This document provides an overview of educational research. It discusses five ways of knowing, including personal experience, tradition, experts/authorities, inductive reasoning, and deductive reasoning. The scientific method aims to explain, predict, and control phenomena through problem recognition, hypothesis formulation, data collection, analysis, and conclusions. Educational research applies this method to study educational problems. Research is classified by purpose, including basic, applied, evaluation, research and development, and action research. It is also classified by method, including quantitative and qualitative approaches. Quantitative methods use numerical data and large sample sizes to describe, investigate relationships, and study causes and effects. Common quantitative designs are descriptive, correlational, causal-comparative, experimental, and single
This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about how schools operate, how teachers teach, and how students learn, with the goal of immediate application and problem-solving in a local setting. The document discusses the importance of action research, including that it deals with specific problems, provides timely results, allows educators to improve practices, and promotes collaboration. It also contrasts action research with fundamental research, noting differences in their goals and methodologies. Finally, it outlines the typical steps involved in conducting action research, such as identifying problems, reviewing literature, determining methods, and analyzing results.
The document discusses key concepts in educational research including different types of research (basic, applied, evaluation), ways of knowing (tradition, expert opinion, experience, intuition, logic, research), inductive and deductive reasoning, quantitative and qualitative research methods, and basic components of research like identifying a topic, stating hypotheses, and conducting a literature review. It provides examples and explanations of each concept to help readers understand how to approach educational research.
Designing and Planning a Research.pptxDrHafizKosar
Research:
Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. At a general level, research consists of three steps:
1. Pose a question.
2. Collect data to answer the question.
3. Present an answer to the question.
Salient Feature of Quantitative Research
Quantitative research is a methodological approach used in the social sciences and other fields to collect, analyze, and interpret numerical data. Here are some salient features of quantitative research:
1. Objective and Empirical: Quantitative research is focused on gathering objective, measurable data that can be analyzed statistically. It relies on empirical evidence rather than subjective opinions or interpretations.
2. Numerical Data: This research method involves the collection of numerical data, often in the form of statistics, percentages, or numerical measurements. The data can be subjected to statistical analysis for patterns and trends.
3. Structured Research Design: Quantitative studies typically have a structured and predetermined research design. The research process is planned in advance, and the data collection instruments, such as surveys or experiments, are carefully designed.
4. Large Sample Size: Quantitative research often requires a large sample size to ensure statistical reliability and generalizability of findings to a broader population. The goal is to make inferences about the population based on the data collected from the sample.
5. Statistical Analysis: Statistical methods and techniques, such as descriptive statistics, inferential statistics, and correlation analysis, are commonly used in quantitative research. These analyses help researchers draw conclusions and make predictions about the population under study.
6. Replicable and Generalizable Results: The aim of quantitative research is to produce results that are replicable and can be generalized to a larger population. This contributes to the scientific rigor and validity of the findings.
7. Closed-Ended Questions: Data collection instruments, such as surveys or questionnaires, often use closed-ended questions with predefined response options. This facilitates the quantification of responses and simplifies the analysis process.
8. Controlled Environment: In experimental quantitative research, efforts are made to control and manipulate variables to isolate cause-and-effect relationships. This allows researchers to make more precise statements about the impact of independent variables on dependent variables.
9. Objective Measurement: Quantitative research relies on objective measurements and standardized data collection methods to ensure consistency and reduce bias in the data.
10. Cross-Sectional or Longitudinal Design: Quantitative studies can be cross-sectional, examining data at a single point in time, or longitudinal, collecting data over an extended period to observe changes and trends over time.
Edd 9800 morote chapter 1 introduction to educational researchvdavis724
The document introduces different approaches to educational research such as quantitative, qualitative, and mixed methods. It outlines research designs including experimental, survey, case study and discusses the purposes of research like basic, applied, and evaluation. The chapter emphasizes that educational research must be conducted ethically in accordance with established principles and guidelines.
This document discusses classifying educational research based on purpose and method. There are two main ways to classify research - by purpose and by method. In terms of purpose, there are five categories: basic research develops theory, applied research examines theory in practice, evaluation research assesses programs, research and development creates educational products, and action research solves practical problems. The document provides examples of different types of educational research classified by purpose.
