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C224
| Question | Answer |
|---|---|
| educational research | a field of inquiry aimed at advancing knowledge or education +learning processes+development of the tools+methods necessary to support this endeavor |
| educational researchers | aim to describe,understand,+explain how learning takes place throughout the lifecycle +how formal/informal processes of education affect learning,attainment,+capacity to lead productive lives. Believe in development of education/critical thinking skill |
| primary objective of educational research | attempting to learn about and generate ideas about specific and unique phenomena |
| descriptive research | an attempt to describe the characteristics of a phenomenon |
| integration | consolidating insights from multiple investigators, theories/perspectives, sets of data, methods in order to understand a given entity of science (emic or etic) |
| epistemology | the theory of knowledge and its justification. Involves studying knowledge itself, including its nature, process of generation, how its necessary and the standards used to judge its adequacy. |
| reasoning/rationalism | the philosophical idea that reason is the primary source of knowledge |
| deductive reasoning | the process of drawing a conclusion thats essentially true if the underlying premises are true |
| inductive reasoning | holds that the foundational premises act as helpful, but not decisive reasons toward acceptance of a conclusion |
| progressive dynamic of science | knowledge is accumulated and extended using current themes and results |
| compelling dynamic of science | research is open to attractive new ideas, theories, and complementary interpretations that show promise |
| critical dynamic of science | findings are rigorously evaluated by experts and peers for major flaws, errors, or lack of defensibility |
| never-ending dynamic of science | always new studies, results, or theories, and researchers creatively seeking to discover/explain |
| 2nd basic assumption of science | some of the world is unique, some is predictable, and most of it is dynamic and complex |
| 3rd basic assumption of science | the unique, predictable, and complex in the world can all be examined and studied by researchers |
| 4th basic assumption of science | researchers should try to follow certain agreed upon norms and practices |
| 5th basic assumption of science | its possible to distinguish between more and less plausible claims and between good and poor research |
| psychological factors of educational issues | characteristics of individuals and individual level phenomenon (ex. learning disabilities) |
| social psychological factors of educational issues | examining how individuals interact and relate to one another and how groups and individuals affect one another (ex. middle school cliques) |
| sociological factors of educational issues | examining how groups form + change ;documenting the characteristics of groups; studying intergroup relations; + studying group level phenomena such as cultural, social, political, familial, + economic institutions (ex.high school student gov relationships |
| norms and practices of good researchers | select educational/social problems, collect empirical data, open discussion of findings, respect for participants, skepticism towards results/explanations, desire for discovery, active search for negative evidence, examination of alternative explanations |
| exploratory scientific method | observations+data ->patterns/descriptions->theory->hypotheses/predictions |
| criterion of falsifiability | theory has to survive numerous attempts by researchers to falsify it. Researchers shouldn't selectively search for confirming evidence for their beliefs and explanations and then stop with only that "evidence" |
| the principle of evidence | other researchers conduct replication studies, examining same variables w/different participants w/ different techniques, adding confidence to research finding b/c resulting evidence is much stronger. Even w/replication strong evidence is gained-not proof |
| purpose of quantitative research | research w/ the specific purpose of answering research questions that lend themselves to study through the collection of numerical data |
| 9 components of quantitative research | purpose, research questions, assumptions, sampling methods, data collection methods, research methods, quality criteria, data analysis, report writing |
| quantitative ontology | researcher's inherent understanding of reality and truth is perceived by the researchers themselves |
| quantitative epistemology | the overall understanding of how knowledge is created or shared |
| 6 types of data | observation, focus groups, interviews, questionnaires, tests, constructed secondary/existing data |
| nonexperimental research methods | correlation methods |
| causal comparative research methods | studies that examine how different pre-existing groups vary on a variable or variables |
| elements of quality criteria in quantitative research | manipulation of the independent variable for casual conclusions, control of the study to maximize internal validity, construct validity and the dependent variable |
| manipulation of the independent variable for causal conclusions | to draw a conclusion about cause, the independent variable has to occur before the dependent variable, the independent+ dependent variable need to be related statistically and we need to be able to rule out other causes |
| control of the study to maximize internal validity | appropriate statistical analysis lets us determine that variables are related. We have to ask whether we've carried out the appropriate statistical techniques in order to state that there are relationships b/w variables (statistical conclusion validity) |
