Approaches to Educational Research

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Approaches to Educational Research

• Action Research - Teacher as Researcher Model
• PSU EDU 495 Implementation

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Action research

• not a method or technique
• an approach
• practical
• problem-solving emphasis
• practitioners carry out the research
• Directed towards greater understanding and
  improvement of practice over a period of time.

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Action Research.

• any on-the-spot procedure designed to deal with a
  concrete problem located in an immediate
  situation
• any identified a problem found during the course
  of work
• there is merit in investigating it and improving
  practice

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• step-by-step process
• constantly monitored
• multiple mechanisms
• feedback may be translated into action
• lasting benefit to the ongoing process itself

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• action research -- the task is not finished when
  the project ends
• continuous review, evaluation and improvement in
  practice
• 'theories' are not validated independently and
  then applied to practice they are validated
  through practice
• practical judgment in concrete situations
• usefulness is helping people to act more
  intelligently and skillfully

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• So, ah, what is action research?

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The technique (a Gestalt)

• defining the problem
• understanding those problem
• formulates speculative, tentative, general
  principles in relation to the problems
• generate hypotheses
• form the question
• Frame the intervention try it out collect data
  on its effects
• revise hypotheses

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Problem
Data collection
Data collection
Data collection
Data collection
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• Case Study
• Ethnographic Study
• Survey
• Experimental Study
• Narrative Study

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Case Study

• What
• Why
• How
• Weakness

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Ethnographic Study

• What
• Why
• How
• Weakness

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Survey(verb and noun)

• Questionnaire vs. Survey
• What
• Why
• How
• Weakness
• Questionnaire Checklist.pdf

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Experimental Study

• What
• Why
• How
• Weakness

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Narrative

• What
• Why
• How
• Weakness

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• Which format may fit best with your problem and
  research question?

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The very first step

• State your problem or interest
• What is your problem?
• What situation do you wish to change?
• Write a focus statement.

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Problem to Plan to Question?

• You have a focused problem
• Do you have any idea how to solve it?
• Combine the two into a question(s).
• Questions must be answerable

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Problem to Plan (Hypothesis)

• PSSA proficiency scores in math standard 2.5
  (problem-solving) have been stagnant for three
  years.
• We think teaching students some specific ways to
  solve math problems would help.
• We think having them communicate how they solved
  the problems would help.
• We think using a rubric would help.
• We think the same rubric should be used
  consistently.

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Plan (Hypothesis) to Question

• If we teach 3 specific problem solving skills and
  have students communicate their techniques for
  solving the problems and give them consistent
  feedback with a problem-solving rubric, can we
  increase the percentage of students performing at
  a Proficient or Advanced level on the PSSA for
  math standard 2.5?

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Problem to Plan (Hypothesis)

• PSSA proficiency scores in reading standards
  1.4-1.5 (writing) show over 40 of the students
  scores to be basic or below.
• We think teaching students to use a
  five-paragraph essay format would give them a
  good way to work through on-demand writing
  prompts.
• We think that it we used a kid-friendly writing
  rubric would help.
• We think that if we did on-demand writing and
  scored it with a rubric for feedback would help.
• We think that the writing and feedback should be
  done in all disciplines and that the feedback
  should be given often.

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Plan (Hypothesis) to Question
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Your turn

• With your group review your problem, your
  plan/hypothesis and your question(s).
• Friends should ask you the hard questions about
  the connections.

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Academic Approach to Insider Research

• Title.
• Background.
• Statement of Problem.
• Purpose of the Study.
• Research Questions.
• Educational Significance.
• Definition of Terms.
• Scope and Limitations.
• Ethical Considerations. (if any)
• sample_research_project.pdf
• ms report.pdf

Reflection is everywhere
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• 10. Implementation Description
• 11. Data gathering
• Added later
• 12. Discussion of analysis
• 13. Findings and reflection
• 14. Summary and recommdations
• A Checklist on Negotiating Access.pdf

Reflection is everywhere
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Role of the Focusing Packet

• l.   Describe the situation you wish to change.
• 2.  Does it involve teaching/learning/ other?
  Describe.
• 3.  Is this situation within your locus of
  control?
•  4. What are the educational theories/issues that
  may have an impact on your implementation project
  ?
•  5. What are the historical contexts of your
  school that may have caused this situation? How
  did things get the way they are?
•  6. Do you feel passionate about this issue?
  Explain.
•  7. What will you do to change/improve the
  situation/ issue/ problem?

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Your Implementation

• Exactly what do you want to find out?

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Research Question

• Use your problem, plan and hypothesis to decide
  which question you need to ask.
• Write out possible questions on cards, to aid
  ordering at a later stage.
• Have others review your questions and talk with
  you about what you are trying to uncover.

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Connections

• Case Study questionnaires, observations
• Ethnographic Study questionnaires, observations
• Survey- questionnaires
• Experimental Study data comparisons and
  possibly questionnaires
• Narrative Study much of the above

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• Which approach to gathering information on
  research problems-plans-hypotheses-questions is
  the most common?

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• Questionnaire Forms

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• List A -list of items is offered, any of which
  may be selected.
• Which of these define you?
• Dedicated
• Tired
• Overworked
• Under-appreciated
• Under paid

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• Category -The response is one only of a given set
  of categories. For example, if age categories are
  provided (20-29, 30-39, etc.), the respondent can
  only fit into one category.
• Is your compensation?
• Salary
• Hourly
• Calculated by the piece

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• Ranking - In ranking questions, the respondent is
  asked to place something in rank order.
• In which order should these problems be attacked?
• Smaller class size
• More preparation time
• Aides to assist in class
• More money for materials

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• Scale
• Very Likely Likely Unlikely
  Very Unlikely
• (Very likely 4, Very unlikely1)
• Quantity (check within a range)
• Grid (check more than one choice)

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• Questionnaire Problems

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Ambiguity, imprecision and assumption 1

• How much time, on average, do you spend
  studying?
• A great deal
• Not much
• A certain amount

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Ambiguity, imprecision and assumption 2

• Which type of school does your child attend?
• (Please check)
• Private Pre-school
• Public Pre-school
• Public elementary school -primary grade
• Public elementary school - intermediate grade
• Private elementary school primary grade
• Private elementary school-intermediate grade
• Other (please specify)

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Double questions

• Do you attend math and chemistry classes? Yes No
• Do you attend math classes? Yes No
• and
• Do you attend chemistry classes? Yes No

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Leading questions

• Do you not agree that mature students should have
  the right to express their views in graduate
  classes?

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Presuming questions

• Does this high school make adequate provision for
  counseling?

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Memory questions

• What subjects did you study at school?

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Hypothetical questions

• If you had no family responsibilities and plenty
  of money, what would you do with your life?

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Offensive questions and questions covering
sensitive issues

• What is your age?
• 20 or younger
• 21-24
• 25-29
• 30-34
• 35 or older

• What is your age?
• 21 or less
• 21-25
• 25-30
• 30 or older

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• What would you say is the most important job of
  questionnaire development?