheets of clear plastic material,
their transparencies make it easy to annotate your presentation pages with comments you elicit
from your audience or points of emphasis related to your data. With an inexpensive wax or
grease pencil, you can write or draw on your transparencies during your talk and wipe the notes
away with a tissue or paper towel. Overhead projectors can't display anything through opaque
materials, so you can cover parts of a transparency with a piece of cardboard and reveal your
talking points one at a time, focusing audience attention.
Documents on Education on Microfiche:
Microfiche Collections in SSHEL
Microfiche/film Collections in the Social Sciences, Health, and Education Library
(SSHEL)
Microfiche/film collections on world cultures, reading, curriculum materials, reports and
documents in education and psychology, tests, and more are available in the Social Sciences,
Health, and Education Library (SSHEL). These collections include unique materials not available
in book or journal formats. Almost all of SSHEL’s microform materials are on fiche (flat 4″ x 6″
sheets) rather than film (which comes in rolls). All microfiche/film are located in Room 104,
SSHEL North, and Main Library.

Location of Microfiche/film Readers/Scanners/Printers

In SSHEL: There is a microfiche/film reader/scanner/printer in SSHEL North in the hallway
leading to Room 104. It allows you to convert fiche documents into PDF files and save the file
on a USB drive or save the file on the hard drive and then email the file.
Elsewhere in the library: Both the Ricker Library of Art & Architecture (208 Architecture
Building) and History, Philosophy & Newspaper (246 Main Library) Libraries have
microfiche/film readers/scanners/printers as well.

Circulation Policy
Microfiche can be checked out for four weeks. A file box on top of the microfiche cabinets is
provided for patrons who wish to store microfiche which they intend to use on a regular basis.
When removing microfiche from the cabinets for use, please mark the place with a removal slip
to facilitate the refiling process for staff. Removal slips are kept on top of the fiche cabinets.
Microfiche/film Collections
Collection of 844 titles covering a “variety of introductory reading materials,” including primers,
readers, spelling books, alphabet books, teaching manuals, non-instructional juveniles, and a
small number of miscellaneous items all aimed at children. Multiple editions of some texts are
included to illustrate changes in design, attitudes, and publishers. Time periods are divided into
the following categories: Colonial (1639-1782), Early National (1783-1837), Pre-Civil War
(1838-1865), Early Modern (1866-1920), and Modern (1921-1943). An index to the collection
is located on top of the microfiche cabinets. Includes early juvenile fiction, fairy tales, chapter
books, periodicals, and non-fiction works. Items in this collection date from 1530 to 1830, and
represent 1,200 volumes by over 740 authors. A guide to the collection (MFICHE 011.62 B537E)
is available in the School Collection reference area.
Uncatalogued
ERIC Microfiche Collection. Educational Resources Information Center. Washington,
D.C. Monthly. 1966-2003.
Consists of unpublished and fugitive materials including more than 300,000 research studies,
program descriptions and evaluations, conference proceedings, curriculum materials,
bibliographies, and other documents. Although the materials relate primarily to education,
information on related areas such as social work, nursing, counseling, and child development
may also be found. The microfiche are indexed in the ERIC database. Most ERIC documents
issued since 1993 are available online through the ERIC database. In 2004, ERIC ceased
creating microfiche, moving to an online-only model for new documents. SSHEL owns ED#s
000 001 to 483 046.
Uncatalogued
Human Relations Area Files (HRAF). Human Relations Area Files, Inc. New Haven,
CT. [1949- .] Microfiche files 1984-1993.
The HRAF Archive is a unique source of information on the cultures of the world. The Archive
contains over 900,000 pages of indexed information, from more than 7,000 sources, on
approximately 350 different cultural, ethnic, religious, and national groups around the world.
The Library’s collection consists primarily of the paper edition of the Archive. From 1984 until
1992, HRAF was issued only in microfiche. Beginning in 1993 an electronic format was adopted.
Many HRAF documents can now be accessed online through the era Archaeology and era World
Cultures databases; see SSHEL’s era World Cultures Guide for more information.
Uncatalogued
Journal Supplement Abstract Service (JSAS). American Psychological Association.
Washington, D.C. 1971-1982.
This collection of materials in psychology includes technical reports, invited addresses,
bibliographies, literature reviews, and well-designed studies with negative results, reports on
major research in progress, proceedings of meetings of regional psychological associations, and
other psychology-related material not available through conventional publishing channels.
Arranged by sequentially-assigned abstract numbers. Abstracts of items in the collection appear
in the semiannual Social and Behavioral Sciences Documents (016.15 P9591), formerly
Psychological Documents (016.15 P959), and The Catalog of Selected Documents in Psychology
(150.5 CAT). Social and Behavioral Science Documents is arranged by manuscript number
within broad subject categories.
Uncatalogued
Curriculum Development Library
This collection contains curriculum guides from numerous sources in the United States, inclusive
of guides and documents which cover educational requirements, programs, and teaching
practices for grades K-12, early childhood education, and adult basic education throughout the
United States and Canada. Curriculum guides covering 1978-2000 are available exclusively on
microfiche in SSHEL.
MFICHE 790 OR
Oregon Microfiche
The common feature of this collection is University of Oregon Microfiche Dissertations and
Theses on Human Development and Performance. The dissertations and theses were written at
universities all over North America, and have been produced in microfiche format at the
University of Oregon since 1948. Recently, Oregon stopped producing the microfiche, and now
offers an online service that the University of Illinois at Urbana-Champaign subscribes to. The
current official name is OregonPDF in Health & Performance, and it allows affiliated users to
search for and request a PDF of any dissertation or thesis that is part of the collection.
MFICHE 820.8 P91
Pre 1890 Australian Children’s Books Microfiche Package
Includes 240 children’s books about Australia and 57 children’s books relating to the South
West Pacific published prior to 1890. Images for 51 books include only sections relating to
Australia or the South West Pacific; all other books are reproduced completely. A guide to the
collection (MFICHE 820.8 P91 guide) is located on top of the microfiche cabinets.
MFICHE 372.26 T289
Tests in Microfiche. Educational Testing Service. Princeton, New Jersey. Annual.
1975-.
This collection consists of unpublished tests which are not generally included in standard
reference sources. The Annotated Index(371.26 T289 INDEX, located in SSHEL Reference with
the title Tests in Microfiche) indexes these tests by title, subject, and author. Microfiche copies
of the tests are filed by call numbers starting with TC.