| moderating variable | how relationship changes under different conditions (ex. relationship b/w studying (IV) and test scores (DV) changes according to the different levels of use of a drug such as ritalin (moderator) |
| data analysis | involves estimation, hypothesis testing, inferential statistics |
| major sections required in research reports | title page, abstract, introduction, method, results, discussion, references |
| strengths of quantitative research | validates theories/hypotheses constructed prior to getting data generalize research findings (if sample is random+ big enough/has been replicated enough), good to determine causal relationships, quick data collection, credible, results indep of researcher |
| limitations of quantitative research | researchers categories/theories may not reflect local constituencies understandings, researchers may miss observing phenomena due to confirmation bias, knowledge produced may be too abstract+general for direct application to specific local situations |
| purpose of qualitative research | study phenomena through collection of nonnumerical data (words, images, pictures+interpretive categories) used to describe+understand what occurs locally+come up with new hypotheses+theories. used to discover more about something too complex for numbers |
| holistic dimensions of community | understanding multiple dimensions/layers of reality (subgroups in a group, how they think/interact, agreements/norms present, how dimensions come together as group members interact as a community) includes communications/individuals/cultural norms |
| post structuralism | historical intellectual movement that rejects universal truth +emphasizes differences, deconstruction, interpretation, + the power of ideas over people's behavior |
| post modernism | historical intellectual movement that constructs its self image in opposition to modernism. Emphasizes the primacy of individuality, difference, fragmentation, flux, constant change, lack of foundations for thought, and interpretation |
| 9 components of qualitative research | purpose, research questions, assumptions, sampling methods, data collection methods, research methods, quality criteria, data analysis, report writing |
| linguistic relativity hypothesis | qualitative idea that reality is socially constructed (ex. social behavior follows socially constructed values, beliefs, and norms). Language influences our views of the world |
| empathic understanding | the qualitative researcher constantly tries to understand the people they are observing from the participants/natives/actors viewpoints |
| qualitative ontology | truth is subjective, mental, personal, constructed |
| qualitative epistemology | knowledge is relative, varied, socially constructed, varied in its standards |
| qualitative view of thought and behavior | personal, social, contextual, fluid, unpredictable |
| qualitative research focus | examines the depth/breadth of a phenomena, not interested in generalizing beyond the group/individual studies |
| key principles of qualitative fieldwork | personal experience/engagement, empathic neutrality/mindfulness, dynamic systems |
| personal experience/engagement | researcher has direct contact +gets close w/ the people/situation, +phenomenon under study. Researchers personal experiences/insights are an important part of the inquiry + critical to understand the phenomenon |
| empathic neutrality and mindfulness | researcher adopts an empathic stance in interviewing +seeks understanding w/out judgement by showing openness, sensitivity, respect, awareness+responsiveness. Being fully present in observation |
| dynamic systems | attention is paid to the process a researcher assumes change is ongoing whether the focus is on an individual, organization, or entire culture -> the researcher is mindful of the system +situation dynamics |
| phenomenology | describes individuals experience of phenomena, searches interview data for significant statements that capture essence of participant perceptions+experiences, report written narratively+ allows readers to experience phenomena through eyes pf participants |
| case study | addresses research questions through in depth analysis. Includes multiple methods+data sources to answer specific questions about one or more cases. Report is a holistic narrative that triangulates data +places the case into a meaningful context |
| triangulation | the use of multiple forms of data to capture a single phenomenon |
| major characteristics of qualitative research analysis | unique case orientation, inductive analysis+ creative synthesis, holistic perspective, context sensitivity, voice perspective +reflexivity |
| unique case orientation | assume each case is special+unique. Be true to, respect, + capture the details of individual cases being studied. Cross case analysis follows from +depends on the quality of individual case studies |
| inductive analysis+creative synthesis | researcher seeks immersion in the details+specifics of the data to discover important patterns, themes+ interrelationships. Begins by exploring, then confirming; is guided by analytical principles rather than rules . Study ends with creative synthesis |
| holistic perspective | phenomenon under study is a complex system thats more than the sum of its parts. Focuses on complex interdependencies +system dynamics that cannot be reduced to a few discrete variables +linear, cause and effect relationships |
| context sensitivity | researcher places findings in social historical +temporal context.careful abt possibility/meaningfulness of generalizations across time+space. careful comparative case analyses +extrapolating patterns for possible transferability to +adaptation in new set |
