EDUC 502EDUC 502Class Session 3Class Session 3September 19, 2005September 19, 2005

Dr. GrothDr. Groth

Overview of Overview of Requirements for Article Requirements for Article PresentationsPresentations Be prepared to present the article on the date Be prepared to present the article on the date

corresponding to the number you drew on corresponding to the number you drew on Sept. 12 (e.g., if you drew 1, 2, or 3, your Sept. 12 (e.g., if you drew 1, 2, or 3, your present on Sept. 26; if you drew number 28 or present on Sept. 26; if you drew number 28 or higher, you present on Dec. 5.higher, you present on Dec. 5.

Prepare a one-page handout containing the Prepare a one-page handout containing the following information and email it to me at least following information and email it to me at least one hour (REQUIRED) before your one hour (REQUIRED) before your presentation: (i) A summary of the article, presentation: (i) A summary of the article, including its main research including its main research questions/hypotheses, its relationship to questions/hypotheses, its relationship to previous literature, its methodology, its results, previous literature, its methodology, its results, and its significance; (ii) 3-5 questions to and its significance; (ii) 3-5 questions to engage your classmates in discussion of the engage your classmates in discussion of the article and issues surrounding it.article and issues surrounding it.

Overview of Overview of Requirements for Article Requirements for Article PresentationsPresentations

During your presentation, plan to spend During your presentation, plan to spend 10-15 minutes summarizing the article 10-15 minutes summarizing the article and 15-20 minutes leading a class and 15-20 minutes leading a class discussion. Try to ask questions that discussion. Try to ask questions that have a broad appeal, across disciplines.have a broad appeal, across disciplines.

OPTIONAL: You may wish to prepare a OPTIONAL: You may wish to prepare a PowerPoint presentation to accompany PowerPoint presentation to accompany your presentationyour presentation. If so, please email . If so, please email me the PowerPoint presentation and I will me the PowerPoint presentation and I will post it on our class website.post it on our class website.

Further Resources for Further Resources for Locating ArticlesLocating Articles

ERIC through the library – can track down ERIC through the library – can track down documents from documents from www.eric.ed.govwww.eric.ed.gov..

Ingenta (go to Ingenta (go to www.salisbury.eduwww.salisbury.edu) ) Elsevier Science directElsevier Science direct JAKEJAKE Research PortResearch Port Library online card catalogLibrary online card catalog Last resort: Interlibrary loan – need to have Last resort: Interlibrary loan – need to have

Gull Card activated at circulation desk.Gull Card activated at circulation desk.

Putting Together your Putting Together your Semester ProjectSemester Project

Recall that there are five main sections to Recall that there are five main sections to your semester project: Introduction, your semester project: Introduction, Research questions/hypotheses, Research questions/hypotheses, Literature Review, Methodology, and Literature Review, Methodology, and Expected Significance.Expected Significance.

Tonight, we will be discussing the first Tonight, we will be discussing the first three components of the semester three components of the semester project. project.

Putting Together your Putting Together your Semester Project: Research Semester Project: Research Questions/Hypotheses Questions/Hypotheses (Ch.2)(Ch.2) General characteristics of research General characteristics of research

questions/hypotheses:questions/hypotheses: Implies the possibility of empirical Implies the possibility of empirical

investigation investigation Identifies a need for the research Identifies a need for the research Provides focus Provides focus Provides a concise overview of the research Provides a concise overview of the research

Putting Together your Putting Together your Semester Project: Research Semester Project: Research Questions/Hypotheses Questions/Hypotheses (Ch.2)(Ch.2) Sample research questions/statements:Sample research questions/statements:

This study examines the differences This study examines the differences between males' and females' attitudes between males' and females' attitudes toward mandated high school drug testing toward mandated high school drug testing programs. programs.

What are the differences between freshmen, What are the differences between freshmen, sophomore, junior, and senior students' sophomore, junior, and senior students' attitudes toward mandated high school drug attitudes toward mandated high school drug testing programs? testing programs?

Putting Together your Putting Together your Semester Project: Research Semester Project: Research Questions/Hypotheses Questions/Hypotheses (Ch.2)(Ch.2) Researchable problems imply the Researchable problems imply the

possibility of empirical investigation possibility of empirical investigation What are the achievement and social skill What are the achievement and social skill

differences between children attending an differences between children attending an academically or socially oriented pre-academically or socially oriented pre-school program? school program?

What is the relationship between teachers' What is the relationship between teachers' knowledge of assessment methods and knowledge of assessment methods and their use of them? their use of them?

