chapter 7-8 in teacher research due Nov. 2 2014

Chapter 7: An introduction to teacher research as document based investigation
p.118
document based research undertaken to develop a normative stance.
3. research that uses texts to advance substantive findings
research that undertakes readings to identify or contruct Meanings.

Pg. 110. examples
Meanings of literacy in education Policy documents.

Research design.

Data collection: surveying relevant sources and assemling a corpus.
page 120

Data anaysis

Results, findings, interpretation

121
Reading the literacy crisis: What the data means.

122.
locate the references noted above for Krashen and Spear-Swerling
and address the following.

document based research undertaken to develop a normative stance on an educational issue.

How best to understand "literacy" Autonomous and idea logical models.

p 123

125: Research that uses texts to advance substantive findings about the world
126
researching the literacy myth
design
data collection
data analysis
results and findings: illiterate workers. what percent of unskilled and semi skilled laborers are literate
128
means for critically assessing the quality and validity of data in document based research.
129
Identifying, analyzing and evaluating key statements made in texts
what is the right kind of evidence/support for a particular claim?
How much of such evidence is enough to warrant accepting it?
Empirical? Most people learn more effectively if they are motivated.
p.130 most people know little about it so need more\
1. importance, 2. support, 3. support: data or another cite. 4. contentiousness? 5. authoritative.
p.131. 6. authority standing? 7. contrary evidence? 8. accept the claim? Decide.
132. what are we buying into?
133. Normative or value claims. Right or wrong, good or bad.
134. NORMATIVE claim. How things SHOULD be.
135. Identify and evaluate conceptual definitions distinctions categories and taxonomies that are emplyed in research based documents. . We use CONCEPTS to make sense of our world.

136. Read Michael Goldhaber's online article. 'The Attention economy and the net.'
www.firstmonday.dk/issue2_4/goldhaber/ (NOT FOUND )
http://firstmonday.org/article/view/519/440
http://www.alamut.com/
Compare with ASSOCIATION of RESEARCH LIBRARIES http://www.arl.org/about#.VFP2h4dpGkc

137. categories: similar and different sorts of things. Taxonomy = classifying system.
138. What are some important categories in the research project ?
argument : 2 ways:
1) level of organization and presentation of the text.
2) design and implementation of the research argument.
Test: Premises are true- Reasoning = sequencing of premises.
139. 4 or 5 main steps = premises. Leading to a conclusion.
140. Break premises into "sub-arguments"
Deductive reasoning and logical validity.
141. Euler circles
Inductive reasoning and logical validity.
142. more information in conclusion than in the premises.
p.143 well designed and well implemented research can comprise a successful argument.
p.144 chapter 8: Teacher Research as Quantitative Investigation
144. Common research designs
145. 1) true experiments, 2) Quasi experiments, 3) Correlation,
146.
4) Causal Comparative design, 5) Survey designs/data collection strategy !!!! one of these 2 !!!
definitions
Variables:
147. Sampling methods. Random, Stratified random, Purposive and Convenience.
149. CONVENIENCE SAMPLING is the one.
Experimental research: True and quasi-experiments
150. internal validity ( inside population ) same test different conditions, External validity ( to broader populations )
151. true experiments. Causal relationships, exceptions.
152. Because the groups are MORE OR LESS EQUIVALENT. . .key words
153. quasi experiment example, pre-ordered groups, classes
games 20-40 min daily 12 weeks, matching variables, general academic level, vulnerability.
pre-, post- intervention surveys. Analysis of Variance, ANOVA , analysis of covariance ANCOVA.
154. Types of Experimental design
Matched pre-test/post-test control/ comparison group design
155. standardized tests or develop their own measures of performance.
because not totally matched , not equivalent on all characteristics (AS WOULD BE LIKELY WITH RANDOM ASSIGNMENT) ????
LIMITS TO WHAT CAN BE CONCLUDED FRMO THE STUDY.
156. other complications.
- developmental changes irrelevant to the intervention
- proactive effects of multiple testing.
- SEEPAGE of the intervention program into the comparison program , especially if they are in the same school .
- students or teachers aware they are in a study trying harder than average.

MATCHED POST-TEST ONLY COMPARISON GROUP DESIGN.
eliminate the pre-test in the design. removes several alternate explanations for the effect of the intervention related to multiple testing, such as proactive effects in increased alertness to the content of instruction.
157. Choosing the research design is ALWAYS a COMPROMISE. where researcher considers particular context and problem. then selects or tailors
wariations on experimental and quasi-eperimental designs.
- time series
- counterbalanced designs
- factorial designs.
INTERNAL VALIDITY of the STUDY ?
EXTERNAL VALIDITY of the STUDY ?
CORRELATIONAL and Casual-comparative research are NON_experimental or associational research. Relationships examined without influencing or manipulating them
158. Choice NOT to manipulate variables.
CORRELATIONAL research. , explore relationship between 2 or more variables.
159. Causal-comparative research,
160. i.e. GENDER ( categorical ) , not manipulating, but rather examining the relationships that already exist.
EXPLORING possible causes. See Book: how to design and evaluate research in education
p.161 reliability and validity
i.e. are scores on aggressiveness test related to behavior lie swearing and physical assault?
do scores on the reading ability test show progressive changes with age?
do scores on the anxiety test increase after a stressful experience?
researchers can choose commercially available measures or their own.
p.162 standardized testing, teacher-developed tests, surveys
163. "constructing a good quality measure is a carefully planned process"
Data analysis in quantitative research.
Survey research.
164. simple descriptive surveys!!!! most common, use this a bit.
cross-sectional surveys, longitudinal surveys
165. rating scale surveys, demographic, ATTITUDINAL !!!!!,
behavior related, factual.
WARNINGS: Is it Ambiguous? Is the language straightforward and jargon-free?, Is the language free of prejudice towards certain groups? Is the question concise?
p.166
Rating scale: i.e. when you get home form school do you do your math homework before anything else
|-always-|-usually-|-sometimes-|-hardly ever-|-never-| sometimes called Likert scale
Survey Modes: POSTAL, EMAIL-!!!!!! EMAIL , on the street, take home, telephone
p.167 TOOLS, survey instrument and a covering letter or brief explanatory statement.
Assure anonymity
SURVEY NOT GOOD FOR ME, we want NUANCES for why and how people plan for and use 3D printers.
p.168
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