| voice perspective and reflexivity | analyst reflective abt own voice+persp, convey authenticity+trustworthiness.Complete objectivity impossible pure subjectivity undermines credibility Focus on understand+depict world authentically in complexity self analytical,politically aware,reflexive |
| strengths of qualitative research | naturalistic setting, studies limited# of cases in depth+describes complex phenomena used to conduct cross cases comparisons/analyses, describes phenomena in local contexts, studies dynamic processes, generates explanatory theory about phenomena, |
| limitations of qualitative research | data may not be generalized, difficult to make quantitative predictions, more difficult to test hypotheses w/larger pools, less credible, data collection/analysis takes more time, results influenced by researcher bias |
| purpose of mixed methods research | provides a way to investigate the quantitative +qualitative aspects of human thought/behavior in its various contexts |
| rationales of mixed methods research | triangulation, complementarity, development, initiation, + expansion |
| development | seeks to use the results from one method to develop/inform the other method, where development is broadly constructed to include sampling + implementation as well as measurement decisions |
| initiation | seeks the discovery of paradox+contradiction, new perspectives, + new frameworks + the recasting of questions/results from 1 method w/questions/results from the other method |
| expansion | seeks to extend the breadth and range of inquiry by using different methods for different inquiry components |
| fundamental principle of mixed methods research | researchers should mix methods in a way that provides multiple and complementary strengths w/non-overlapping weaknesses |
| assumptions of mixed methods research | incompatibility thesis, compatibility thesis, pragmatism |
| mixed methods ontology | pluralism, appreciation of objective, subjective, intersubjective realities+ their interrelations |
| mixed methods epistemology | pragmatism, pragmatic justification (what works for whom in specific contexts) mixture of universal (always be ethical) + community specific needs-based standards |
| mixed methods view of thought +behavior | dynamic, complex, partially predictable, influences include environment/nurture, biology/nature, free will/agency + chance/fortuity |
| 9 components of mixed methods research | purpose, research questions, assumptions, sampling methods, data collection methods, research methods, quality criteria, data analysis, report writing |
| sampling schemes for mixed methods research | paradigm/research approach emphasis and time orientation criterion |
| paradigm/research-approach emphasis | are the qualitative+quantitative parts of the study given equal emphasis or is one part considered more primary-more strongly emphasized |
| data collection methods for mixed methods | inter-method + intra-method mixing |
| inter-method mixing | 2 or more of the methods of data collection are used in the research study |
| intra-method mixing | both quantitative and qualitative data are obtained through the creative use of a single method of data collection |
| inside-outside validity | the degree to which the researcher accurately understands, uses, + presents the participants subjective insider (emic) views + researcher objective outsider (etic) view |
| paradigmatic/philosophical validity | the degree to which the mixed researcher clearly explains their philosophical beliefs about research |
| commensurability approximation validity | the degree to which meta-inferences made in a mixed research study reflect a mixed worldview |
| conversion validity | the degree to which quantitizing or qualitizing yields high quality meta-inferences |
| sequential validity | the degree to which a mixed researcher appropriately addresses +/or builds on findings from earlier qualitative+quantitative phases |
| sample integration validity | the degree to which a mixed researcher makes appropriate conclusions, generalizations, +meta-inferences from mixed samples |
| sociopolitical validity | the degree to which a mixed researcher addresses the interests, values, +viewpoints of multiple stakeholders in the research process |
| multiple validities | the extent to which all the pertinent validities (quantitative, qualitative, + mixed) are addressed and resolved successfully |
| qualitizing data | forming narrative profiles (modal, average, holistic, comparative, normative) in which narrative descriptions are constructed from statistical data |
| quantitizing data | when qualitative themes are numerically represented in scores, scales, or clusters to provide a comprehensive description of the studied phenomena. Allows researchers to understand how often various categories/statements occurred in qualitative data |
| strengths of mixed methods research | broader+more complex range of RQ, words/pictures/narrative add meaning to numbers and numbers add precision to them. Deeper more meaningful answers to RQ, more understanding than single method, more generalizable qual results, fixes quant measurement |
| limitations of mixed methods research | some people think only either quant or qual paradigm should be used, hard to carry out both types of research especially concurrently, researcher must know how to appropriately mix methods, expensive + time consuming |
| Kurt Lewin | coined term action research, father of academic social psychology in the US, tried to link theory + action and spent his career trying to solve social problems |
| unfreezing | identifying and removing existing forces |
| John Dewey | proposed that the thinking human organism is always embedded in and part of a dynamic, local, and complex ecology. Humans are adaptive organisms, continuously trying to improve their world |