Putting Together your Putting Together your Semester Project: Research Semester Project: Research Questions/Hypotheses Questions/Hypotheses (Ch.2)(Ch.2) Non-researchable problems include Non-researchable problems include

explanations of how to do something, vague explanations of how to do something, vague propositions, and value-based concerns propositions, and value-based concerns Is democracy a good form of government? Is democracy a good form of government? Should values clarification be taught in public Should values clarification be taught in public

schools? schools? Can crime be prevented? Can crime be prevented? Should physical education classes be dropped from Should physical education classes be dropped from

the high school curriculum? the high school curriculum?

Putting Together your Putting Together your Semester Project: Research Semester Project: Research Questions/Hypotheses Questions/Hypotheses (Ch.2)(Ch.2) Sources of research questions/statements:Sources of research questions/statements:

Casual observation Casual observation The relationships between the cognitive and The relationships between the cognitive and

affective realms affective realms The effect of positive and negative reinforcement The effect of positive and negative reinforcement

Deductions from theory Deductions from theory Use of math manipulatives Use of math manipulatives Learning and instructional style congruence Learning and instructional style congruence

Related literature Related literature The use of math manipulatives in secondary schools The use of math manipulatives in secondary schools The comparison of state and national dropout The comparison of state and national dropout

profilesprofiles

Putting Together your Putting Together your Semester Project: Research Semester Project: Research Questions/Hypotheses Questions/Hypotheses (Ch.2)(Ch.2) Current social and political issues Current social and political issues

Gender and race equity Gender and race equity Inclusion policies Inclusion policies

Practical situations Practical situations Evaluating a specific instructional program Evaluating a specific instructional program Evaluating a specific school restructuring effort Evaluating a specific school restructuring effort

Personal interests and experience Personal interests and experience Teaching statistics from an applied perspective Teaching statistics from an applied perspective Effectiveness of non-threatening classroom Effectiveness of non-threatening classroom

assessments assessments

Putting Together your Putting Together your Semester Project: Research Semester Project: Research Questions/Hypotheses Questions/Hypotheses (Ch.2)(Ch.2) Replication of previous studies Replication of previous studies

Checking the findings of a major study Checking the findings of a major study Checking the validity of research findings Checking the validity of research findings

with different subjects with different subjects Checking trends or changes over time Checking trends or changes over time Checking important findings using different Checking important findings using different

methodologies methodologies Clarification of contradictory research Clarification of contradictory research

results results

Putting Together your Putting Together your Semester Project: Research Semester Project: Research Questions/Hypotheses Questions/Hypotheses (Ch.2)(Ch.2) Hypotheses are tentative statements of Hypotheses are tentative statements of

the expected relationships between two the expected relationships between two or more variables or more variables There is a significant positive relationship There is a significant positive relationship

between self-concept and math achievement between self-concept and math achievement The class using math manipulatives will The class using math manipulatives will

show significantly higher levels of math show significantly higher levels of math achievement than the class using a achievement than the class using a traditional algorithm approach traditional algorithm approach

Putting Together your Putting Together your Semester Project: Research Semester Project: Research Questions/Hypotheses Questions/Hypotheses (Ch.2)(Ch.2) Reasons for using hypotheses Reasons for using hypotheses

Provides specific focus Provides specific focus Provides for testing of the relationships between Provides for testing of the relationships between

variables variables Directs the investigation Directs the investigation Allows the investigator to confirm or not confirm Allows the investigator to confirm or not confirm

relationships relationships When supported provides empirical evidence of the When supported provides empirical evidence of the

predictive nature of the relationships between predictive nature of the relationships between variables variables

Provides a useful framework for organizing and Provides a useful framework for organizing and summarizing the results and conclusions summarizing the results and conclusions

Putting Together Your Putting Together Your Semester Project: Literature Semester Project: Literature Review (Ch. 3)Review (Ch. 3)

General purpose of lit review - to relate General purpose of lit review - to relate previous research to the current problem previous research to the current problem being investigated being investigated Provide contextual understanding Provide contextual understanding Contribute to the overall evaluation of the Contribute to the overall evaluation of the

credibility of the research credibility of the research Indicate whether the nature of the research Indicate whether the nature of the research

is targeted to the reader's needs is targeted to the reader's needs

Putting Together Your Putting Together Your Semester Project: Literature Semester Project: Literature Review (Ch. 3)Review (Ch. 3)

Criteria for evaluating the review of the Criteria for evaluating the review of the literature literature Does the review cover previous research Does the review cover previous research

adequately? (For our project, at least 10 relevant adequately? (For our project, at least 10 relevant research articles needed)research articles needed)

Does the review cover the actual findings from other Does the review cover the actual findings from other studies? studies?

