Chapter 1 Flashcards

(23 cards)

1
Q

systematic research

A

research is a process

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2
Q

scientific method

A

a research process considered to consist of a series of sequential steps

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3
Q

internal validity

A

extent to which results can be interpreted accurately with no plausible alternative explanations

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4
Q

external validity

A

extent to which results can be genaralized to populations. situations, and conditions

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5
Q

reliability

A

consistency of the research and the extent to which studies can be replicated

a necessary characteristic for validity

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6
Q

basic research

A

primary purpose is adding to the existing body of knowledge

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7
Q

applied research

A

solution of an immediate, practical problem

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8
Q

action research

A

usually conducted by education professional to solve a specific problem or aid in decision making at the local level

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9
Q

experimental research method

A

at least one variable is manipulated to determine the effect of the manipulation. Subjects are randomly assigned to experiemental treatments.

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10
Q

quasi-experiemental method

A

at least one variable is manipulated to determine the effect of the manipulation. Intact, naturally formed groups are used.

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11
Q

nonexperimental quantitative method

A

the incidence, relationships, and distributions of variables are studied. Variable are not manipulated but studied as they occur in a natural setting.

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12
Q

historical method

A

a description of past events or facts is developed

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13
Q

ethnographic

A

a holistic description of present phenomena is developed within the broad meaning of culture

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14
Q

role of theory

A

provides a framework for conducting research, can be used for synthesizing and explaining (through generalizations) research results

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15
Q

Research process

A
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16
Q

law of parsimony

A

a theory should be stated in the simplest form that adequately explains the phenomena

17
Q

Nature of Education Research

A

Empirical

Systematic

Valid

Reliable

Many Forms

Every Scholar Values Research Methods”

18
Q

Empirical

A

derived from our sense experiences

19
Q

Systematic

A

There is always a chain of logic from conceptualization to collecting and analyzing data, to presenting findings

20
Q

Valid

A

How well are the results and claims supported by the evidence? Are they justified?

Internal Validity
To what extent can the results be interpreted accurately?
Ex: Study of student reading proficiency in two schools
But different approaches to reading: whole language, phonics
But different reading assessments: read aloud or explain meaning

External Validity
To what extent can the results be generalized to specific populations, situations, and conditions?
Ex. Different college experiences: domestic vs international students
Ex. Reading strategies for different grade levels

21
Q

Reliable

A

Internal Reliability: How consistent was the research in measuring the phenomenon?
Logistics/coordination issues/ conditions
Instrument/tool integrity
Ex: Survey administration

External Reliability: Can this research be replicated?
Description of procedures clear
Is the population too unique or difficult to access?

22
Q

Many Forms

A

“Paradigms,” ,“orientations, “ways of thinking” about a phenomenon

Most visible in Theoretical Framework/Problem Formulation.

They reflect assumptions about cause-effect and the role of values in research(er) choices.

Examples:
Positivist: “One reality exists, and I can discover it”

Post-positivist: “What I study and how I study it reflect our values and conditions at the time.” [probabilities]

Constructionist: “I do not impose a theory, I build one from the views and experiences of those living in a specific context.”

Transformative: “Research is political. I examine undervalued populations to improve their condition and/or raise awareness.”