Research Design introduction chapters 1-6
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| Inductive Reasoning | developing generalizations based on observations of limited number of events.
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| deductive reasoning | arriving at a specific conclusion based on general principles, observations, or experiences.
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| quantitative research | analysis of numerical data to describe, explain, predict, or control interest.
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| qualitative research | interpretation of comprehensive narrative and visual data to gain insight into a particular interest.
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| parts of quantitative research | current conditions, investigate relations, study cause and effect.
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| survey research | quantitative (current conditions)reports way things are. collecting numerical data to test hypothesis or to answer current questions about subject study.)
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| correlational research | quantitative (relationship between two variables)involves collecting data to determine whether and to what degree a relation exists between two or more variables.)
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| experimental research | quantitative (provides information about cause and effect outcome)
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| causal-comparative research | quantitative (provides information about cause and effect outcome)
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| Single subject experimental research | quantitative (study behavior change that an individual or group exhibits as a result of some intervention or treatment.)
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| parts of qualitative research | qualitative (to probe deeply to understanding about the way things are, why the are that way, and how people in the context perceive them.)
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| narrative research | qualitative (how different humans experience the world around them.)
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| ethnographic research | qualitative (study of cultural patterns and perspectives of people in their natural settings.)
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| case study research | qualitative (research on a unit of study)
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| qualitative research | person to person, analyzed inductively, avoid premature decisions,and clear, detailed description of study.
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| basic research | develop and refine a theory
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| applied research | solve educational problems
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| evaluation research | monitoring progress, judge impact, make decisions
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| research and development (R&D) | researching consumer needs
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| action research | inquires in a teacher learning environment to gather information
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| variable | a place holder
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| dependent variable | effect
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| sample | population of study
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| theory | organized body of concepts that can be investigated.
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| hypothesis | a statement of expectations about the relationship among the variables in the research topic.
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| literature review | written components of a research plan
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| conducting a literature review | list of keywords, locate primary and secondary sources, evaluate sources, abstract your sources, analyze your sources, write the literature review
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| secondary source | secondhand information such as a brief description of a study written by someone other than the person who conducted it.
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| types of secondary sources | review of educational research, an abstract, give complete reference cited
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| primary source | contains firsthand information
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| examples of primary sources | original documents, any firsthand source, relic, or testimony of an eyewitness
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| type of sources | ERIC,ED designation (unpublished doc like report,studies, and lesson plans), EJ articles (published in professional journals), Education Index, PsycINFO, dissertation abstracts, periodical lit, annual review of psychology, www, UnCover, NewJour,
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| type of sources | education week, journal of statistics edu, CSTEEP, National Center for Education Statistics, developing educational standards, internet resource for special education,ASCD,NCTM,NCSS,NSTA,IRA,
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| Evaluate literature sources | problem statement, who was studied, where source published, when conducted, how conducted
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| refereed journal | panel of experts review article, strict guidelines not only in format but also research procedure. more scholarly and trustworthy
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| meta-analysis | statistical summarizing the results of quantitative studies,provides a numerical way of expressing the average results
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| research plan | description of a study proposed to investigate a given problem.
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| population | sample to be selected from
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| design | general strategy or plan for conducting a study
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| instrument | test or tool used for data collection
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| target population | population to which researcher would like to study
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| accessible population | available population
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| probability sampling | are techniques to help select sample
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| simple random sampling | quantitative select a sample in such a way that all individuals in the defined pop have equal and independent chance of selection for the sample
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| stratified sampling | quantitative way to guarantee desired representation of relevant subgroups within the sample. some groups are subdivided into subgroups known as strata
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| proportional stratified sampling | quantitative process of selecting a sample in such a way that identified subgroups in a pop
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| cluster sampling | quantitative intact groups, not individuals are randomly selected
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| systematic sampling | quantitative a sample in which every certain number is used.
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| sampling error | chance variation
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| sampling bia | sampling error that is the fault of the researcher.
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| nonprobability sampling (nonrandom sampling) | quantitative process of selecting a sample using a technique that does not permit the researcher to specify the chance.
