Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Educational Research > Ch. 1 - Educational Research > Flashcards

Ch. 1 - Educational Research Flashcards

1
Q

Areas of Educational Research

A

Table 1.1

Major Divisions in AERA (American Educational Research Association):
A. Administration, Organization, and Leadership
B. Curriculum Studies
C. Learning and Instruction
D. Measurement and Research Methodology
E. Counseling and Human Development
F. History and Historiography
G. Social Context of Education
H. Research, Evaluation and Assessment in Sch.
I. Education in the Professions
J. Postsecondary Education
K. Teaching and Teacher Education
L. Educational Policy and Politics
Special Interest Groups (SIGs) in AERA:
Action Research
Holistic Education
International Studies
Literature
Mentorship and Mentoring Practices
Music Education
Postcolonial Studies and Education
Sociology of Education
Etc.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

General Kinds of Research

A
  1. Basic
  2. Applied
  3. Evaluation
  4. Action
  5. Orientational
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Research Continuum

A

There is a research continuum from Basic to Applied, with Mixed in the middle.

Basic……Mixed……Applied

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Why study educational research?

A
  • To become “research literate”
  • We live in a society driven by research
  • To improve our critical thinking skills
  • To learn how to critically read and evaluate published research
  • To learn how to design and conduct research for the future
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Basic Research

A

Purpose - To generate fundamental knowledge about natural processes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Evaluation Research

A

Purpose - To determine the worth, merit or quality of an intervention program

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Evaluation Research -

Traditional Classifications

A
  1. Formative - focused on program improvement

2. Summative - making summary judgements to continue or discontinue a program

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Evaluation Research -

Recent Classifications

A
  1. Needs Assessment - need for program?
  2. Theory Assessment - program well conceptualized?
  3. Implementation Assessment - program implemented properly?
  4. Impact Assessment - program have impact?
  5. Efficiency Assessment - program cost effective?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Action Research

A

Purpose - To solve the practitioners local problems

Conducted by practitioners to solve their local problems, in which the practitioner takes on a research attitude or state-of-mind, and U.S. Constantly testing new ideas.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Orientational Research

A

Purpose - To advance an ideological position, reduce inequality and give a voice to the disadvantaged

Focuses on:

  • Inequality and discrimination
  • Class stratification
  • Gender stratification
  • Ethnic and racial stratification
  • International inequalities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Sources of Knowledge

A

How people learn about the world around them and gain knowledge:

  1. Experience - Empiricism
  2. Reasoning - Rationalism
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Types of Reasoning

A
  1. Deductive Reasoning

2. Inductive Reasoning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Applied Research

A

Purpose - To focus on real-world / practical questions to provide relatively immediate applications / solutions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Deductive Reasoning

A

The process of drawing a conclusion that is necessarily true if the premises are true.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Inductive Reasoning

A

The process of drawing a conclusion that is probably true.

The “problem if induction” is that the future may not resemble the past.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

The Scientific Approach of Knowledge Generation Relies on both:

A

Experience - Empiricism - Data Collection

And

Reasoning - Rationalism - Theory Construction and Testing

17
Q

Dynamics of Science

A 
Science is: 
Broadly Progressive
Rational
Dynamic
Open
"Critical"
Never-Ending
18
Q

Common Assumptions Made By Educational Researchers

A

Table 1.3

  1. There is a world that can be studied.
  2. Some of the world is unique, some is regular or patterned, and much of it is dynamic and complex. These categories can sometimes overlap.
  3. The unique, regular and complex can be examined by researchers.
  4. Researchers should try to follow agreed-upon norms and practices.
  5. It is possible to distinguish between more and less plausible claims, and between good and poor research.
  6. Science cannot provide the answers to all questions.
19
Q

Confirmatory or Deductive Method

A

Commonly used by quantitative researchers.

A “top down” method for testing theories and hypotheses.

Steps:

  1. State hypothesis based on a theory or research literature, and deduce what must be observed if hypothesis is true.
  2. Collect data to test hypothesis.
  3. Make a decision to tentatively accept or reject the hypothesis.
20
Q

Exploratory or Inductive Method

A

Commonly used by qualitative researchers.

A “Bottom Up” method for generating theory or hypotheses.

Steps:

  1. Observe the world in all of its particulars.
  2. Search for patterns.
  3. Make a descriptive conclusion or generalization.
21
Q

The Research Wheel

A

Figure 1.1

                                            Confirmatory
                     Theory

Patterns/ Hypotheses/
Descriptions Predictions

                 Observations/
                        Data Exploratory
22
Q

Theory

A
  • “Explanation”
  • Explains how and why something operates as it does
  • Some theories are formal and “grand”
  • some theories are less formal and “smaller”
23
Q

Key Criteria to Use in Evaluating a Theory

A

Table 1.4

  1. Is the theory or explanation logical or coherent?
  2. Is it clear and parsimonious?
  3. Does it fit the available data?
  4. Does it provide testable claims?
  5. Have theory-based predictions been tested and supported?
  6. Has it survived numerous attempts by researchers to identify problems with it or falsify it?
  7. Does it work better than competing or rival theories or explanations?
  8. Is it general enough to apply to more than one place, situation, or person?
  9. Can practitioners use it to control or influence things in the world (eg, a good theory of teaching helps teachers to influence student learning positively; a good theory of counseling helps counsellors to influence their clients mental health positively)?
24
Q

Principle of Evidence

A
  • Empirical research provides evidence and not proof
  • Research conclusions are tentative and probabilistic
  • Evidence increases when a finding is replicated
  • Do not draw a firm conclusion from a single study
25
Q

Objectives of Educational Research

A
  1. Exploration
  2. Description
  3. Explanation
  4. Prediction
  5. Influence / Control

Educational Research (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions