1. Research Designs

2. Types of Research Quantitative - Quantitative - Uses data Uses data numbers– statistics numbers– statistics Can be descriptive Can be descriptive Can be experimental/correlational Can be experimental/correlational Qualitative – Qualitative – Uses data Uses data narrative narrative descriptive descriptive ethnographic ethnographic

3. DESCRIPTIVE Quantitative - survey studies Quantitative - survey studies Qualitative - observational research Qualitative - observational research You observe and record what is there You observe and record what is there don’t change anything. don’t change anything.

4. CASE STUDY Looking at one (student, class, school, state) Looking at one (student, class, school, state) Usually descriptive Usually descriptive Sometimes program evaluation Sometimes program evaluation

5. Jamie Bird Voluntary Educational Technology Integration: the Implementation of Interactive Whiteboards in an Elementary School. Voluntary Educational Technology Integration: the Implementation of Interactive Whiteboards in an Elementary School.

6. Jamie Bird - Questions 1.What were the intentions for bringing SMART Boards to Stone Ridge Elementary classrooms and to what extent were these intentions achieved during the 2008-2009 school year? 1.What were the intentions for bringing SMART Boards to Stone Ridge Elementary classrooms and to what extent were these intentions achieved during the 2008-2009 school year? 2.What factors influenced teachers’ decisions regarding whether or not to request a SMART Board for their classroom? 2.What factors influenced teachers’ decisions regarding whether or not to request a SMART Board for their classroom? 3.How did teachers use the classroom SMART Boards? 3.How did teachers use the classroom SMART Boards?

7. Jamie Bird Integration of technology into an elementary school Integration of technology into an elementary school Observed classes Observed classes Interviewed teachers Interviewed teachers Interviewed principal Interviewed principal Conducted focus groups Conducted focus groups

8. Aimee Atkinson The Importance of Multicultural Children’s Literature: Student Preference of Literature among Public School Resources The Importance of Multicultural Children’s Literature: Student Preference of Literature among Public School Resources

9. Research Questions What is the availability of multicultural literature to students in the school setting? What is the availability of multicultural literature to students in the school setting? What influence does multicultural literature have on the cultural appreciation and understanding among elementary students? What influence does multicultural literature have on the cultural appreciation and understanding among elementary students? Are students more likely to read books with a main character that depicts their own race or a race that is different from their own? Are students more likely to read books with a main character that depicts their own race or a race that is different from their own?

10. Stephanie Burke Looked at Middleton Heights’ single gender classrooms and their impact on self efficacy of males and females. Looked at Middleton Heights’ single gender classrooms and their impact on self efficacy of males and females.

11. Stephanie -Questions 1.What is the overall impact on self- efficacy in single-sex classrooms compared to traditional coeducational classrooms in a rural elementary school in fifth grade? 1.What is the overall impact on self- efficacy in single-sex classrooms compared to traditional coeducational classrooms in a rural elementary school in fifth grade? A. What is the impact on girls’ self-efficacy in single-sex classrooms compared to traditional coeducational classrooms in a rural elementary school in fifth grade? A. What is the impact on girls’ self-efficacy in single-sex classrooms compared to traditional coeducational classrooms in a rural elementary school in fifth grade?

12. Questions continued 1 B. What is the impact of single-sex classrooms on the self-efficacy of boys compared to traditional coeducational classrooms in a rural elementary school in fifth grade? B. What is the impact of single-sex classrooms on the self-efficacy of boys compared to traditional coeducational classrooms in a rural elementary school in fifth grade? 2.Does the amount of time spent within single- sex classrooms attribute to an individuals self- efficacy? 2.Does the amount of time spent within single- sex classrooms attribute to an individuals self- efficacy? 3.How do teachers and parents view single-sex classrooms and their impact on self-efficacy? 3.How do teachers and parents view single-sex classrooms and their impact on self-efficacy?

13. Data Collection Established instrument located Established instrument located Piloted Piloted Pre-test Post Test Pre-test Post Test Interviewed Focus Groups Interviewed Focus Groups Interviewed Teachers Interviewed Teachers Interviewed Parents Interviewed Parents

14. EXPERIMENTAL AND QUASI-EXPERIMENTAL RESEARCH - EXPERIMENTAL AND QUASI-EXPERIMENTAL RESEARCH - Experimental/quasi-experimental Experimental/quasi-experimental Random sampling vs. non-random sampling Random sampling vs. non-random sampling Federal Definition (Scientifically-based) Federal Definition (Scientifically-based) You change something to see if it makes a difference. You change something to see if it makes a difference. Independent variable (manipulated) Independent variable (manipulated) Dependent variable (measure) Dependent variable (measure)

15. Richard Zuercher High School Debate Education and Critical Thinking: A Study using the Ennis-Weir Critical Thinking Essay Test. High School Debate Education and Critical Thinking: A Study using the Ennis-Weir Critical Thinking Essay Test.

16. Richard Zuercher - Questions Did debate education significantly improve critical thinking ability. Were there significant differences in initial critical thinking ability between a group of students who take debate and a group of students who do not? Did students who do not want to take debate but take the class nevertheless significantly gain critical thinking ability?

