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Methoden en Technieken Ning Ding Oct 11 2011
Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Review of the 1st course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Critical researcher reality communication values Unstated assumptions Societal consequences Students taught first aid by programmed instruction will achieve at a higher level than those taught first aid by the tradition method.  Independent variable? Dependent variable? Directional or nondirectional? students’ achievement---method---directional
Review of the 1st course This research problem, "What is the vocabulary level of the history books, both text and reference sources, used in the secondary schools of the United States?" is: A) a good research problem for a beginner to use to get started in research B) far too broad C) much too narrow D) an area of concern for which no available research method is appropriate
Review A manipulated variable is one that: A) uses equipment B) requires subjects to arrange materials C) is arranged by the researcher D) makes a study hard to interpret
Review ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Review Instrument decay refers to the possibility that: A) test content becomes "dated" during the course of a study B) data collectors are lost during a study C) records of data are lost during a study D) the instrument is systematically altered during the course of a study
[object Object],Review of the 3rd course Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship  Cause, consequence Characteristics  Everyday experience Past  Active involvement
[object Object],[object Object],[object Object],Review of the 3rd course ,[object Object],[object Object],Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship  Cause, consequence Characteristics  Everyday experience Past  Active involvement
Chapter 6 Sampling ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 6 Sampling ,[object Object],[object Object],Sample: 200 studenten ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 6 Sampling ,[object Object],3000 students 100 classes (100*30) Sample: 120 students 4 classes  4* 30 students
Chapter 6 Sampling 3000 students 100 classes Sample: 100 students 25 classes 4 students per class 4* 25 students ,[object Object]
Chapter 6 Sampling ,[object Object]
Chapter 6 Sampling ,[object Object]
Chapter 6 Sampling ,[object Object],Representativeness? Internal validity External validity Do the conclusions we draw about a demonstrated experimental relationship truly imply cause? Does an observed causal relationship generalize to the pupulation?
[object Object],Review of the 3rd course Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship  Cause, consequence Characteristics  Everyday experience Past  Active involvement
Chapter 15 Correlational Research ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],Chapter 15 Correlational Research Verklaring + Voorspelling Learning performance= a + b IQ
[object Object],Chapter 15 Correlational Research 2  4  6  8  10 10 8 6 4 2 X Y X Y X Y 10 10 10 2 4 2 8 8 8 4 10 8 6 6 6 6 6 6 4 4 4 8 2 10 2 2 2 10 8 4 (A) (B)  (C)   r  = +1.00 r  = -1.00 r  = 0
[object Object],Chapter 15 Correlational Research 2  4  6  8  10 10 8 6 4 2 X Y X Y X Y 10 10 10 2 4 2 8 8 8 4 10 8 6 6 6 6 6 6 4 4 4 8 2 10 2 2 2 10 8 4 (A) (B)  (C)   r  = +1.00 r  = -1.00 r  = 0
[object Object],Chapter 15 Correlational Research 2  4  6  8  10 10 8 6 4 2 X Y X Y X Y 10 10 10 2 4 2 8 8 8 4 10 8 6 6 6 6 6 6 4 4 4 8 2 10 2 2 2 10 8 4 (A) (B)  (C)   r  = +1.00 r  = -1.00 r  = 0
Chapter 16 Causal-Comparative Research ,[object Object],[object Object],Ex post facto Ethical
Chapter 17 Survey ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 17 Survey ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],PhD promovendi’s attitude towards RuG Professors’ attitude towards RuG International students’ attitude towards RuG 1 2 3 2004 2006 2005 2007
[object Object],[object Object],[object Object],Chapter 18 The Nature of Qualitative Research
Qualitative Research ,[object Object],[object Object],Chapter 18 The Nature of Qualitative Research
Chapter 18 The Nature of Qualitative Research
Chapter 18 The Nature of Qualitative Research ,[object Object],[object Object],[object Object],"All research ultimately has  a qualitative grounding" "There's no such thing as qualitative data.  Everything is either 1 or 0"
Chapter 18 The Nature of Qualitative Research ,[object Object],[object Object],Quantitative Qualitative How many? How strong is the relationship? What do people do? Why do they do?
