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