EDUC 502: Introduction to Research August 29, 2005 Dr. Groth Note: This will be ed to your SU account after class tonight

Four sources of knowledge Personal Experience Personal Experience Tradition Tradition Authority Authority Research Research Writing exercise: Write two sentences for each of the four sources (8 sentences total). For each source, list a time when the authority source was correct and one time it was not. Writing exercise: Write two sentences for each of the four sources (8 sentences total). For each source, list a time when the authority source was correct and one time it was not.

Characteristics of Research (Gall, Borg, & Gall, 1996) The creation of concepts and procedures that are shared and publicly accessible The creation of concepts and procedures that are shared and publicly accessible The replicability of findings. The replicability of findings. The refutability of knowledge claims. The refutability of knowledge claims. Control for errors and bias. Control for errors and bias. Limited generalizability of knowledge claims. Limited generalizability of knowledge claims. A commitment to analyze and critique investigations. A commitment to analyze and critique investigations.

Characteristics of Scientific Inquiry Objectivity: In observation, data collection, and reporting of results, there is only one reasonable meaning or interpretation. Objectivity: In observation, data collection, and reporting of results, there is only one reasonable meaning or interpretation. Control of bias: Personal prejudices, beliefs, and attitudes must not influence the research. Control of bias: Personal prejudices, beliefs, and attitudes must not influence the research. Willingness to alter beliefs: When justified by the evidence, beliefs are changed Willingness to alter beliefs: When justified by the evidence, beliefs are changed

Characteristics of Scientific Inquiry Verification: The findings are verified by others through replication. Verification: The findings are verified by others through replication. Induction: General conclusions are drawn through specific observations. Induction: General conclusions are drawn through specific observations. Precision: Definitions of terms and instruments, such as tests, contain sufficient detail to convey exact meanings. Precision: Definitions of terms and instruments, such as tests, contain sufficient detail to convey exact meanings. Truth: Conclusions are always tentative. Truth: Conclusions are always tentative.

Question for discussion and debate Is education an art or a science? Justify your position. Is education an art or a science? Justify your position.

Theory in Educational Research A researcher building on behaviorist learning theory might be interested in the research question of how to get students to produce a number of correct answers in a short time period. A researcher building on behaviorist learning theory might be interested in the research question of how to get students to produce a number of correct answers in a short time period. A researcher building on constructivist learning theory might be interested in tracing and describing the path of students’ mathematical thinking. A researcher building on constructivist learning theory might be interested in tracing and describing the path of students’ mathematical thinking.

Types of Educational Research The dichotomy of qualitative and quantitative is often used to describe two different types of Educational Research. The dichotomy of qualitative and quantitative is often used to describe two different types of Educational Research. Roughly speaking, qualitative research is concerned with rich description of phenomena, while quantitative is concerned with measuring and quantifying behavior/achievement, etc. Roughly speaking, qualitative research is concerned with rich description of phenomena, while quantitative is concerned with measuring and quantifying behavior/achievement, etc.

Types of Quantitative Research (Non-Experimental) Non-experimental: an investigation describing current status of a variable or the relationships, other than causal, among variables Non-experimental: an investigation describing current status of a variable or the relationships, other than causal, among variables Descriptive: simple descriptive information about the frequency or amount of something (e.g., describe the current dropout rate in Louisiana) Descriptive: simple descriptive information about the frequency or amount of something (e.g., describe the current dropout rate in Louisiana) Comparative: descriptions of the differences between groups (e.g., describe the differences between male and female math achievement) Comparative: descriptions of the differences between groups (e.g., describe the differences between male and female math achievement)

Types of Quantitative Research (Non-Experimental) Correlational: descriptions of the relationships between or among variables (e.g., describe the relationship between student attitude and student achievement) Correlational: descriptions of the relationships between or among variables (e.g., describe the relationship between student attitude and student achievement) Causal-comparative: descriptions between something that has already occurred and subsequent responses in such a way that it is possible to draw causal relationships between them (e.g., identify a groups of "comparable adults some of whom drink excessively, some who drink moderately, and some who drink very little or not at all; compare the health of the three groups; discuss the effect that alcohol might have on the health of the subjects) Causal-comparative: descriptions between something that has already occurred and subsequent responses in such a way that it is possible to draw causal relationships between them (e.g., identify a groups of "comparable adults some of whom drink excessively, some who drink moderately, and some who drink very little or not at all; compare the health of the three groups; discuss the effect that alcohol might have on the health of the subjects)

