The document outlines Tabba's Concept Development Model, which is a 6-step process for developing macro-concepts. It provides an example of developing the macro-concept of "change" and "perspective." The 6 steps include: 1) eliciting examples, 2) grouping examples, 3) labeling groups, 4) identifying non-examples, 5) determining generalizations, and 6) applying generalizations to readings. The document walks through applying each step to develop understandings of "change" and "perspective." It provides detailed explanations, examples generated by students, and discussions of how generalizations developed by students apply or do not apply in different contexts.
Exploring controversial issues in elementary social studiesDanielle Linowes
Controversial issue discussion in early grades can increase student engagement and provide an authentic and engaging springboard to relevant individual, community, and societal issues. Elementary students who engage in controversial discussion will have exposure to different and sometimes conflicting perspectives, and learn how to carefully evaluate legitimate alternatives, participate respectfully in group discussions, and ultimately decide the best course of action. This paper examines the utilization of controversial discussion surrounding concepts of distributive justice and procedural justice and how they can be explored in elementary classrooms. The authors outline two lesson plans containing discussion on controversial topics within the realm of procedural justice, which have been employed in one of the authors’ third grade classrooms. They find that providing opportunities for students to go through the process of moral negotiation allows them to question and shape their own beliefs in a constructive manner.
Exploring controversial issues in elementary social studiesDanielle Linowes
Controversial issue discussion in early grades can increase student engagement and provide an authentic and engaging springboard to relevant individual, community, and societal issues. Elementary students who engage in controversial discussion will have exposure to different and sometimes conflicting perspectives, and learn how to carefully evaluate legitimate alternatives, participate respectfully in group discussions, and ultimately decide the best course of action. This paper examines the utilization of controversial discussion surrounding concepts of distributive justice and procedural justice and how they can be explored in elementary classrooms. The authors outline two lesson plans containing discussion on controversial topics within the realm of procedural justice, which have been employed in one of the authors’ third grade classrooms. They find that providing opportunities for students to go through the process of moral negotiation allows them to question and shape their own beliefs in a constructive manner.
“Social science inquiry method is based on the belief that providing a reflective and enquiry frame of reference to social issues helps to improve the personal and social life”.
Main developers: Byron Massialas, Benjamin Cox.
Massialas and Cox (1966) believed that school fosters development and inculcation of values in children and plays a crucial role in ‘creative reconstruction of culture’. Social inquiry method is helpful in identifying the social issues and dealing with them effectively.
Cox experimented with inquiry methods in teaching Junior High U.S. History, while Massialas focused on the use of inquiry instruction in teaching High School World History.
Glaeser, susan a colorful field of learners visualizing nftej v22 n2 2012[1]William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
For this Assignment you articulate how you will use research to .docxtemplestewart19
For this Assignment you articulate how you will use research to improve the lives of students with exceptionalities.
To prepare:
· Read, review, and reflect on your work in this course and your work in all of the courses that you have taken to date. By now, you should have a general idea of a topic in the field of special education that interests you—a topic or
gap in practice
about which you may wish to conduct a research study.
· Consider the course Learning Resources and those listed for this module. Reflect on your examination of research methodologies and how each can be applied specifically within the field of special education.
· Ask yourself: What would I like to contribute to the field as a leader in special education? Then, identify a specific problem focusing on a gap in practice in the field of special education related to improving the lives of students with exceptionalities. In selecting your problem, consider the relationship between the identified problem of practice and social change.
Develop
a 3–5 page paper utilizing the following section headings:
1.
Problem Statement
a. Provide a 1- to 2-paragraph statement that is the result of a review of current literature and practice that contains the following information:
i. A logical argument for the need to address an identified gap in special education practice. Make sure to clarify why you believe that this is problem of practice in SPED.
ii. Preliminary evidence that provides justification that this problem is meaningful. Provide a minimum of 3–5 key citations that support the relevance and currency of the problem. These references need not all be from peer reviewed journals but should be from reputable sources, such as national agency databases or scholarly books, and should ideally be from the past 5 years.
2.
Significance
a. Provide 1 or 2 paragraphs informed by the topic outlined in the problem statement that describe the following:
i. How this study will contribute to filling the gap in SPED practice identified in the problem statement: What original contribution will this study make?
ii. How this research will support professional practice or allow practical application: Answer the “So what?” question.
3.