17. Richard Zuercher Experimental/Quasi-Experimental ? Debate – dependent/independent ? Debate – dependent/independent ? Test – dependent/independent ? Test – dependent/independent ? Pre test – Post test gain scores Pre test – Post test gain scores N Motivation to take debate – dependent/independent? Motivation to take debate – dependent/independent? Critique internal/external validity Critique internal/external validity

18. Sara Kunz Gender Differences in Performance on Mental Rotation Tasks: Can Instruction in Transformations Close the Gender Gap? Gender Differences in Performance on Mental Rotation Tasks: Can Instruction in Transformations Close the Gender Gap?

19. Sara Kunz - Questions 1.Is there a significant (p < 0.05) difference in the mental rotation skills of males and females enrolled in high school geometry? 1.Is there a significant (p < 0.05) difference in the mental rotation skills of males and females enrolled in high school geometry? 2.Did NCTM’s lessons on rotation and reflection significantly (p < 0.05) improve mental rotation skills for high school geometry students? 2.Did NCTM’s lessons on rotation and reflection significantly (p < 0.05) improve mental rotation skills for high school geometry students? 3.Was there a significant (p < 0.05) difference between males and females in the amount of improvement in mental rotation skills after instruction using the rotation and reflection lessons? 3.Was there a significant (p < 0.05) difference between males and females in the amount of improvement in mental rotation skills after instruction using the rotation and reflection lessons?

20. Sara Kunz Experimental/Quasi-Experimental ? Geometric Orientation Test – dependent/independent? Geometric Orientation Test – dependent/independent? Series of Lesson – dependent/independent? Series of Lesson – dependent/independent? Gender – dependent/independent? (type?) Gender – dependent/independent? (type?) N Pre Test-Post test Pre Test-Post test Critique – internal external validity Critique – internal external validity

21. Interaction One independent variable is impacted (interacts) with another independent variable as measured by the dependent variable. One independent variable is impacted (interacts) with another independent variable as measured by the dependent variable. Factorial designs Factorial designs Aptitude Treatment Interactions (ATI) Aptitude Treatment Interactions (ATI)

23. CORRELATIONAL RESEARCH CORRELATIONAL RESEARCH You look for the strength of the relationship between two variables You look for the strength of the relationship between two variables r value r value

24. CAUSAL-COMPARATIVE RESEARCH CAUSAL-COMPARATIVE RESEARCH Comparing a two treatments or conditions but you use pre-existing conditions. Comparing a two treatments or conditions but you use pre-existing conditions. Like experimental but you don’t apply a treatment. Like experimental but you don’t apply a treatment.

25. reading quiz “A” for Quantitative “B” for Qualitative Which design would generally be used to support a cause and effect relationship? Which design would generally be used to support a cause and effect relationship? Which of the following would normally be used to explain phenomena? Which of the following would normally be used to explain phenomena? Which would be concerned with understanding the etic and emic perspective. Which would be concerned with understanding the etic and emic perspective. In which design would the researcher be the primary instrument for gathering data? In which design would the researcher be the primary instrument for gathering data? For which would we be interested in attempting to eliminate bias or researcher perspective from data? For which would we be interested in attempting to eliminate bias or researcher perspective from data? For which would be most interested having a solid theory base for the research.? For which would be most interested having a solid theory base for the research.?

26. Program Evaluation Use research methods to determine if a program is effective. Use research methods to determine if a program is effective. Answer the question – Answer the question – Is program “A” effective? Is program “A” effective? Does program meet it’s objectives/goals? Does program meet it’s objectives/goals? May use a combination of approaches May use a combination of approaches

27. CFES Study Matched Pair Study Matched Pair Study CFES Mentoring – CFES Mentoring – ISAT – Math ISAT – Math Reading Reading Language Arts Language Arts Attendance Attendance Behavior Behavior Matched by gender, grade level, first language, previous ISAT scores Matched by gender, grade level, first language, previous ISAT scores Critique – internal/external validity Critique – internal/external validity

28. CFES/CAP Study Research Questions Research Questions Will there be a difference in school related performance for students who participate in the aspirations project and student representing a populations with similar demographics who are not part of the program. Will there be a difference in school related performance for students who participate in the aspirations project and student representing a populations with similar demographics who are not part of the program. Will there be a difference… in the percentage of students who complete high school Will there be a difference… in the percentage of students who complete high school Will there be a difference… in the percentage of students who enroll in and complete post secondary education Will there be a difference… in the percentage of students who enroll in and complete post secondary education

29. Primary Source Analysis Primary Source Analysis Reanalyzing the data others have collected Reanalyzing the data others have collected Vote Counting Vote Counting Meta-analysis Meta-analysis More sophisticated More sophisticated Effect size (average standard deviation of two groups) Effect size (average standard deviation of two groups).33 standard deviation – practical significance.33 standard deviation – practical significance

30. Will

31. Review of Literature Primary Sources Person who conducted the research is reporting findings. Secondary Sources Author reports on research conducted by someone else. Preliminary Sources indexes - may have annotations