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| convenience sampling | quantitative referred to as accidental sampling or haphazard sampling, process of whoever happens to be available at the time
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| purposive sampling | quantitative referred to as judge ment sampling process of selecting a sample that is believed to be representative of a given pop
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| quota sampling | quantitative process of selecting a sample based on required exact numbers of individuals with same characteristics
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| qualitative sampling | selecting a small number of individuals for a study
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| examples of qualitative sampling | intensity, homogeneous, criterion,snowball, random purposive sampling
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| construct | abstraction that can not be observed directly; concept invented to explain behavior
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| variable | placeholder that can assume any one of a range of value
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| measurement scale | system for organizing data that can be inspected, analyzed, and interpreted
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| nominal variable | categorical variable, values include two or more named categories (ex: gender, employment, marital status)
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| ordinal variable | rank order, unequal units (ex: reading groups based on scores)
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| interval variable | characteristics of nominal and ordinal variables but values represent = intervals. NO true zero point.(ex: achievement, aptitude, motivation, and attitude tests
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| ratio variable | properties of the previous three types + measurement scale has a true zero point. (ex: height, weight, time, distance, and speed)
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| quantitative variables examples | range from low to high or less to more. Ordinal, interval and ratio because they describe performance( ex:test scores, heights, speed, age, and class size)
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| qualitative variable examples | nominal or categorical provide information, nominal variables permit persons (ex:eye color, religion, gender, political party)
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| dependent variable | variable hypothesized to depend on or to be caused by another variable. Also called criterion, effect, outcome or post test.
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| independent variable | called experimental, manipulated, the cause, or the treatment, hypothesized cause of the dependent.
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| test | gather information about people's cognitive
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| cognitive characteristics | mental characteristic related to intellect ex: achievement
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| affective characteristic | mental characteristic related to emotion ex: attitude
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| standardized test | administered, scored, and interpreted in the same way no matter where it is given ex: SAT, ACT, Iowa tests, Stanford Achievement test etc.
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| assessment | broad term that uses the entire process of collecting, synthesizing, and interpreting information whether formal, informal, numerical or textual.
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| performance assessment | authentic or alternative assessment, type that emphasizes a students process ex: lab demonstration, debate, essay, science fair project
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| raw score | value a person answered correctly on an assessment
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| norm referenced scoring | assessment compared to performance of others
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| criterion reference scoring | individual performance on an assessment compared to predetermined standard.
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| self reference scoring approach | measuring how individual performance on a single assessment changes over time
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| cognitive test | measures intellectual process like thinking, memorizing, problem, solving, analyzing, reasoning, and applying information.
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| achievement test | measures an individual current proficiency in given areas of knowledge or skill. ex: California achievement test, Stanford, TerraNova, Iowa test.
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| diagnostic test | multiple scores identification of a student's weak and strong areas within the subject area
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| aptitude test | predict how well an individual is likely to perform in a future situation.
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| affective test | assessment designed to measure affective characteristics ex: mental characteristics related to emotion such as attitude, interest and value.
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| attitude scale | measures what individual believes, perceives, or feels about self, other, activities, institutions or situations. ex: likert scales, semantic differential scales, rating scales, Thurstone scale, Guttman scales.
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| Likert Scales | individual to respond to a series of statements by indicating whether he or she strongly agrees, agrees, undecided, disagrees, or strongly disagrees.
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| semantic differential scales | individual to indicate his or her attitude about a topic fair to unfair
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| rating scale | respondent's attitudes toward self, others, activities, institutions or situations.
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| Thurstone and Guttman Scales | select from a list of statements that represent different points of view on a topic
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| validity | degree to which a test measures what it is supposed to measure and appropriate interpretation of scores.
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| content validity | degree to which test measures intended content area.
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| item validity | whether the test items are relevant to the measurement of the intended content area.
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| sampling validity | how well the test samples the total content area being tested.
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| Criterion related validity | relating performance on test to performance on second test. ex pre and post test
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| concurrent validity | degree to which scores on one test are related to scores on a similar ex: correlation between scores on the test under study (new test) and scores on some other established test (grade point average)
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| predictive validity | degree which a test can predict how well an individual will do in a future situation. ex: algebra aptitude test at the start of school can predict which students will perform well or poorly
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| construct validity | most important form of validity, it asks the fundamental validity ? underlie the variables that researchers measure
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| consequential validity | concerned with the consequences that occur from test. looking at this helps to identify tests that may be harmful to students, teachers, and other
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| face validity | degree to which a test appears to measure what it claims to measure
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| reliability | degree to which the test consistently measures whatever it is measuring. Factor that threatens validity
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| five types of reliability | stability, equivalence, equivalence and stability, internal consistency, scorer/rater
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| stability (test-retest) | stability of scores over time, give one group the same test at two different times and correlate the scores.
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| equivalence (alternative forms) | relationship between two versions of a test intended to be =, give alternative test forms to a single group, and correlate the two scores
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| equivalence and stability | relationship between equivalent versions of a test given at two different times, give two alternative tests to a group at two different times, correlate the scores
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| internal consistency | the extent to which the items in a test are similar to one another in content, give tests to one group and apply split half Kuder-Richardson or Crondbach alpha to estimate the consistency of test items.
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| scorer/rater | the extent to which independent scores or a single scorer over time agree on the scoring of an open-ended test.
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| standard error of measurement | estimate of how often one can expect errors of a given size in a individual test score
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