The document discusses various aspects of assessment including formative and summative assessment, reliability and validity, bias and fairness. It provides definitions and examples of key assessment terminology and outlines factors to consider when designing assessments, such as ensuring they accurately reflect student achievement and are representative of abilities. The document also references sources for further information on educational assessment.
This document outlines a presentation on research in curriculum design. It begins with defining key terms like research, research model, curriculum, and curriculum design. It then discusses the purpose of research in curriculum design and different research methods. The document presents a 5-step research model for curriculum design that includes gathering data, analysis, planning, implementation, and evaluation. It also covers the impacts of research on curriculum design and constraints that can hinder the research process.
This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about how schools operate, how teachers teach, and how students learn, with the goal of immediate application and problem-solving in a local setting. The document discusses the importance of action research, including that it deals with specific problems, provides timely results, allows educators to improve practices, and promotes collaboration. It also contrasts action research with fundamental research, noting differences in their goals and methodologies. Finally, it outlines the typical steps involved in conducting action research, such as identifying problems, reviewing literature, determining methods, and analyzing results.
The document discusses key concepts in educational research including different types of research (basic, applied, evaluation), ways of knowing (tradition, expert opinion, experience, intuition, logic, research), inductive and deductive reasoning, quantitative and qualitative research methods, and basic components of research like identifying a topic, stating hypotheses, and conducting a literature review. It provides examples and explanations of each concept to help readers understand how to approach educational research.
Designing and Planning a Research.pptxDrHafizKosar
Research:
Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. At a general level, research consists of three steps:
1. Pose a question.
2. Collect data to answer the question.
3. Present an answer to the question.
Salient Feature of Quantitative Research
Quantitative research is a methodological approach used in the social sciences and other fields to collect, analyze, and interpret numerical data. Here are some salient features of quantitative research:
1. Objective and Empirical: Quantitative research is focused on gathering objective, measurable data that can be analyzed statistically. It relies on empirical evidence rather than subjective opinions or interpretations.
2. Numerical Data: This research method involves the collection of numerical data, often in the form of statistics, percentages, or numerical measurements. The data can be subjected to statistical analysis for patterns and trends.
3. Structured Research Design: Quantitative studies typically have a structured and predetermined research design. The research process is planned in advance, and the data collection instruments, such as surveys or experiments, are carefully designed.
4. Large Sample Size: Quantitative research often requires a large sample size to ensure statistical reliability and generalizability of findings to a broader population. The goal is to make inferences about the population based on the data collected from the sample.
5. Statistical Analysis: Statistical methods and techniques, such as descriptive statistics, inferential statistics, and correlation analysis, are commonly used in quantitative research. These analyses help researchers draw conclusions and make predictions about the population under study.
6. Replicable and Generalizable Results: The aim of quantitative research is to produce results that are replicable and can be generalized to a larger population. This contributes to the scientific rigor and validity of the findings.
7. Closed-Ended Questions: Data collection instruments, such as surveys or questionnaires, often use closed-ended questions with predefined response options. This facilitates the quantification of responses and simplifies the analysis process.
8. Controlled Environment: In experimental quantitative research, efforts are made to control and manipulate variables to isolate cause-and-effect relationships. This allows researchers to make more precise statements about the impact of independent variables on dependent variables.
9. Objective Measurement: Quantitative research relies on objective measurements and standardized data collection methods to ensure consistency and reduce bias in the data.
10. Cross-Sectional or Longitudinal Design: Quantitative studies can be cross-sectional, examining data at a single point in time, or longitudinal, collecting data over an extended period to observe changes and trends over time.
Edd 9800 morote chapter 1 introduction to educational researchvdavis724
The document introduces different approaches to educational research such as quantitative, qualitative, and mixed methods. It outlines research designs including experimental, survey, case study and discusses the purposes of research like basic, applied, and evaluation. The chapter emphasizes that educational research must be conducted ethically in accordance with established principles and guidelines.
This document discusses classifying educational research based on purpose and method. There are two main ways to classify research - by purpose and by method. In terms of purpose, there are five categories: basic research develops theory, applied research examines theory in practice, evaluation research assesses programs, research and development creates educational products, and action research solves practical problems. The document provides examples of different types of educational research classified by purpose.
The document discusses various aspects of assessment including formative and summative assessment, reliability and validity, bias and fairness. It provides definitions and examples of key assessment terminology and outlines factors to consider when designing assessments, such as ensuring they accurately reflect student achievement and are representative of abilities. The document also references sources for further information on educational assessment.