Is the review current? (For our project, inclusion of Is the review current? (For our project, inclusion of articles from the past 5 years)articles from the past 5 years)

Does the review summarize and analyze previous Does the review summarize and analyze previous studies? studies?

Is the review organized logically by topic, not Is the review organized logically by topic, not author? author?

Putting Together Your Putting Together Your Semester Project: Literature Semester Project: Literature Review (Ch. 3)Review (Ch. 3)

Criteria for evaluating the review of the Criteria for evaluating the review of the literature (contd.):literature (contd.): Does the review briefly summarize minor studies Does the review briefly summarize minor studies

and discuss major studies in detail? and discuss major studies in detail? Is the review of major studies related explicitly to the Is the review of major studies related explicitly to the

current research problem? current research problem? Does the review provide a logical basis for the Does the review provide a logical basis for the

hypothesis/research question? hypothesis/research question? Does the review help to establish the significance of Does the review help to establish the significance of

the research?the research?

Putting Together Your Putting Together Your Semester Project: Literature Semester Project: Literature Review (Ch. 3)Review (Ch. 3)

DO NOT wait until the last week of the DO NOT wait until the last week of the semester to start your literature review. semester to start your literature review. You should really have it done before the You should really have it done before the midterm exam.midterm exam.

As you draft your Introduction, research As you draft your Introduction, research questions/hypotheses, and literature questions/hypotheses, and literature review, you may send them to me to look review, you may send them to me to look over (up until Thanksgiving – after that, over (up until Thanksgiving – after that, you’re on your own).you’re on your own).

Class ExerciseClass Exercise Evaluate the quality of the research Evaluate the quality of the research

questions/hypotheses and the literature questions/hypotheses and the literature review in the following three studies review in the following three studies beginning on the following pages printed beginning on the following pages printed in the text: Study 1, p. 316; Study 2, p. in the text: Study 1, p. 316; Study 2, p. 327; Study 3, p. 340.327; Study 3, p. 340.

Be prepared to give the rest of the class Be prepared to give the rest of the class your opinion on the quality of the your opinion on the quality of the Introduction, Research Introduction, Research Questions/hypotheses, and Lit Review Questions/hypotheses, and Lit Review for each study.for each study.

Homework AssignmentHomework Assignment

Textbook p. 48 (4, 7, 8, 12) – answering Textbook p. 48 (4, 7, 8, 12) – answering some of these will require a bit of extra some of these will require a bit of extra reading in the text.reading in the text.

Textbook p. 75 (8, 11) – these will also Textbook p. 75 (8, 11) – these will also require a bit of extra reading in the text.require a bit of extra reading in the text.

Class Session Part II: Ethics Class Session Part II: Ethics in Educational Researchin Educational Research

Federally-funded institutions of higher Federally-funded institutions of higher learning must maintain ethics boards to learning must maintain ethics boards to monitor the research activities of faculty monitor the research activities of faculty and students.and students.

The Salisbury University board website The Salisbury University board website is: is: http://www.salisbury.edu/grants/Committhttp://www.salisbury.edu/grants/Committe%20on%20Human%20Research/CHRe%20on%20Human%20Research/CHR%20Home%20Page.html%20Home%20Page.html

Class Session Part II: Ethics Class Session Part II: Ethics in Educational Researchin Educational Research

In determining the ethics of a study, In determining the ethics of a study, universities generally apply the following universities generally apply the following guidelines:guidelines: Participants understand the nature and purposes of Participants understand the nature and purposes of

the research andthe research and freely give their consent to take freely give their consent to take part in the study.part in the study.

Research does not involve undue stress on study Research does not involve undue stress on study participants.participants.

Risks/benefits analysis. How do the potential Risks/benefits analysis. How do the potential benefits compare to the risks for participants?benefits compare to the risks for participants?

Privacy of subjects and confidentiality of identifiable Privacy of subjects and confidentiality of identifiable information is maintained.information is maintained.

Additional Homework Additional Homework ExerciseExercise

Name four guidelines institutions of Name four guidelines institutions of higher education apply to determine if a higher education apply to determine if a study is ethical (see previous slide). study is ethical (see previous slide). Choose a study and evaluate it against Choose a study and evaluate it against the guidelines.the guidelines.

In-class exerciseIn-class exercise

Using the four criteria specified, Using the four criteria specified, determine if the classroom research determine if the classroom research study shown in “A Class Divided” would study shown in “A Class Divided” would be approved by a University ethics board. be approved by a University ethics board. Be prepared to take a position and Be prepared to take a position and defend it in class discussion.defend it in class discussion.