Questions
a. List the question or a series of related questions that are informed by the purpose, which will lead to the development of what needs to be done to research the identified gap in practice. A research question informs the research design by providing a foundation for
i. generation of hypotheses in quantitative studies,
ii. questions necessary to build the design structure for qualitative studies, and a
iii. process by which different methods will work together in mixed-methods studies.
4.
Nature of the Study
a. Using one of the following terms as a subheading, provide a concise paragraph that discusses the approach that will be used to address the research question(s) and how this approach aligns with the problem statement.
i. Th.
CHAPTER 7 RESEARCH QUESTIONS AND HYPOTHESESInvestigators placeJinElias52
CHAPTER 7 RESEARCH QUESTIONS AND HYPOTHESES
Investigators place signposts to carry the reader through a plan for a study. The first signpost is the purpose statement, which establishes the central intent for the study. The next would be the research questions or hypotheses that narrow the purpose statement to predictions about what will be learned or questions to be answered in the study. This chapter begins by advancing several principles in designing qualitative research questions and helpful scripts for writing these questions. It then turns to the design of quantitative research questions and hypotheses and ways to write these elements into a study. Finally, it advances the use of research questions and hypotheses in mixed methods studies, and it suggests the development of a unique mixed methods question that ties together or integrates the quantitative and qualitative data in a study.
QUALITATIVE RESEARCH QUESTIONS
In a qualitative study, inquirers state research questions, not objectives (i.e., specific goals for the research) or hypotheses (i.e., predictions that involve variables and statistical tests). These research questions assume two forms: (a) a central question and (b) associated subquestions.
Ask one or two central research questions. The central question is a broad question that asks for an exploration of the central phenomenon or concept in a study. The inquirer poses this question, consistent with the emerging methodology of qualitative research, as a general issue so as to not limit the views of participants. To arrive at this question, ask, “What is the broadest question that I can ask in the study?” Beginning researchers trained in quantitative research might struggle with this approach because they are accustomed to reverse thinking. They narrow the quantitative study to specific, narrow questions or hypotheses based on a few variables. In qualitative research, the intent is to explore the general, complex set of factors surrounding the central phenomenon and present the broad, varied perspectives or meanings that participants hold. The following are guidelines for writing qualitative research questions:
Ask no more than five to seven subquestions in addition to your central questions. Several subquestions follow each general central question; they narrow the focus of the study but leave open the questioning. This approach is well within the limits set by Miles and Huberman (1994), who recommended that researchers write no more than a dozen qualitative research questions in all (central and subquestions). The subquestions, in turn, become specific questions used during interviews (or in observing or when looking at documents). In developing an interview protocol or guide, the researcher might ask an icebreaker question at the beginning, for example, followed by five or so subquestions in the study (see Chapter 9). The interview would then end with an additional wrap-up or summary question or by asking, “Who should I ...
“Social science inquiry method is based on the belief that providing a reflective and enquiry frame of reference to social issues helps to improve the personal and social life”.
Main developers: Byron Massialas, Benjamin Cox.
Massialas and Cox (1966) believed that school fosters development and inculcation of values in children and plays a crucial role in ‘creative reconstruction of culture’. Social inquiry method is helpful in identifying the social issues and dealing with them effectively.
Cox experimented with inquiry methods in teaching Junior High U.S. History, while Massialas focused on the use of inquiry instruction in teaching High School World History.
Glaeser, susan a colorful field of learners visualizing nftej v22 n2 2012[1]William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
For this Assignment you articulate how you will use research to .docxtemplestewart19
For this Assignment you articulate how you will use research to improve the lives of students with exceptionalities.
To prepare:
· Read, review, and reflect on your work in this course and your work in all of the courses that you have taken to date. By now, you should have a general idea of a topic in the field of special education that interests you—a topic or
gap in practice
about which you may wish to conduct a research study.
· Consider the course Learning Resources and those listed for this module. Reflect on your examination of research methodologies and how each can be applied specifically within the field of special education.
· Ask yourself: What would I like to contribute to the field as a leader in special education? Then, identify a specific problem focusing on a gap in practice in the field of special education related to improving the lives of students with exceptionalities. In selecting your problem, consider the relationship between the identified problem of practice and social change.
Develop
a 3–5 page paper utilizing the following section headings:
1.
Problem Statement
a. Provide a 1- to 2-paragraph statement that is the result of a review of current literature and practice that contains the following information:
i. A logical argument for the need to address an identified gap in special education practice. Make sure to clarify why you believe that this is problem of practice in SPED.
ii. Preliminary evidence that provides justification that this problem is meaningful. Provide a minimum of 3–5 key citations that support the relevance and currency of the problem. These references need not all be from peer reviewed journals but should be from reputable sources, such as national agency databases or scholarly books, and should ideally be from the past 5 years.