This document outlines a presentation on research in curriculum design. It begins with defining key terms like research, research model, curriculum, and curriculum design. It then discusses the purpose of research in curriculum design and different research methods. The document presents a 5-step research model for curriculum design that includes gathering data, analysis, planning, implementation, and evaluation. It also covers the impacts of research on curriculum design and constraints that can hinder the research process.
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
The document summarizes a case study on using data analysis and learning analytics in higher education. It describes how data was collected through student surveys to understand attitudes towards university services quality. The data was analyzed using SPSS and most students had positive attitudes. Recommendations included using additional quality models and awareness campaigns for services. Data scientists can help universities make data-driven decisions to improve student outcomes and resource allocation.
Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
The document discusses action research and its importance in education. It begins by outlining the objectives and contents of an action research training. It then defines action research and discusses its key characteristics, including being practitioner-based, cyclical, participatory, and aimed at addressing practical problems. The document compares action research to formal research, noting differences in goals, participants, samples, and generalizability. It also outlines types of action research like individual, collaborative, and school-wide research. Finally, it discusses the importance of action research in connecting theory to practice, improving educational practices, and empowering teachers professionally.
Teacher action research involves systematic inquiry conducted by teachers and other stakeholders into how their school operates and how they teach to gain insights, make positive changes, and improve student achievement. It has several purposes, including strategic problem solving, increased professional satisfaction and motivation, and improved communication. Key principles of action research include that it aims to improve practice, is collaborative and participatory, focuses on a single case or unit, and is evaluative and reflective in nature. The preparation process involves identifying problems, brainstorming solutions, and creating a plan with timelines and identified resources and obstacles. During action, data is collected before and after implementing the chosen strategy. Results are then analyzed, interpreted, adjustments made to teaching practice, and results shared.
This document provides an overview of conducting an action research seminar-workshop for teachers in Lamut, Ifugao. It begins with an introduction by the instructor, Alice Y. Brawner. The document then discusses what action research is, its key features and methodology. It explains that action research is a process whereby practitioners study problems in their own practices scientifically to evaluate and improve their decisions and actions. The document outlines the typical stages of an action research process including problem identification, data collection, analysis, action planning, implementation, and evaluation. It provides examples of potential action research topics and guides teachers through how to write an action research proposal or report. The workshop aims to help teachers better understand and apply action research to improve
offshore lecture 1 12th SEptember 2015 IPGKSAH.pptxWanFadh1
This document provides an overview of a PLG 501 class on research methods in education taught by Prof Munirah Ghazali. It includes information about the course such as administrative details, lecture topics, required textbook, and support systems. The course will cover an introduction to educational research including the scientific method, different types of research classified by purpose (e.g. basic, applied) and method (e.g. quantitative, qualitative). It will also provide examples of various research designs like descriptive research, experimental research, and ethnography.
Introduction to Educational Research.pptxJJTrinidad2
This document provides an overview of educational research. It discusses the goals of educational research which are explanation, description, prediction, and application. It also covers the characteristics of educational research such as being a formal, systematic process and investigating theories and skills in education. Additionally, the document outlines different sources of knowledge like personal experience, tradition, experts, logic, and the scientific method. Finally, it discusses the purposes of educational research including basic research, applied research, evaluation research, research and development, and action research.
This document provides information on action research conducted by Dr. C. Thanavathi. It begins with an introduction to action research, including its purpose and benefits. It then discusses how to conduct action research, outlining the typical cycles and steps involved, from identifying a problem or question, developing a research plan, collecting and analyzing data, and sharing results. Different types of action research are also described, including individual teacher research, collaborative research, and school-wide research. Methods for collecting both qualitative and quantitative data are presented. The document concludes by emphasizing that action research is an ongoing, reflective process aimed at improving teaching and learning.
The document discusses assessment at Middlesex County College. It defines assessment as gathering data to improve student learning and outlines the assessment process of identifying learning outcomes, assessment techniques, gathering and using data. The purpose of assessment is to evaluate programs and courses, guide decision making to improve student learning, and communicate effectiveness. Sample learning outcomes are provided for biology, psychology, and dental hygiene programs and courses. Templates for defining learning outcomes and assessment plans are also included to help faculty develop and implement the assessment process.
