This
team will be responsible for presenting a discussion on all aspects of
the sections that are listed below. To help organize the seminar,
I have assigned individuals to be in charge of one or more topics,
although everyone in the group may and should participate in the
on-going discussion, adding comments when appropriate.
Experimental and Quasi-Experimental Research
1.
(a) Present an overview of experimental research, Chap. 13. What
is experimental research? Include definitions and
descriptions. What types of hypotheses and questions do
experimental research designs address and what are some research
problem areas in which experimental research would be the preferred
model to use? Review steps for organizing an experimental
research plan. Provide some of your own examples of the kinds of
questions these types of studies address. Then, present a similar
overview of quasi-experimental research.
1 (b) - What are
internal and external validity? How do they apply to experimental and
quasi-experimental research? What research designs are most
frequently used in experimental research? What research
designs are more frequently used in quasi-exp. research?
Why? Provide one or two of your own examples of
studies that might use either research design. What is a
single-subject design? Illustrate and explain various
experimental and quasi-experimental designs using standard experimental
design notation.
1 (c) – Present and discuss the Shimazu study,
“Language Course Taught with Online Supplement Material: Is It
Effective?” Review responses to questions 1-11 in Exercise
13.2 What did you find to be the strengths of this study?
What were its weaknesses?
Mixed-Methods Research Designs
1
(d) – Present an overview of mixed-methods
research, Chap. 14. Include definitions of terms and appropriate
descriptions. What types of hypotheses and questions do mixed –methods
research address? Explain conditions that would lead the researcher to
use multiple methods to analyze data rather than emply one
approach? Provide some of your own examples of the kinds of
questions these types of studies address.
1 (e) – Present and
discuss the Mitchell, et al study, “Friendship and Choosing Groupmates:
Preferences for Teacher-Selected vs. Student-Selected Groupings in High
School Science Classes”. Review responses to questions 1-6 in
Expercise 14.1. What were the strengths of this study? What
were its weaknesses?
TEAM 2: DUE DATE 11/7/07 Discussion of Qualitative Research Methods:
Ethnographic and Historical and Case Study Research Chap. 10
2
(a) Your group is responsible for presenting a discussion on all
aspects of the sections that are listed below. To help
organize the seminar, I have assigned individuals to be in charge of
one or more topics, although everyone may and should comment on the
ongoing discussion:
2 (b) - Overview of Ethnographic
Research What kinds of questions/problems are addressed
through ethnographic research? What types of methods of research
are commonly used in this kind of research? Define and describe
"List of Important Terms" as terms apply to ethnographic research..
What are some of the reasons teachers have for conducting ethnographic
research? What are some of the innate strengths of this
kind of research? Some inherent weaknesses?
2
(c) - Present and discuss the Myers study – “How Elementary
School Counselors can Meet the Needs of Students with
Disabilities”; address points covered in Exercise 10.1.
What was the value in doing this particular study?
2 (d) -
The Nature of Historical Research: What kinds of
questions/problems are addressed through historical research?
What types of methods of research are commonly used? What kinds of
questions do researchers using historical research try to answer?
What are some of the strengths of this kind of study? What are some of
its weaknesses?
2 (e) – Present and discuss the Berlin and
Lee study, “Integrating Science and Mathematics Education: Historical
Analysis: Specifically relate the scope of this study to
the way it is organized and conducted. What were its
conclusions? What were the study’s
strengths? What questions remained unanswered?
Case Study:
2 (f) - (See me for a copy of this study). “What Happens During H.S. Chemistry Lab
Sessions?” Discuss in detail what the sections of the study were. (Purpose, Method,
Findings). Discuss the results in terms of what a case study does that other types of research
mostly quantitative) do NOT do.
2 (g) - Describe the case study. (Chem Lab study) Why is this a case study and a descriptive
study? Explain the data collection process. What was observed? Why were these variables
chosen? How was the data actually collected and tabulated? Was there a hypothesis?
TEAM 3: Due date: 11/7/07 and 11/14/07 Survey Research – Chap. 11 and
TEAM 4: Non-experimental Quantitative Research , Chap. 12
Your
teams will be responsible for presenting a discussion on all aspects of
the sections that are listed below. To help organize the seminar,
I have assigned individuals to be in charge of one or more topics,
although everyone may and should participate in the ongoing discussion.
3 (a) –Chap. 11 - Review of survey research. Include definitions and descriptions. What types of
hypotheses and questions does survey research try to answer? What
considerations must be
taken into account? Describe the research process involved.
What are some strength and
concerns related to this mode of research? Provide some examples
of the kinds of questions
this type of study addresses.