| transactional theory | john dewey. We arent separate from, but a part of, our environments. Our environments affect us and we affect our environments continuously |
| 9 components of action research | purpose, research questions, assumptions, sampling methods, data collection methods, research methods, quality criteria, data analysis, report writing |
| assumptions of action research | applied research, pragmatism, research attitude |
| research attitude | constantly try to identify new problems, try new strategies+actions to improve situation. Helps integrate theory+research with practice. Think about how to improve workplace, try new strategies, determine consequences |
| circle of knowledge for enterprise of education science | local practice should be informed by academic research about best practices; translational research translates scientific research to easily understood language +procedures of practice. Best practices informed by what local practitioners find works |
| participatory action research | interests multiple parties/stakeholders with an interest in research topic |
| critical action research | emphasizes the political possibilities and empowerment of those w/ little power in their communities and society |
| action science action research | focuses on research in learning organizations, what researchers say their theory is vs. what it actually is. Single loop and double loop learning |
| appreciative inquiry | focuses on finding the best in people and working together to achieve a jointly constructed +shared purpose, vision, and goal. 4 phases: discovery, dream, design, destiny |
| strengths of action research | can be done by local practitioners, produces lifelong learners, integrates theory+practice; committed to democratic social change;empowers practicioners to contribute to knowledge, improves practice at local level/describes complexities of local situation |
| limitations of action research | small scale studies, limited amount of info/knowledge, results hard to generalize to different/larger contexts, not very objective, weaker research designs, hard to evaluate ethics not good for cause and effect, bad rigor in measurement+validity criteria |
| quantitative scientific method | numerical description, causal explanation, prediction |
| qualitative scientific method | subjective description, empathetic understanding, exploration |
| mixed methods scientific method | multiple objectives, provide complex+fuller explanation and understanding; understand multiple perspectives |
| action scientific method | identify and solve pressing issues within the educational environment and community using quantitative, qualitative, or both approaches |
| quantitative and qualitative research objectives | describe situations via numerical or subjective data |
| mixed methods research objective | seeks to explain a phenomena using all available and relevant data |
| quantitative observation nature | study behavior under controlled conditions; isolate the causal effect of single variables |
| qualitative observation nature | study groups and individuals in natural settings; attempt to understand insiders views, meanings, and perspectives |
| mixed methods observation nature | study multiple contexts, perspectives, or conditions, study multiple factors as they operate together |
| action observation nature | study behaviors and people in real world settings before, during and after the implementation of a specific intervention action |
| qualitative data collection | collect quant data and variables based on precise measurement using structured and validated data collection instruments |
| qualitative data collection | collect qualitative data such as in depth interviews, participant observations, field notes, and open ended questions. researcher is primary data collection instrument |
| mixed methods data collection | collect multiple kinds of data; mixture of variables, words, categories, and images |
| action data collection | collect forms of data based on the specific situation studied and action taken. Can be quantitative but often consists of mixture or numerical data, descriptive/language data, etc |
| quantitative data analysis | identify statistical relationships among variables |
| qualitative data analysis | use descriptive/language data; search for patterns, themes, and holistic features, appreciate difference/variations |
| mixed methods data analysis | quantitative and qualitative analysis used separately and in combination |
| action data analysis | matches approach to local need, often uses quantitative or mixed approaches |
| quantitative reported results | generalizable findings providing representation of objective outsider viewpoint of populations |
| qualitative reported results | particularistic findings; provision and integration of insider viewpoints on the phenomena under study |
| mixed methods reported results | provision of "subjective insider" and " objective outsider" viewpoints, presentation of multiple dimensions/perspectives |
| action reported results | mix of specific findings related to exploring the environment and generalizable conclusions for larger educational community |
| literature review process | research topic, research problem, research purpose, research question, hypothesis |
| research question | in quantitative research- asks a question about the relationship b/w 2 or more variables. in qualitative research- asks a question about some process, issue, or phenomenon to be explored |
| quantitative lit review | shows if problem identified has already been researched/needs to be revised, assists in forming RQ, gives ideas on how to design a study, can point out methodological necessities, can identify appropriate data collection instruments |