Action research is a form of investigation designed for teachers to solve problems and improve practices in their own classrooms. It involves a cyclical process of identifying issues, developing and implementing plans to address them, collecting and analyzing data, and sharing results. The goal is to better understand teaching and learning processes from the perspectives of all stakeholders to find practical solutions that improve outcomes for students.
The document outlines an inquiry-based learning process where students take ownership of their learning by developing their own questions, researching various sources to find answers, and sharing what they've learned. It provides steps for implementing inquiry projects, including defining the task, planning, retrieving information, processing information, and sharing findings. Teachers can direct topics while allowing student choice, and provide support throughout the process. Various models are presented for structuring inquiry at different grade levels or with different levels of teacher guidance.
Designing and conducting formative evaluationsRaheen26
This document discusses formative evaluation, which involves collecting data during instructional design to improve effectiveness. It covers:
- Formative evaluation designs, and the role of subject matter experts, learning specialists, and learners.
- One-on-one, small group, and field evaluations to identify problems and ensure instructions can be used as intended.
- Evaluating instructional strategies, materials, instructor-led instruction, and the performance context.
- Important concerns like the evaluation context, learners, outcomes, and implementation.
- Using evaluations to solve problems and make decisions about instructional components.
The document provides guidance on writing Chapter 1 of a research paper. It discusses introducing the topic, stating the objectives and importance of the study, defining the scope, and describing the methodology including use of primary and secondary data sources. It emphasizes exploring the topic, satisfying curiosity, and striving to explain relationships. It also addresses starting research, prioritizing resources, and identifying the central question. Testing instruments and samples are addressed as well as presenting findings.
Action research is conducted by educators to address specific problems and improve practice. It involves systematically identifying a problem, collecting and analyzing data, and developing plans for improvement. Action research projects are usually focused on a small scale to investigate questions like "What teaching methods work best?" or "How can we reduce absenteeism?". The researchers must be committed to solving the identified problem and improving outcomes.
This document provides an overview of different types of educational research categorized by purpose and method. The main types discussed are:
1. Basic research which aims to develop theories without focusing on practical applications.
2. Applied research which seeks to solve practical problems in fields like education, medicine, and psychology.
3. Action research which is conducted by teachers to diagnose and address issues in their classrooms.
The document also examines research methods including descriptive research, experimental research, case studies, surveys, correlation research, causal comparative studies, and historical research. It provides examples and discusses the characteristics, procedures, advantages, and limitations of each type of educational research method.
This document summarizes the key components of a research methodology section, including:
1) Explaining how data was collected and analyzed to obtain results.
2) Justifying the methods used by explaining why they were appropriate for the research objectives and data being collected.
3) Discussing any problems encountered and how they were addressed.
Action research aims to solve practical problems through applying scientific knowledge. It originated from Kurt Lewin in the 1940s. The researcher and practitioner are usually the same person. There are four types: individual teacher, collaborative, school-wide, and district-wide research. The process involves identifying a problem, collecting and analyzing data, taking action, and evaluating results. The goal is solving classroom issues rather than generalizable scientific findings.
This is an action research full power point presentation, it helps the readers to understand what an action research it means, steps to be followed when they conduct an action research, and how an action research can conducted in the class room and its benefits in short specifically for teaching learning processes
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
The document summarizes a case study on using data analysis and learning analytics in higher education. It describes how data was collected through student surveys to understand attitudes towards university services quality. The data was analyzed using SPSS and most students had positive attitudes. Recommendations included using additional quality models and awareness campaigns for services. Data scientists can help universities make data-driven decisions to improve student outcomes and resource allocation.
Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
The document discusses action research and its importance in education. It begins by outlining the objectives and contents of an action research training. It then defines action research and discusses its key characteristics, including being practitioner-based, cyclical, participatory, and aimed at addressing practical problems. The document compares action research to formal research, noting differences in goals, participants, samples, and generalizability. It also outlines types of action research like individual, collaborative, and school-wide research. Finally, it discusses the importance of action research in connecting theory to practice, improving educational practices, and empowering teachers professionally.
