The document discusses different types of research strategies used to study development across the lifespan: - Cross-sectional research compares individuals of different ages at one time, allowing trends to be recorded but providing no information on individual changes. - Sequential research combines cross-sectional and longitudinal approaches to learn about development, providing information not obtainable from either alone but being complex and time-consuming. - Action research uses a reflective problem-solving process stemming from a teacher's questions on classroom practice, allowing changes and process/outcome information but with potential generalization and conflict of interest issues.

1. JONNAH FAYE D. MOJARES
REPORTER

2. A research strategy in which individuals
of different ages are compare at one
time
Cross- sectional
Research
A research strategy in which
individuals of different ages are
compared at one time
Strengths: Allows them to record
and monitor developmental trends
Weaknesses: It gives no information
about how individuals change or
about the stability of their
characteristics

3. A research strategy in which individuals
of different ages are compare at one
time
Sequential Research
Combined cross-sectional and
longitudinal approaches to learn
about life-span development
Strength: Allows record and monitor
developmental trends; provides
information that is impossible to
obtain from cross-sectional or
longitudinal approaches alone
Weakness: complex, expensive and
time-consuming

4. A research strategy in which individuals
of different ages are compare at one
time
Action Research
Reflective process of progressive
problem-solving; in teaching, it
stems from teacher's own questions
and reflections on classroom
practice
Strengths: appropriate "to create
changes and information on
processes and outcome of strategies
used"; uses different methods;
stakeholders are included
Weaknesses: generalization issues;
potential conflict of interest.

5. Data-
Gathering
Techniques
1. Observation
Observations can be made in either laboratory or
materialistic settings. In naturalistic observation,
behavior is observed in the real world like
classroom, home in neighborhood
2. Physiological Measures
Certain indicators of children’s
development such as, among others,
heart rate, hormonal levels, bone
growth, body weight, and brain activity
aremeasured.

6. Data-
Gathering
Techniques
3.Standardized Tests
These are prepared tests that assess
individuals’ performance in different domains.
These tests are administered in a consistent
manner.

7. Data-
Gathering
Techniques
4. Interviews and Questionnaires
Involves askingthe participantsto provide
informationabout themselves basedon the interview
or questionnairegivenby the researchers.
Informationis obtainedby utilizing standardized
proceduresso thatevery participantis askedthe
samequestionsin the samemanner. It entails
askingparticipantsfor informationin some
structuredformat

8. Data-
Gathering
Techniques
5. Life-History Records
Thesearerecordsof informationabout a lifetime
chronology of events andactivities.They often
involve a combinationof datarecordson
education,work,family,andresidence.These
include public recordsor historicaldocumentsor
interviewswithrespondent

9. Ethical Principles
Ethical principles provide a generalized framework within which particular
ethical dilemmas may be analyzed. Details of these ethical principles are found
in documents:
1. Ethical standardsof the American Educational ResearchAssociation
2. Ethical Standardsfor Research with Children – Society for Research in Child
Development
3. Standardsof the American Psychological Association Concerning Research

10. Ethical Principles
The followingconsiderationfor researches conducted with young children and
other vulnerable population - National Associationfor the Education of Young
Children (NAEYC).
Some key points are:
1. Research procedures must never harm children, physically or
psychologically.
2. Children and their families have the right to full information about the
research in which they may participate, including possible risks and benefits.
Their decision to participate must be based on what is called “informed consent”

11. Ethical Principles
3. Children’s questions about the research should be answered in a truthful
manner and in ways that children can understand.
4. There should be respect for privacy. Information obtained through research
with children should remain confidential

12. 1. Teachers who have been involved in research may become
more reflective, more critical and analyticalin their teaching,
and more open and committed to professional development (Oja
& Pine 1989; Herson 1996; Keyes 2000; Rust 2007).
2. Participating in teacher research also helps teachers become
more deliberate in their decision-making and actions in the
classroom
Impact of Teachers’ Research Involvement on
Teachers

13. Impact of Teachers’ Research Involvement on
Teachers
3. Teacher research develops the professional dispositions of
lifelong learning, reflective and mindful teaching, and self-
transformation (Mills 2000; Stringer 2007).
4. Engaging in teaching research at any level may lead to rethinking
and reconstructing what it means to be a teacher or teacher
educator and, consequently, the way teachers relate to children and
students.
5. Teacher research has the potential to demonstrate to teachers
and prospective teachers that learning to teach is inherently
connected to learning to inquire (Borko et al. 2007)