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Research
Demo
| Question | Answer |
|---|---|
| Method vs methodology | Quan / qual Experimental/causal comparative/correlational/survey/history/action |
| Internal Validity | Subject characteristics Loss of subjects Location Instrumentation Testing History Maturation Attitude of subjects Regression Implementation |
| Subject Characteristics | Selection of people In studies that compare groups, control causes of difference based on literature age, maturity, gender, speed |
| Instrumentation | Instrument decay - takes too long to mark - fatigue Data collector characteristics Data collector bias |
| Testing | Pretest results affect posttest |
| History | Unexpected events that may affect the responses of subjects. |
| Attitude of subjects | Hawthorne Effect - participants pay special attention - novelty |
| Regression | low performing group will score high in the next test |
| Implementation | When implementation differs - especially when different people other than researchers take part personal bias over a topic than another |
| Credibility and Trustworthiness 1 | Using a variety of instruments to collect data - triangulation. Checking one informant’s descriptions of something. Discrepancies in descriptions may mean the data are invalid. Learning to understand and, where appropriate, speak the vocabulary of the |
| Credibility and Trustworthiness 2 | Writing down the questions asked. Recording personal thoughts while conducting observations and interviews-researcher reflexivity Asking one or more participants in the study to review the accuracy of the research report-member checking |
| Credibility and Trustworthiness 3 | Obtaining an individual outside of the study to review and evaluate the report-external audit Describing the context in which questions are asked and situations are observed-thick description Using audiotapes and videotapes when possible and appropriate |
| Credibility and Trustworthiness 4 | Interviewing individuals more than once. Inconsistencies over time in what the same individual reports may suggest that he or she is an unreliable informant. Observing the setting or situation of interest over a period of time. |
| Education | intentional behavior change |
| Informal education | not planned, TV, magazines, life-long learning |
| experience | A process resulting in change in behaviour or skill |
| Learning | Understanding and having conception of a piece of information |
| Teaching | Instructing learners |
| Instruction | the way teaching is delivered |
| S>M>T | S-cooperative learning M - jigsaw T - approach/variation |
| Classical conditioning | learning refers to involuntary responses that result from experiences that occur before a response. It occurs when you learn to associate two different stimuli. |
| Operant conditioning | It involves changing voluntary behaviors. A behavior response is followed by either reinforcement or punishment. Reinforcement following a behavior will cause the behavior to increase, but if behavior is followed by punishment the behavior will decrease. |
| Laws of learning - Thorndike | 1. Law of effect 2. Law of exercise 3. Law of readiness 4. Law of primacy 5. Law of recency 6. Law of intensity 7. Law of freedom |
| Behavior Modification Techniques | Positive reinforcement Negative reinforcement Punishment Extinction Flooding Systematic desensitization Aversion therapy |
| Piaget's Schema | Schema > Assimilation > Accommodation > Equilibrium |
| Bugelski | Goals and criteria of success must be written out and supplied to all students. This can be in the form of a syllabus with all questions to be answered included. The student should always know what is expected of him. |
| Humanism | |
| Feedback | Objectivism-Information Processing-Socioculturalism-Visible teaching and modes of feedback |
| Examples | 1. to be able to decode meaning 2. to be able to transfer learning superficial knowledge, elicitation is the key if not interactive, self explanations, worked examples vs usual problem solving (cognitive load) |
| Self Explaining | Self-explaining is a learning strategy in which a learner elaborates upon the presented sentences or example lines by relating them to prior knowledge, making inferences from them, and integrating them with prior texts or example lines. |
| Self explaining | If subjects are forced to do something overtly, they are more likely to learn. A learner who overtly undertakes some learning behaviour is more likely to be cognitively engaged than a learner who does not behaviourally exhibit any learning activities. |
| Utilitarian Models | Provus discrepancy model, CIPP Stake’s Countenance Scriven’s Goal-Free evaluation |
| Pluralist | Judicial/adversarial model Eisner’s educational connoisseurship and criticism Stake’s Responsive Evaluation Illuminative evaluation |
| Objectives Oriented | Tylerian Model Metfessel - Michael Provus' Discrepancy Goal free |
| Management Oriented | CIPP UCLA |
| Consumer Oriented | A summative approach |
| Expertise Oriented | Subjective professional judgments: Direct, open reliance on subjective professional expertise as the primary evaluation strategy. Usually a team of experts, who complement each other. |
| Participant Oriented | |
| Effective Curriculum | Scope: depth – What knowledge is of most worth? Relevance: What should be taught? Balance Integration Sequence Continuity: Planned repetition – spiral curriculum – dig deeper Articulation: organizing elements across levels – no gaps Transferability |
| Sequence | Maturity, interests, readiness, relationship between items, prerequisite skills needed 1. simple to complex 2. chronological – reverse 3. geographically 4. concrete to abstract 5. general to particular |
| Dick & Reiser | 1. Identify instructional goals 2. Identify learning objectives 3. Plan instructional activities 4. Choose instructional media 5. Develop assessment tools 6. Implement instruction 7. Revise instruction |
| Sampling in Qualitative Research | Typical Critical Homogeneous Extreme case Theoretical Opportunistic Confirming Maximal-variation Snowball |
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