Teacher action research involves systematic inquiry conducted by teachers and other stakeholders into how their school operates and how they teach to gain insights, make positive changes, and improve student achievement. It has several purposes, including strategic problem solving, increased professional satisfaction and motivation, and improved communication. Key principles of action research include that it aims to improve practice, is collaborative and participatory, focuses on a single case or unit, and is evaluative and reflective in nature. The preparation process involves identifying problems, brainstorming solutions, and creating a plan with timelines and identified resources and obstacles. During action, data is collected before and after implementing the chosen strategy. Results are then analyzed, interpreted, adjustments made to teaching practice, and results shared.
This document provides an overview of conducting an action research seminar-workshop for teachers in Lamut, Ifugao. It begins with an introduction by the instructor, Alice Y. Brawner. The document then discusses what action research is, its key features and methodology. It explains that action research is a process whereby practitioners study problems in their own practices scientifically to evaluate and improve their decisions and actions. The document outlines the typical stages of an action research process including problem identification, data collection, analysis, action planning, implementation, and evaluation. It provides examples of potential action research topics and guides teachers through how to write an action research proposal or report. The workshop aims to help teachers better understand and apply action research to improve
offshore lecture 1 12th SEptember 2015 IPGKSAH.pptxWanFadh1
This document provides an overview of a PLG 501 class on research methods in education taught by Prof Munirah Ghazali. It includes information about the course such as administrative details, lecture topics, required textbook, and support systems. The course will cover an introduction to educational research including the scientific method, different types of research classified by purpose (e.g. basic, applied) and method (e.g. quantitative, qualitative). It will also provide examples of various research designs like descriptive research, experimental research, and ethnography.
Introduction to Educational Research.pptxJJTrinidad2
This document provides an overview of educational research. It discusses the goals of educational research which are explanation, description, prediction, and application. It also covers the characteristics of educational research such as being a formal, systematic process and investigating theories and skills in education. Additionally, the document outlines different sources of knowledge like personal experience, tradition, experts, logic, and the scientific method. Finally, it discusses the purposes of educational research including basic research, applied research, evaluation research, research and development, and action research.
This document provides information on action research conducted by Dr. C. Thanavathi. It begins with an introduction to action research, including its purpose and benefits. It then discusses how to conduct action research, outlining the typical cycles and steps involved, from identifying a problem or question, developing a research plan, collecting and analyzing data, and sharing results. Different types of action research are also described, including individual teacher research, collaborative research, and school-wide research. Methods for collecting both qualitative and quantitative data are presented. The document concludes by emphasizing that action research is an ongoing, reflective process aimed at improving teaching and learning.
The document discusses assessment at Middlesex County College. It defines assessment as gathering data to improve student learning and outlines the assessment process of identifying learning outcomes, assessment techniques, gathering and using data. The purpose of assessment is to evaluate programs and courses, guide decision making to improve student learning, and communicate effectiveness. Sample learning outcomes are provided for biology, psychology, and dental hygiene programs and courses. Templates for defining learning outcomes and assessment plans are also included to help faculty develop and implement the assessment process.
Action research is a form of investigation designed for teachers to solve problems and improve practices in their own classrooms. It involves a cyclical process of identifying issues, developing and implementing plans to address them, collecting and analyzing data, and sharing results. The goal is to better understand teaching and learning processes from the perspectives of all stakeholders to find practical solutions that improve outcomes for students.
The document outlines an inquiry-based learning process where students take ownership of their learning by developing their own questions, researching various sources to find answers, and sharing what they've learned. It provides steps for implementing inquiry projects, including defining the task, planning, retrieving information, processing information, and sharing findings. Teachers can direct topics while allowing student choice, and provide support throughout the process. Various models are presented for structuring inquiry at different grade levels or with different levels of teacher guidance.
Designing and conducting formative evaluationsRaheen26
This document discusses formative evaluation, which involves collecting data during instructional design to improve effectiveness. It covers:
- Formative evaluation designs, and the role of subject matter experts, learning specialists, and learners.
- One-on-one, small group, and field evaluations to identify problems and ensure instructions can be used as intended.
- Evaluating instructional strategies, materials, instructor-led instruction, and the performance context.
- Important concerns like the evaluation context, learners, outcomes, and implementation.
- Using evaluations to solve problems and make decisions about instructional components.
The document provides guidance on writing Chapter 1 of a research paper. It discusses introducing the topic, stating the objectives and importance of the study, defining the scope, and describing the methodology including use of primary and secondary data sources. It emphasizes exploring the topic, satisfying curiosity, and striving to explain relationships. It also addresses starting research, prioritizing resources, and identifying the central question. Testing instruments and samples are addressed as well as presenting findings.