Types of Quantitative Research (Experimental) Experimental: an investigation characterized by the direct manipulation or control of one variable (i.e., the cause) so its effect can be seen on another variable (i.e., the effect). All other variables (i.e., extraneous variables) that might have an effect are controlled. Experimental: an investigation characterized by the direct manipulation or control of one variable (i.e., the cause) so its effect can be seen on another variable (i.e., the effect). All other variables (i.e., extraneous variables) that might have an effect are controlled. True experimental: random assignment of subjects to groups (e.g., randomly assign students to one of two classrooms in which the same social studies unit is being taught; teach the first class using a traditional lecture approach, teach the second class using co-operative learning groups; examine the differences between the two groups to see if the type of instructional approach had an effect) True experimental: random assignment of subjects to groups (e.g., randomly assign students to one of two classrooms in which the same social studies unit is being taught; teach the first class using a traditional lecture approach, teach the second class using co-operative learning groups; examine the differences between the two groups to see if the type of instructional approach had an effect)

Types of Quantitative Research (Experimental) Quasi-experimental: non-random assignment of subjects to groups (e.g., get access to two classrooms in which the same social studies unit is being taught; teach the first class using a traditional lecture approach, teach the second class using co- operative learning groups; examine the differences between the two groups to see if the type of instructional approach had an effect) Quasi-experimental: non-random assignment of subjects to groups (e.g., get access to two classrooms in which the same social studies unit is being taught; teach the first class using a traditional lecture approach, teach the second class using co- operative learning groups; examine the differences between the two groups to see if the type of instructional approach had an effect) Single subject: one subject (e.g., identify a student whose disruptive classroom behavior is beyond acceptable limits; establish a baseline of the number of times the student exhibits this behavior during a school day; impose a behavior modification program in which the student's appropriate behavior is rewarded; document the change in the student's behavior; establish the probability that the changes in the behavior were caused by the behavior modification program) Single subject: one subject (e.g., identify a student whose disruptive classroom behavior is beyond acceptable limits; establish a baseline of the number of times the student exhibits this behavior during a school day; impose a behavior modification program in which the student's appropriate behavior is rewarded; document the change in the student's behavior; establish the probability that the changes in the behavior were caused by the behavior modification program)

Types of Qualitative Research Case studies: in-depth study of a single program, event, activity, group, or other entity over a sustained period of time (e.g.,studying the reactions of teachers and students to an internet-based class) Case studies: in-depth study of a single program, event, activity, group, or other entity over a sustained period of time (e.g.,studying the reactions of teachers and students to an internet-based class) Phenomenology: studying a phenomena to fully understand its essence (e.g., describe the essence of the relationships between students and a school counselors) Phenomenology: studying a phenomena to fully understand its essence (e.g., describe the essence of the relationships between students and a school counselors) Ethnography: studying an intact cultural group in a natural setting during a prolonged period of time (e.g., understanding the personal, social, and political interactions of teachers in a specific school) Ethnography: studying an intact cultural group in a natural setting during a prolonged period of time (e.g., understanding the personal, social, and political interactions of teachers in a specific school) Grounded theory: studying a particular environment to generate or discover a theory that describes it (e.g., understanding the meaning of "inclusion" from the perspectives of the special needs student, the regular student, and the teachers) Grounded theory: studying a particular environment to generate or discover a theory that describes it (e.g., understanding the meaning of "inclusion" from the perspectives of the special needs student, the regular student, and the teachers)

Format of a Research Report Introduction (Why should the reader be interested in reading this report?) Introduction (Why should the reader be interested in reading this report?) Literature Review (What previous work relates to the study? What is the theoretical orientation?) Literature Review (What previous work relates to the study? What is the theoretical orientation?) Research Questions/Hypotheses Research Questions/Hypotheses Methdology (Participants, Procedures, Instruments, Data Analysis & Collection) Methdology (Participants, Procedures, Instruments, Data Analysis & Collection) Results/Findings Results/Findings Discussion of the significance of the Results/Findings. Discussion of the significance of the Results/Findings.

Homework Exercises Educational Research: Fundamentals for the Consumer, p. 25 (1, 4, 7, 10). Educational Research: Fundamentals for the Consumer, p. 25 (1, 4, 7, 10).