| qualitative lit review | stimulates theoretical sensitivity and questions, can provide some information about the situations and populations of study + uncover phenomena |
| action lit review | shows whats worked for other action researchers, applies previously used qual and quant methods in new contexts. narrows down research topic to RQ. Helps select strategies and generate evidence to support findings and practice |
| meta-analysis | technique to integrate/ describe results from large amount of quantitative studies, focuses on very specific question that can be quantified in a large number of similarly designed studies |
| quantitative research questions | emphasis on need to explain, predict, or statistically describe an outcome/event |
| qualitative research questions | focus on understanding the inner world of a particular group or explaining a process/event/phenomenon |
| statement of intent | purpose statement for qualitative research, should indicate that the intent of the study is to explore/understand some phenomenon experiences by certain individuals at a specific research site |
| action research purpose statement | driven by specific environments the study is conducted within. Idiosyncratic and local |
| research proposal structure | title page, toc, abstract, introduction (intro to research topic, statement of research problem, summary of prior literature, statement of purpose of study, RQ, hypothesis (QN), method (participants instruments design procedure) data analysis, references. |
| ethical skepticism ethics approach | ethical decisions are a matter of each individuals conscience; ethical rules are arbitrary + relative to individual people+cultures |
| treatment of research participants | treatment should minimize psychological + physical harm +maximize benefit |
| relationship between society and science | should societal concerns+cultural values direct research; who should decide what research is funded and conducted |
| professional issues | main issues are research misconduct (falsifying, fabricating, plagiarism) |
| 5 areas of ethics | professional competence, integrity, professional scientific and scholarly responsibility, respect for peoples rights dignity and diversity, social responsibility |
| professional competence | act only in the areas of competence and be up to date in training |
| integrity | always be honest, trustworthy, and never jeopardize the welfare of others |
| professional, scientific, and scholarly responsibility | adhere to AERA's 22 ethical standards |
| respect for peoples rights dignity and diversity | respect cultural and individual differences and work to eliminate bias and discrimination |
| social responsibility | includes beneficence/ striving to act for the benefit of others in our society and world |
| internal consistency reliability | consistency that items measure single construct; used to estimate reliability of homogenous test or to estimate reliability of dimensions on multidimensional test |
| measurement validity | the appropriateness of the interpretations, inferences, and actions made based on test scores |
| validity evidence | the empirical evidence and theoretical rationales that support the interpretations and actions that are taken on the basis of the scores obtained from an assessment procedure |
| validation evidence | the inquiry process of gathering validity evidence that supports score interpretations/inferences |
| questionnaires | obtain information about the thoughts, feelings, attitudes, beliefs, values, perceptions, personality, and behavioral interventions. Can be conducted in person or over the phone |
| interviews | interviewer impartially collects data from the interviewee who provides the data. Can be closed ended, standardized open ended, interview guide approach, or informal conversational |
| focus group | examine, in detail, how the group members think + feel about a topic. Can be 2-4 homogenous groups of 6-12 participants per research study. Researcher may include some heterogeneity depending on the purpose |
| observation | obtain information about the phenomenon by watching behavioral patterns of people in certain situations. Can be quantitative w/standardization of all observational procedures or qualitative and exploratory without advance specification |
| constructed data | information produced by your research participants during the research study. Can be drawings/paintings, diaries, recordings, videos, newly produced personal documents |
| secondary/existing data | information collected, recorded, or left behind at an earlier time. usually by a different person and often for an entirely different purpose. Can be personal documents, official documents, physical data, or archived research data |
| statistical conclusion validity | whether the relationship exists between the IV and DV. Magnitude of relationship b/w IV and DV |
| theoretical trustworthiness | degree a theoretical explanation developed from a research study fits the data and is credible and defensible |
| purpose of descriptive statistics | describe, summarize, or make sense of a particular set of data. Focuses on interpretation |
| positively skewed distribution | mode<median<mean, trails off to the right |
| negatively skewed distribution | mode>median>mean, trails off to the left |
| point estimation | using a single number as the estimate of the population parameter |
| interval estimation | includes a range of numbers believed to contain the population parameter |
| hypothesis testing | branch of inferential statistics concerned w/how well the sample data support a particular hypothesis called the null hypothesis and when the null hypothesis can be rejected |
Created by:
cbowle14