Action research is conducted by educators to address specific problems and improve practice. It involves systematically identifying a problem, collecting and analyzing data, and developing plans for improvement. Action research projects are usually focused on a small scale to investigate questions like "What teaching methods work best?" or "How can we reduce absenteeism?". The researchers must be committed to solving the identified problem and improving outcomes.
This document provides an overview of different types of educational research categorized by purpose and method. The main types discussed are:
1. Basic research which aims to develop theories without focusing on practical applications.
2. Applied research which seeks to solve practical problems in fields like education, medicine, and psychology.
3. Action research which is conducted by teachers to diagnose and address issues in their classrooms.
The document also examines research methods including descriptive research, experimental research, case studies, surveys, correlation research, causal comparative studies, and historical research. It provides examples and discusses the characteristics, procedures, advantages, and limitations of each type of educational research method.
This document summarizes the key components of a research methodology section, including:
1) Explaining how data was collected and analyzed to obtain results.
2) Justifying the methods used by explaining why they were appropriate for the research objectives and data being collected.
3) Discussing any problems encountered and how they were addressed.
Action research aims to solve practical problems through applying scientific knowledge. It originated from Kurt Lewin in the 1940s. The researcher and practitioner are usually the same person. There are four types: individual teacher, collaborative, school-wide, and district-wide research. The process involves identifying a problem, collecting and analyzing data, taking action, and evaluating results. The goal is solving classroom issues rather than generalizable scientific findings.
This is an action research full power point presentation, it helps the readers to understand what an action research it means, steps to be followed when they conduct an action research, and how an action research can conducted in the class room and its benefits in short specifically for teaching learning processes
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. Overview
Four sections of this presentation
An overview of the scientific method and
educational research
The classification of types of research by
purpose
The classification of types of research by
method
Examples of types of research
3. Ways of Knowing
Five ways we can know something
Personal experience
Tradition
Experts and authorities
Logic
Inductive
Deductive
The scientific method
Obj. 1.2
4. Ways of Knowing
Personal experience
Relying on one’s knowledge of prior
experiences
Limitations
How one is affected by an event depends on
who one is
One frequently needs to know something that
cannot by learned through experience
Obj. 1.2
5. Ways of Knowing
Tradition
Doing things as they have always been done
Limitations
Traditions are often based on an idealized past
Traditions can be distant from current realities and the
complexities associated with them
Experts or authorities
Relying on the expertise or authority of others
Limitations
Experts can be wrong
Experts can disagree among themselves, as in a “second
opinion”
Obj. 1.2
6. Ways of Knowing
Inductive reasoning
Reasoning from the specific to the general
Limitations
In order to be certain of a conclusion one must
observe all examples
All examples can be observed only in very
limited situations where there are few members
of the group
Obj. 1.2
7. Ways of Knowing
Deductive reasoning
Reasoning from the general to the specific
Limitations
You must begin with true premises in order to
arrive at true conclusions
Deductive reasoning only organizes what is
already known
Obj. 1.2
8. The Scientific Method
The goal of the scientific method is to
explain, predict, and/or control phenomena
This involves the acquisition of knowledge
and the development and testing of theory
The use of the scientific method is more
efficient and reliable than any other source of
knowledge
Obj. 1.1 & 1.4
9. The Scientific Method
Five steps in the scientific method
Recognition and definition of the problem
Formulation of hypotheses
Collection of data
Analysis of data
Stating conclusions
10. The Scientific Method
Limitations of the scientific method
Inability to answer value-based questions
involving “should”
Inability to capture the full richness and
complexities of the participants
Limitations of our measurement
instruments
Ethical and legal responsibilities
Obj. 1.3
11. Educational Research
The application of the scientific method
to study educational problems
The goal is to explain, predict, and/or
control educational phenomena
Obj. 1.5 & 1.6
12. Educational Research
Steps for conducting educational research
Selection of a problem
Use of specific research procedures to design and
collect data
Analysis of data
Statement of conclusions based on the results of
the data analyses