Q.5 Discuss the role of historical research in education

Concept of Historical Research In Education:

To find out how and why theories and practices have been developed which are now prevail
in schools , a study on the purpose of historical research is very helpful. It deals with the sign
ificance of education and its interrelationship with school and curriculum. In the saidresearch,
a study of Historical Research was conducted.

To study the accurate account of their past and get the clear picture of the present
problem thehistorical research is very important. It also tests the hypothesis so the educationist
predict
the past and the facts to set the correct educational system and policies.The said research wa
sconducted to study the following objectives.
Objectives
i) To study the past failure and success.ii) To study the accurate account of the past and make
predictions.iii) To study the evidences determined by the probability and to get
clear perspective of the present.
Concept of Historical Research:
Historical studies in education provide important informationconcerning the effects of certain
past educational practices and suggeevaluation of these past experiences. They also offer an
explanation ofhow and why of many of the theories and practices that have developed and that
now prevail inthe schools. They help educational workers to identify and evaluate fads and
bandwagonschemes that have appeared on the educational scheme before. They also
contribute to anunderstanding of the signification of education and the interrelationship
between the school andthe curriculum. The purpose of historical research can be summarized
into the following majorcategories:
1. To gain a clear perspective of the present
–
Present problems e.g. racial integration or therecent opposition federal aid to education
areundertaking only on the basis of third historical background. Most current events have a
past 'History' and it is generally necessary for us toacquaint ourselves with this history and we
are to appreciate their real significance.Anunderstanding of the history of education should
enable the educator to recognize the weaknessof the educational system.
2. To arrive at an accurate account of the past
–
This may involve a scholarly interest in truth,or the desire to know what happened, and how
and why the men of the times allowed it tohappen?
3. Understand the present education practices and policies more fully
–
Historical researcherhelps the researcher to what to include in the educational system and by
seeing the past it alsohelps to make the policies for the education system and area.
4. Test hypothesis concerning relationship or trends
–
Historical researcher helps in testinghypothesis. The evidence is determined by the probability
that it is supported by fact. It helps toadd something to previously established knowledge by
supporting, qualifying, refuting orenlarging upon existing theories.
5. Make predictions -
Historical researcher helps the researcher to make predictions about the past on the basis of
the facts and evidences collected of the past which helps the educator to thatto make
predictions that what will be and what will not be done by the educational system for
thestudents.
6. Learn from past failures and success
- Historical researcher helps the researcher andeducators to learn lot of things for
implementing the educational policies and rules and lessons