2.
Significance
a. Provide 1 or 2 paragraphs informed by the topic outlined in the problem statement that describe the following:
i. How this study will contribute to filling the gap in SPED practice identified in the problem statement: What original contribution will this study make?
ii. How this research will support professional practice or allow practical application: Answer the “So what?” question.
3.
Questions
a. List the question or a series of related questions that are informed by the purpose, which will lead to the development of what needs to be done to research the identified gap in practice. A research question informs the research design by providing a foundation for
i. generation of hypotheses in quantitative studies,
ii. questions necessary to build the design structure for qualitative studies, and a
iii. process by which different methods will work together in mixed-methods studies.
4.
Nature of the Study
a. Using one of the following terms as a subheading, provide a concise paragraph that discusses the approach that will be used to address the research question(s) and how this approach aligns with the problem statement.
i. Th.
CHAPTER 7 RESEARCH QUESTIONS AND HYPOTHESESInvestigators placeJinElias52
CHAPTER 7 RESEARCH QUESTIONS AND HYPOTHESES
Investigators place signposts to carry the reader through a plan for a study. The first signpost is the purpose statement, which establishes the central intent for the study. The next would be the research questions or hypotheses that narrow the purpose statement to predictions about what will be learned or questions to be answered in the study. This chapter begins by advancing several principles in designing qualitative research questions and helpful scripts for writing these questions. It then turns to the design of quantitative research questions and hypotheses and ways to write these elements into a study. Finally, it advances the use of research questions and hypotheses in mixed methods studies, and it suggests the development of a unique mixed methods question that ties together or integrates the quantitative and qualitative data in a study.
QUALITATIVE RESEARCH QUESTIONS
In a qualitative study, inquirers state research questions, not objectives (i.e., specific goals for the research) or hypotheses (i.e., predictions that involve variables and statistical tests). These research questions assume two forms: (a) a central question and (b) associated subquestions.
Ask one or two central research questions. The central question is a broad question that asks for an exploration of the central phenomenon or concept in a study. The inquirer poses this question, consistent with the emerging methodology of qualitative research, as a general issue so as to not limit the views of participants. To arrive at this question, ask, “What is the broadest question that I can ask in the study?” Beginning researchers trained in quantitative research might struggle with this approach because they are accustomed to reverse thinking. They narrow the quantitative study to specific, narrow questions or hypotheses based on a few variables. In qualitative research, the intent is to explore the general, complex set of factors surrounding the central phenomenon and present the broad, varied perspectives or meanings that participants hold. The following are guidelines for writing qualitative research questions:
Ask no more than five to seven subquestions in addition to your central questions. Several subquestions follow each general central question; they narrow the focus of the study but leave open the questioning. This approach is well within the limits set by Miles and Huberman (1994), who recommended that researchers write no more than a dozen qualitative research questions in all (central and subquestions). The subquestions, in turn, become specific questions used during interviews (or in observing or when looking at documents). In developing an interview protocol or guide, the researcher might ask an icebreaker question at the beginning, for example, followed by five or so subquestions in the study (see Chapter 9). The interview would then end with an additional wrap-up or summary question or by asking, “Who should I ...
Qualitative research involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research.
1. Macro-Concept Development
Lisa M. Gault
EPPL 612
October 29, 2016
Concept Development Model (Tabba, 1966)
PRACTICE MACRO-CONCEPT: CHANGE
List of examples
● attitude
● seasons / weather
● time
● body
● emotions
● relationships
● school / grade
● locations
● traffic lights
● laws
● social norms
● leaders
● priorities
1. Once an adequate number of examples has been elicited, students then group items together. Focusing
questions include “Do any of these examples have anything in common? Could you put any of these
things together somehow? Such a process allows students to search for interelatedness and to organize
a mass of material. Students create relationships in flexible manners and perceive the world, using their
personal schema. The teacher acts as a facilitator and asks the students focusing questions such as
“Why do you think that these belong together?” Students are required to explain their reasoning and to
seek clarification from each other.
Abstract examples such as “attitude” and “emotions” could be grouped. Concrete examples such as
“traffic lights” and “seasons / weather” could be grouped.