Parallels the steps in the scientific method
Obj. 1.7
13. Educational Research
Difficulties conducting educational research
Involves human beings and the complexities
associated with them
Difficulties generalizing from specific studies
Problems when imposing sufficient controls to
conduct research in educational settings
Complications when observing in educational
settings
Indirect measurement of the variables being
studied
Obj. 1.8
14. Classifying Research
Two helpful ways to view research
Purpose
The degree of direct applicability of research to
educational practices and settings
Method
The overall strategies followed to collect and
analyze data
Obj. 3.1, 3.2 & 3.5
15. The Purposes of Research
Five categories
Basic
Applied
Evaluation
Research and development (R & D)
Action
Obj. 3.3
16. The Purposes of Research
Basic research
Collection and analysis of data to develop
or enhance theory
Examples related to learning theory
Piaget
Constructivism
Mastery learning
Gardner’s multiple intelligences
Obj. 3.4
17. The Purposes of Research
Applied research
Collection and analysis of data to examine the
usefulness of theory in solving practical
educational problems
Examples
Developing a seventh grade social studies curriculum
around a problem-solving approach to learning
Examining the effectiveness of a computer-based algebra
program developed around a mastery learning approach
Accommodating varied learning styles when teaching
lessons in modern literature
Obj. 3.4
18. The Purposes of Research
The interaction of basic and applied
research
Basic research provides the theory that
produces the concepts for solving
educational problems
Applied research provides the data to help
support, guide, and revise the
development theory
Obj. 3.4
19. The Purposes of Research
Evaluation research
The collection and analysis of data to make
decisions related to the merit or worth of a
specific program
Merit relates to a program accomplishing what
it was supposed to accomplish
Worth relates to the value attached to a
program by those using it
Obj. 3.4
20. The Purposes of Research
Evaluation research
Types of evaluation
Formative evaluation is designed to inform and
improve a program while it is being developed
or implemented
Summative evaluation is designed to make
decisions regarding the overall quality of the
program being evaluated
Obj. 3.4
21. The Purposes of Research
Evaluation research
Examples
The computerized algebra program being used
in Williams Middle School has been installed
properly, is being used properly, and student
achievement is increasing as a result of its use
The computerized algebra program being used
in Williams Middle School is perceived to be an
efficient and effective expenditure of district
funds
Obj. 3.4
22. The Purposes of Research
Research and development
The development of effective products for
use in schools
Examples
The development of the software to create a
computerized algebra program that
incorporates an individualized mastery learning
approach to teaching basic algebraic concepts
The development of a Smart Board to enhance
a teacher’s use of technology in the classroom
Obj. 3.4
23. The Purposes of Research
Action research
The collection and analysis of data to provide a
solution to the practical, valued problems of
educators within their own school or organization
Examples
How can our college move to a performance based
model for undergraduate teacher preparation programs?
How can disciplinary policies be enforced consistently in
our school?
Obj. 3.4
24. Research Methods
Two general categories of methods
currently being used in educational
research
Quantitative
Qualitative
Obj. 3.5
25. Quantitative Methods
General purpose
Collect and analyze data to explain, predict, or
control phenomena of interest
Describe current conditions
Investigate relationships
Study causes and effects
Assumptions of the researcher
We live in a stable, uniform, and coherent world
We can measure, understand, and generalize
about our world
Generally regarded as a positivistic perspective
Obj. 3.6 & 5.1
26. Quantitative Methods
Characteristics
Numerical data
Use of formally stated hypotheses and procedures
Use of controls to minimize the effects of factors
that could interfere with the outcome of the
research
Large numbers of participating subjects
An objective, detached researcher
Use of pencil and paper tests, questionnaires, etc.
Obj. 3.6 & 5.1
27. Quantitative Methods
Five basic designs
Descriptive
Correlational
Causal-comparative
Experimental
Single subject
Obj. 3.7
28. Quantitative Designs
Descriptive
Purpose – to describe the current status of a
variable of interest to the researcher
Examples
How many students drop out of school in Louisiana?
What are the attitudes of parents, students, and teachers
concerning an extended school year?
What kinds of activities typically occur in sixth-grade art
classes, and how frequently does each occur?
To what extent are elementary teachers using math
manipulatives?
Obj. 3.7 & 4.1
29. Quantitative Designs
Correlational
Purpose – to ascertain the extent to which two or
more variables are statistically related
Examples
What is the relationship between ACT scores and freshman
grades?