3 (b) – Review and critique: “An Analysis of Secondary School Principals’ Perceptions of
Multicultural Education” Provide an overall description of this
study – Purpose , findings,
strengths and weaknesses. Refer to the “List of Important
Terms” to identify features of the
study.
4 (a) – Chap. 12 – Nonexperimental Quantitative Research
Review
of correlational research. Include definitions and
descriptions. What types of hypotheses and questions do
each of these try to answer? What is meant by post hoc
fallacy? Provide some of your own examples of the kinds of
topics/questions these types of
studies could address.
4
(b) - Correlational Research Design - How is a correlational
study designed? What are the
sources
of data and how are they collected? Specifically, what is
interval data, dichotomous data, and
rank order or ordinal data? Give examples of each type of
data.
4 (c) - What are the names of the correlation coefficients that measure different kinds of data? Provide
some of your own examples of the types of data that can be compared
with different types of
correlational tests. Briefly describe the purpose of the
following correlations: Product-Moment,
Biserial and Point-Biserial, Phi Correlation and Tetrachoric
Correlation Correlations from
rankings. Multivariate correlations, partial correlation, multiple
regression, discriminant analysis,
factor analysis
4 (d) - What are some examples of some published studies using correlational analysis? p. 252
Describe the nature of causal-comparative research p. 261
4 (e) – Describe and critique the Punyanunt-Carter et al study, “Communication Based Emotional
Support differences between Professors and Teaching Assistants” p.
264 Respond to questions
1-6 in Exercise 12.7
Team 5: Due Date: 11/14/07 - Discussion of Action Research and Evaluation Research - Chap. 15.
This
team will be responsible for presenting a discussion on all aspects of
the sections that are listed below. To help organize the seminar,
I have assigned individuals to be in charge of one or more topics,
although everyone in the group may and should participate in the
on-going discussion, adding comments when appropriate.
5
(a) – Present an overview of action research described in Chap.
15. What is action research? Include definitions and
descriptions. What types of hypotheses and questions does action
research try to answer? What are some research problem areas in
which a.r. would be the preferred model to use? Review steps for
organizing an a.r. plan. Provide some of your own examples of the
kinds of questions these types of studies address (see exercise
13.3; how could an evaluation study be done to evaluate the a.r.
you design?
5 (b) – Present and discuss the Alsup et al
study, “A Comparison of Traditional and Reform Mathematics Curricula
…”. What was the study’s purpose, theoretical basis, methods,
participants, data collection, analysis, results, conclusions,
implications? What did you find to be the strengths of this
study? What were its weaknesses?
5 (c) – Present an
overview of evaluation research described in Chap. 15. What is
evaluation research? How does it differ from action
research? Include definitions and descriptions. What types
of hypotheses and questions are addressed in evaluation research?
Review section on organizing for evaluation research. Provide
examples of situations in educational settings in which evaluation
research would be conducted. Include a follow-up to the Alsup
action research study in terms of an evaluation study that could be
designed to evaluated the efficacy of the action
research. Contrast and compare action research with
evaluation research. Create two hypothetical studies that would
illustrate these points.
5 (d) – Present and discuss the Hayes
study, “Assessment of a Field-Based Teacher Education Program:
Implications for Practice”. Discuss purpose, methodology, including
sampling, measurement instruments and data collected, results and
discussion. Respond to questions 1-3 in Expercise 15.3. What questions
were left for future investigation? What were the strengths of
this study? What were some of its limitations?
Team
6: DUE DATE 11/14/07 Discussion of
Statistical Concepts and Procedures ( See Appendix, pp. 331-349)
Your will be responsible for presenting a discussion on all aspects of the sections that are listed below.
6
(a) Nature and Uses of Statistics; include discussion
on populations, samples, nature of parametric and non-parametric
statistics, examples of calculation and interpretation of
descriptive statistics using measures of central tendency, variability,
relative position, and relationships.
6 (b) Descriptive
Statistics and Normal Probability Curve – Discuss the characteristics
of a normal curve, and relative standings associated with the normal
probability curve, including percentile rankings, stanines, z scores, T
scores. Do Exercise A.2 on an overhead or on handouts.
6
(c) Calculation and Interpreting Inferential Statistics – Give an
overview of what is meant by inferential statistics. What is it
intended to do? What kinds of studies use inferential
statistics?
What is Chi-square? What is the standard error and
confidence limit? If time permits, work through example of
correlation coefficient Table A.6 and address significance issue.
6
(d ) Testing for Significance – What does it mean to “test for
significance?” Give an overview of significance and its
relation to points on the normal probability curve. What types of
errors can be made in using tests of significance? Why?
Review statistical terminology.