2. With focusing questions such as “What could you name this group? What title would you give this
collection?” students are asked to label their groups. Labeling also forces students to establish flexible,
hierarchical concepts of relatedness: the idea that one thing or a concept could name a variety of other
things. What the students mean affects the placement of particular items. The labeling process allows
them to communicate the intent of their thinking. The labels should be fairly universal in nature. If
labels appear to be too specific, further subsuming should occur, using the focusing questions of “Do
2. any of these groups have anything in common? What could we call this new group?” Steps two and
three should be repeated. New groups should then be given new labels.
3. Students are then asked to think of non-examples of the broad concept. With focusing questions such as
“What does not fit this concept? Can you name things that are not examples of the concept?” students
are required to differentiate and distinguish between examples and non-examples. In this way an
understanding of what is contained and what is not contained within the definitional outlines of the
concept is developed.
List of non-examples
● inanimate objects
● certain physiological traits/inherited traits
● physical vs. chemical changes
● history / past
4. The students then determine a statement of generalization, using the concepts elicited from the labeling
process. Examples for change could include “Change may be positive or negative” and “Change is
linked to time.” Generalizations should be derived from student input and may not precisely reflect the
teacher’s established concepts. However, they should be fairly global in nature.
Change is linked to time.
Change may be positive or negative.
Change is inevitable.
Change may be permanent or temporary.
Humankind craves / seeks out change.
5. Although the generalizations were derived from students’ own experiences, they are then applied to
readings and tested in specific contexts. Focusing questions such as “How well does the generalization
3. hold up in this piece?” allow students to take the generalizations that they derived and evaluate how
well events in stories uphold those generalizations. If any changes are needed in the language of the
generalizations, students may go back and make changes. The teacher can use a focusing question such
as “Are changes in the generalization necessary?”
Sample context: The American Civil War (1861 - 1865)
Generalization: “Humankind craves / seeks out change.”
This generalization applies to abolitionists, anti-slavery activists and their sympathizers. However, large
groups of Americans demonstrated no desire to abolish slavery, to reform the Southern economy, or to concede
to any humanitarian efforts regarding ethnic equality. Furthermore, there were individuals seeking change, but
the change they sought was negative rather than positive. Maybe we can revise this generalization to read,
“Humans either seek out change or adopt complacency.”
6. Students are then asked to identify specific examples of the generalizations from their own readings.
“Can you name any examples of this generalization from this piece?” Critical reading skills are
reinforced as students begin to apply the generalization to books and stories. Students are asked to
apply the generalization that they have created to other situations, including those found in readings,
their own writings, history, and their own lives.
Sample text: The Gettysburg Address (Lincoln, 1863)
Generalization: “Change is linked to time.”
Examples of Generalizations:
● “Four score and seven years ago our fathers brought forth on this continent, a new nation…”
(para. 1)
● “Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived
and so dedicated, can long endure.” (para. 2)
● “...this nation, under God, shall have a new birth of freedom...” (para. 3)
Concept Development Model (Tabba, 1966)
UNIT MACRO-CONCEPT: PERSPECTIVE
List of examples
● religious
● political
● social
● subjective
● objective
4. ● informed
● historical
1. Once an adequate number of examples has been elicited, students then group items together. Focusing
questions include “Do any of these examples have anything in common? Could you put any of these
things together somehow? Such a process allows students to search for interelatedness and to organize
a mass of material. Students create relationships in flexible manners and perceive the world, using their
personal schema. The teacher acts as a facilitator and asks the students focusing questions such as
“Why do you think that these belong together?” Students are required to explain their reasoning and to
seek clarification from each other.
Several of the examples are interconnected, and, in some cases, are interdependent. One influences the
other when we consider the relationship between religious perspectives and political perspectives. Could we
categorize the examples in a concept map in order to show such relationships? The given examples do not lend
themselves to strict categories as they overlap more often than not.
2. With focusing questions such as “What could you name this group? What title would you give this
collection?” students are asked to label their groups. Labeling also forces students to establish flexible,
hierarchical concepts of relatedness: the idea that one thing or a concept could name a variety of other
things. What the students mean affects the placement of particular items. The labeling process allows
them to communicate the intent of their thinking. The labels should be fairly universal in nature. If
labels appear to be too specific, further subsuming should occur, using the focusing questions of “Do
any of these groups have anything in common? What could we call this new group?” Steps two and
three should be repeated. New groups should then be given new labels.
