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Week 1 - Intro To Edl Research
Week 1 - Intro To Edl Research
Week 1
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Discussion Topics
Ways of knowing
Some decisions are very, very important, others quite trivial Some decisions are made in very formal, deliberate manners, others quite capriciously
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Ways of knowing
What is the likely basis upon which each of the following questions could be answered?
What is the best way to relax, today? What are we going to do for the holidays this year? What are the legal implications of the new attendance policy?
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Ways of knowing
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Ways of knowing
What is the likely basis upon which each of the following questions could be answered?
Will students benefit by being held back in the second grade next year if they do not yet learn to read? How many students should be scheduled into Ms. Salmas third grade class? Does block scheduling have an effect upon students achievement?
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Ways of knowing
Research is the most legitimate way of finding answers to questions of this nature
Research is a systematic process that is guided by accepted procedures to establish credibility Data collection Data analysis Interpretation The systematic, testable, and objective nature of research permits careful examination of the process and results
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Ways of knowing
Describe some of the more important decisions youve made recently in your work with other students, lecturer, or other university staffs. On what basis did you rely to make these decisions?
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Scientific inquiry is the search for knowledge using recognized methods in data collection, analysis, and interpretation The purpose of scientific inquiry is to
Describe phenomena Develop knowledge Examine empirical relationships between or among phenomena Test whether such relationships are causal in nature
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A theory is a set of propositions that explain the relationships among phenomena A theory is a means of simplifying and understanding complex realities
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A carefully prescribed process of collecting and analyzing data with the intent of producing findings and drawing conclusions that are valid.
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Educational Research
Quantitative Qualitative
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Educational Research
Differentiating characteristics
Goals Quantitative: tests theory, establishes facts, shows relationships, predicts, or statistically describes Qualitative: develops grounded theory, develops understanding, describes multiple realities, captures naturally occurring behavior Research design Quantitative: highly structured, formal, and specific Qualitative: unstructured, flexible, evolving
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Educational Research
Differentiating characteristics
Participants Quantitative: many participants representative of the groups from which they were chosen using probabilistic sampling techniques Qualitative: few participants chosen using non-probabilistic sampling techniques for specific characteristics of interest to the researchers Data, data collection, and data analysis Quantitative: numerical data collected at specific times from tests or surveys and analyzed statistically Qualitative: narrative data collected over a long period of time from observations and interviews and analyzed using interpretive techniques
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Educational Research
Differentiating characteristics
Researchers role Quantitative: detached, objective observers of events Qualitative: participant observers reporting participants perspectives understood only after developing long-term, close, trusting relationships with participants Context Quantitative: manipulated and controlled settings Qualitative: naturalistic settings
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Quantitative
Qualitative
Analytical Study
Mixed Method
Case Study
Non-Experimental Experimental Phenomenaology
Concept Analysis
Historical Analysis
Descriptive
Comparative
True
Quasi
Ethnography
Grounded Theory
Single Subject
Quantitative Designs
Experimental
The investigation of causal effects through direct manipulation of an independent variable and control of extraneous variables The investigation of the current state of a variable or the relationships, other than causal, between variables
Non-experimental
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Quantitative Designs
An example of an experimental design Randomly assign students to one of two classrooms in which the same social studies unit is being taught. Teach the first class using the traditional lecture approach, the second class using cooperative learning groups. Examine the achievement differences between the two groups to see if the type of approach to instruction had an effect. This study is characterized by the investigation of cause (instructional approach) and effect (achievement), manipulation (choice of instructional approach), and control (same unit being taught, random assignment, etc.)
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Quantitative Designs
True experimental
Quasi-experimental
Single subject
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Quantitative Designs
Approximately 10% of Louisianas public school students do not finish high school. The GPA of students participating in extra-curricular activities is higher than that of student who do not participate Student attitude is moderately related to achievement Several factors are related to the high dropout rate in Louisiana. These include the students age, academic record, repetition of grade(s), gender, and ethnicity.