Chapter 18 The Nature of Qualitative Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 18 The Nature of Qualitative Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 18 The Nature of Qualitative Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 18 The Nature of Qualitative Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 18 The Nature of Qualitative Research Qualitative Research Biografische studie Fenomenologische studie Grounded Theory Case Study Ethnografisch onderzoek Historisch onderzoek  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 18 The Nature of Qualitative Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 18 The Nature of Qualitative Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 18 The Nature of Qualitative Research ,[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 18 The Nature of Qualitative Research ,[object Object],[object Object],[object Object],[object Object]
Chapter 18 The Nature of Qualitative Research ,[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 19 Observation and Interview ,[object Object]
Chapter 19 Observation and Interview ,[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 19 Observation and Interview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 19 Observation and Interview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],Chapter 19 Observation and Interview Reactivity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Curiosity Disguise
[object Object],Chapter 19 Observation and Interview ,[object Object],[object Object],[object Object],[object Object]
[object Object],Chapter 19 Observation and Interview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],Chapter 19 Observation and Interview
[object Object],[object Object],[object Object],[object Object],Chapter 19 Observation and Interview
[object Object],Chapter 19 Observation and Interview ,[object Object],[object Object],[object Object]
Chapter 19 Observation and Interview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Chapter 19 Observation and Interview
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Chapter 19 Observation and Interview
[object Object],Chapter 19 Observation and Interview
[object Object],[object Object],[object Object],[object Object],[object Object],Chapter 19 Observation and Interview
[object Object],[object Object],[object Object],[object Object],[object Object],Chapter 19 Observation and Interview
Chapter 19 Observation and Interview The primary advantages of the interview are: A) high response rate and opportunity for clarification of questions B) cost and training required C) anonymity and cost D) time required and response rate
Chapter 19 Observation and Interview The longitudinal method in developmental studies has the advantage of: A) more extensive data on individual subjects B) data for different age groups at the same point in time C) prompt data gathering D) no sampling errors
Chapter 19 Observation and Interview Which of the following is an example of participant observation? A) A teacher decides to observe her students on the playground. B) A researcher becomes a member of a street gang. C) A researcher records student behavior in the lunchroom. D) A researcher teaches an observation method to a graduate student.
Chapter 20 Content Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],An investigator wishes to determine how much coverage current high school history texts give to the contributions of African Americans to our history.
[object Object],Chapter 20 Content Analysis
Chapter 20 Content Analysis ,[object Object],[object Object]
[object Object],Chapter 20 Content Analysis
[object Object],Chapter 20 Content Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],Chapter 20 Content Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 20 Content Analysis ,[object Object]
[object Object],Chapter 20 Content Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],Chapter 20 Content Analysis
[object Object],[object Object],[object Object],[object Object],[object Object],Chapter 20 Content Analysis
[object Object],Chapter 20 Content Analysis Tom still does his masculine job! Bob is so aggressive!

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Oct11 college 5

  • 1. Methoden en Technieken Ning Ding Oct 11 2011
  • 2.
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  • 4. Review of the 1st course This research problem, "What is the vocabulary level of the history books, both text and reference sources, used in the secondary schools of the United States?" is: A) a good research problem for a beginner to use to get started in research B) far too broad C) much too narrow D) an area of concern for which no available research method is appropriate
  • 5. Review A manipulated variable is one that: A) uses equipment B) requires subjects to arrange materials C) is arranged by the researcher D) makes a study hard to interpret
  • 6.
  • 7. Review Instrument decay refers to the possibility that: A) test content becomes "dated" during the course of a study B) data collectors are lost during a study C) records of data are lost during a study D) the instrument is systematically altered during the course of a study
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  • 28. Chapter 18 The Nature of Qualitative Research
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  • 57. Chapter 19 Observation and Interview The primary advantages of the interview are: A) high response rate and opportunity for clarification of questions B) cost and training required C) anonymity and cost D) time required and response rate
  • 58. Chapter 19 Observation and Interview The longitudinal method in developmental studies has the advantage of: A) more extensive data on individual subjects B) data for different age groups at the same point in time C) prompt data gathering D) no sampling errors
  • 59. Chapter 19 Observation and Interview Which of the following is an example of participant observation? A) A teacher decides to observe her students on the playground. B) A researcher becomes a member of a street gang. C) A researcher records student behavior in the lunchroom. D) A researcher teaches an observation method to a graduate student.
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