Changeable: political, social, religious, subjective, informed
Fixed: historical, objective
3. Students are then asked to think of non-examples of the broad concept. With focusing questions such as
“What does not fit this concept? Can you name things that are not examples of the concept?” students
are required to differentiate and distinguish between examples and non-examples. In this way an
understanding of what is contained and what is not contained within the definitional outlines of the
concept is developed.
List of non-examples
● solitary facts
● statements or images isolated from their contexts
● indifference
4. The students then determine a statement of generalization, using the concepts elicited from the labeling
process. Examples for change could include “Change may be positive or negative” and “Change is
linked to time.” Generalizations should be derived from student input and may not precisely reflect the
teacher’s established concepts. However, they should be fairly global in nature.
5. Everyone has perspective(s).
All perspectives influence one another.
Perspectives may be positive or negative.
Political perspective is most informed by the other perspectives.
Political perspective is the most impactful.
5. Although the generalizations were derived from students’ own experiences, they are then applied to
readings and tested in specific contexts. Focusing questions such as “How well does the generalization
hold up in this piece?” allow students to take the generalizations that they derived and evaluate how
well events in stories uphold those generalizations. If any changes are needed in the language of the
generalizations, students may go back and make changes. The teacher can use a focusing question such
as “Are changes in the generalization necessary?”
Context: Reconstruction (1865 - 1877)
Generalization: “Political perspective is most informed by the other perspectives.”
This generalization summarizes the legal outcomes of the Union Army’s victory and the abolition of
slavery. President Johnson’s allowance of Black Codes juxtaposed with General Sherman’s Special Field Order
15 suggests the influence one’s religious, social, and subjective perspectives have on his political perspective.
Southern legislators’ support of Black Codes and rejection of Special Field Order 15--along with non-political
humanitarian efforts--indicate their skewed social and religious perspectives. These men held a religious
perspective in which they were God’s “chosen ones.” They lived by the idea of Manifest Destiny even after
losing the war. These men view pre-Civil War America through a pre-lapsarian (before the fall) lens, and view
post-Civil War America through a post-lapsarian (after the fall) lens. They are trying to regain their invented
status as the rightful masters of commerce and society. General Sherman diverged from that perspective,
advocating for humane treatment of African Americans. His political actions evidence his cognizance of the de
jure and de facto racism in action.
6. Students are then asked to identify specific examples of the generalizations from their own readings.
“Can you name any examples of this generalization from this piece?” Critical reading skills are
reinforced as students begin to apply the generalization to books and stories. Students are asked to
apply the generalization that they have created to other situations, including those found in readings,
their own writings, history, and their own lives.
Texts: 1) U.S. Constitution 2) “Black Code Examples” See link below..
https://sites.google.com/a/email.cpcc.edu/black-codes-and-jim-crow/black-code-and-jim-crow-law-examples
Generalizations: “Political perspective is most informed by the other perspectives.”
“Political perspective is the most impactful.”
Examples of Generalizations:
6. ● “No negro who is not in the military service shall be allowed to carry fire-arms, or any kind of
weapons, within the parish, without the special written permission of his employers, approved
and indorsed by the nearest and most convenient chief of patrol.” (Louisiana, 1865-66) “If any
white person shall sell, lend, or give to any freedman, free negro, or mulatto any fire-arms, dirk
or bowie knife, or ammunition, or any spirituous or intoxicating liquors, such person or persons
so offending, upon conviction thereof in the county court of his or her county, shall be fined not
exceeding fifty dollars, and may be imprisoned, at the discretion of the court, not exceeding
thirty days.”
○ The Second Amendment was ratified 12/15/1791. It states, “the right of the people to
keep and bear arms shall not be infringed.”
● “No negro shall be permitted to preach, exhort, or otherwise declaim to congregations of colored
people, without a special permission in writing from the president of the police jury.” (Louisiana,
1865-66)
○ The First Amendment was ratified 12/15/1791. It states, “Congress shall make no law
respecting an establishment of religion, or prohibiting the free exercise thereof; or
abridging the freedom of speech, or of the press; or the right of the people peaceably to
assemble, and to petition the Government for a redress of grievances.”
● “No person of color shall migrate into and reside in this state, unless, within twenty days after his
arrival within the same, he shall enter into a bond with two freeholders as sureties” (South
Carolina, 1865-66)
○ Article IV, Section 2, Clause 1 of the U.S. Constitution states, “The Citizens of each State
shall be entitled to all Privileges and Immunities of Citizens in the several States.”