These studies are characterized by descriptions (dropout rate, GPA differences, opinions) or relationships (attitudes and achievement, factors related to dropping out)
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Quantitative Designs
Comparative
Correlational
Ex-post-facto
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Qualitative Designs
Much less precision in the definitions of and distinctions between qualitative designs in comparison to quantitative designs Four major categories of designs
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Qualitative Designs
Case Study
An examination of a specific instance of a phenomena in its natural context viewed from the perspective of the participants
This study explored the meaning of inclusion for three disabled students who had been placed in a regular education setting. This study examines in-depth a phenomena of interest to the researcher (i.e., the meaning of inclusion) in a natural context viewing it from the participants perspectives
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Qualitative Designs
Phenomenology
The purpose of this study was to examine the meaning of being left out for an adolescent This study examines in-depth the experiences of being left out from the perspectives of the adolescent experiencing this phenomena
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Qualitative Designs
Ethnography
A description of the beliefs and practices of a cultural or social group or system The purpose of this study was to identify and describe the conflicts that experienced second-grade teachers encountered as they switched from a traditional approach to teaching mathematics to a constructivistsociological approach This study examines the beliefs and practices of second grade teachers experiencing a common phenomenon related to their approach to teaching
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Qualitative Designs
Grounded theory
A description of a conceptual understanding of a particular phenomenon The purpose of this study was to understand the relationship of the bar to the teachers who frequented it on Friday evenings. We found that teachers used the bar to facilitate their movement from professional to personal self. This study examined a phenomena of interest to the researcher (i.e., teachers congregating at a particular bar on Friday evenings) and developed a conceptual understanding of it.
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Analytical Designs
Descriptions of historical, legal, or policy issues through an analysis of documents, oral histories, and relics Two basic approaches
Concept analysis the study of educational concepts (e.g., co-operative learning, leadership, etc.) to describe the different meanings and the uses of the concept Historical analysis the systematic collection and criticism of documents that describe past events of relevance to education
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Analytical Designs
The purpose of this study is to examine the meanings and uses of the term standardsbased curriculum. This study examined the varied meanings, interpretations, and uses of an important curricular concept.
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Analytical Designs
An example of an historical analysis
The purpose of this study is to examine the changes in standardized testing over the last 40 years. This study addresses the historical developments characterizing the use of standardized tests over a 40 year period.
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The use of quantitative and qualitative designs and methods within a single study Allows the researcher to better match the approach to gathering and analyzing data to the research questions Relative emphasis given to any particular method varies widely
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Systematic investigation Emphasis on teachers, counselors, and administrators Brings together characteristics of systematic inquiry and practice
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Basic: research designed to test or refine theory Applied: research conducted in a field of common practice and concerned with the application and development of research based knowledge
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Action: research designed to solve a specific classroom or school problem, improve practice, or make a decision at a single local site Evaluation: research designed to assess the merit and worth or a specific practice in terms of the values operating at a site
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Ethical considerations are an important part of research. Researchers must be aware of and attend to ethical considerations. Two main overarching ethical rules guide researchers.
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Most societies for behavioral researchers have similar codes for ethical research largely due to the National Research Act of 1974 which Created a code for the protection of human subjects.
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Research participants must not be harmed in any way Physically, mentally, socially Research participants freely agree to participate Informed consent: Researchers provide information about the study and any potential dangers
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No undue risks Personal privacy and confidentiality Limit access of data to those who need to know Participants involvement should not be reported
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Anonymity
Study participants have complete anonymity when their identities are unknown to the researcher.
Confidentiality
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Data that identifies a student is not available without written permission Must describe what data, for what purposes, and to whom
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Deception poses an ethical dilemma. If the participants know the purpose of a study, it may change their behavior.
When a study must use deception it causes problems for informed consent. These types of studies must undergo strict ethical review.
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In addition to ethics of educational research generally, qualitative research often poses additional ethical challenges.
The nature of the research changes so informed consent is challenging. The close relationship between the researcher and the participant may allow the researcher to know personal and perhaps ill-acts of the participant that may pose ethical challenges.
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Ethical Guideposts
A researcher should have an ethical perspective with regard to the research that is very close to her personal ethical position. Informed consent should be obtained through a dialogue between the researcher and the participants.
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Ethical Guideposts
Be cognizant of the broader social principles that define your ethical stance. Potential results do not drive ethical standards. Minimize the potential for harm to your participants. Attend to confidentiality and omit deception.
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Identify and follow procedures for gaining approval at any given site. e.g., superintendent or school board Procedures generally require filling out forms that describe the study. Researchers may need permission from principals or teachers. Written permission from parents is often required.
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Gaining entry and obtaining permission often takes considerable time. Schools and other research communities may request something in return for their participation in your study.
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Quantitative: specific research questions Qualitative: general problem statement Quantitative: extensive Qualitative: brief
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Quantitative: specific, narrow questions and hypotheses Qualitative: general, foreshadowed questions Quantitative: participants, instruments, and procedures Qualitative: participants and settings/sites
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Results
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