Is a teacher’s sense of efficacy related to his/her effectiveness?
Do significant relationships exist between the types of activities
used in math classrooms and student achievement?
This design does NOT imply causation
Obj. 3.7 & 4.1
30. Quantitative Designs
Causal-comparative
Purpose – to explore relationships among
variables that cannot be actively manipulated or
controlled by the researcher
Examples
What is the effect of part-time employment on the achievement
of high school students?
What characteristics differentiate students who drop out from
those who do not?
What is the effect of attending a magnet school on student
attitude?
An important characteristic is that the independent
variable has already been manipulated
Obj. 3.7 & 4.1
31. Quantitative Designs
Experimental
Purpose – to establish cause and effect
relationships between variables
Examples
What is the effect of teaching with (1) a co-operative
groups strategy or (2) a traditional lecture approach on
students’ achievement?
What is the effect of teaching with manipulatives vs. a
traditional algorithm approach on students’ test scores?
The important characteristics are that the
researcher manipulates the independent variable
and controls extraneous variables
Obj. 3.7 & 4.1
32. Quantitative Designs
Single subject
Purpose – to investigate cause and effect
relationships with samples of one (1)
Examples
What is the effect of a behavior modification program on
John’s conduct in class?
What is the effect of a behavioral training program on
Joan’s ability to complete her performance tasks?
The important characteristic is the use of specific
interventions to cause behavioral changes in low
incidence populations (e.g., special education)
Obj. 3.7 & 4.1
33. Qualitative Methods
General purpose
To probe deeply into the research setting to obtain in-depth
understandings about the way things are, why they are like
that, and how participants perceive them
The need to create a sustained, in-depth, in context study that
allows the researcher to uncover subtle, less overt personal
understandings
Assumptions of the researcher
All meaning is situated in a particular perspective or context
Different people and groups often have different
perspectives and contexts, so there are many different
meanings in the world
Generally regarded as a post-positivistic perspective
Obj. 3.8 & 5.1
34. Qualitative Methods
Characteristics
There are no hypotheses guiding the researcher, rather a
general issue known as the foreshadowed problem suggests
the general issues of concern
Problems and methods tend to evolve over the course of the
study as understanding of the research context and
participants deepens
Phenomena are examined as they exist in a natural context,
and they are viewed from the participants’ perspectives
There are few participants involved in the study
Data analysis is interpretative in nature
The researcher interacts extensively with the participants
Obj. 3.8 & 5.1
36. Qualitative Designs
Narrative
Purpose – focus on studying a single person and
gathering data through the collection of stories
that are used to construct a narrative about the
individual’s experience and the meanings he/she
attributes to them
Examples
What are the experiences of a veteran teacher who has
been moved into an administrative position in her
school?
What does “inclusion” mean to a special needs child who
is placed in a regular education classroom?
Obj. 3.9 & 4.2
37. Qualitative Designs
Ethnography
Purpose – to obtain an understanding of the
shared beliefs and practices of a particular group
or culture
Examples
What is the nature of the problems teachers encounter
when they begin using a constructivist approach to
instruction after having taught using a very traditional
approach for ten years?
Why does a sense of failure permeate everything about
this particular high school?
Obj. 3.9 & 4.2
38. Quantitative and Qualitative
Methods
Complementary nature of quantitative and
qualitative approaches
Different purposes of research
Explanatory
Exploratory
Consideration of the strengths and weaknesses of
different approaches for specific purposes
Quantitative versus Qualitative Research
Obj. 3.11 & 5.1
39. Quantitative and Qualitative
Methods
The ultimate goal when choosing a design is
to produce a credible answer to the research
question
The research question drives the choice of a
research design
The characteristics of specific designs suggest
they will produce more credible answers to
specific types of research questions than other
designs
Specific purposes
Specific procedures and analyses for each design
40. Using Your Knowledge
Examine the following studies and categorize
them as quantitative or qualitative
If quantitative, categorize them as
descriptive, correlational, causal-comparative,
experimental, or single subject
If qualitative, categorize them as narrative or
ethnography
41. Using Your Knowledge
Thinking about Brown and Walberg’s
article as well as Wolfe’s article…
Why would you consider the first a
quantitative study and the second a
qualitative study?
What would you suggest is the purpose of
each article using the five categories
described by the authors of the text?