Martha Meloy

Annotated Bibliography

Highlighting Eight Types of Educational Research

on Various Topics such as Gifted, Early Literacy & Technology

FRER 7130

June 19, 2010

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Aknoglu, O. (2009). Internet and Internet use: Teacher trainees’ perspective. The Journal of

Instructional Psychology, 36(2), 97-102.

The researcher for this study used a qualitative, descriptive survey design to determine aspects of

the Internet and its uses from teacher trainee perspectives. One hundred eighty-five participants

were randomly selected at Marmara University’s Ataturk Educational Faculty. Data was

collected via questionnaire after questions were analyzed during a four-month pilot study using

experts to determine the intelligibility of the questions with two additional pilot studies being

conducted to complete the validation process. The results were given by percentages in table

form according to the six sub problems of the study, which include most beneficial feature of the

internet, most harmful feature, reasons for using the internet, reliability of information on the

internet, and educational implications. Conclusions from this descriptive survey design present

teachers main benefits from the Internet as being access to information and communication.

Potential harmful features include loss of time and pornographic content exposure. The study

also showed that the model of education is changing due to changes in technology suggesting

crucial implications for a restructuring of the teacher model.

Bourke, R. T. (2008). First graders and fairy tales: One teacher’s action research of critical

literacy. The Reading Teacher, 62(4), 304-312.

This practical approach to action research involves a teacher and his first grade students as they

develop critical literacy skills when reading texts. The practical focus for this research was to

develop the skills necessary in first grade students for interpreting text on higher levels. The

researcher used students in his own classroom to conduct the study’s primary goal of

implementing critical thinking. After changing questioning techniques that facilitate critical

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judgements of the text students began to question text and not simply accept it. The teacher also

began to implement the ideas of how his students saw themselves related to their interpretations

of the text. After engrossing his students in critical thinking practices the teacher noticed his

students referring to additional texts in their thinking and interpreting of the text and the ability

to draw comparisons from them. This study involved collecting data from a small amount of

students in this teacher’s classroom that led to reflective insights and strategies for implementing

critical thinking at the primary level.

Dixon, F., Cassady, J., & Cross, T. (2005). Effects of technology on critical thinking and essay

writing among gifted adolescents. The Journal of Secondary Gifted Education, 16(4),

180-189.

This article presents a study in which correlational research practices were used to predict

whether technology effects critical thinking skills and the writing process with an emphasis on

gender. The methods of this study include ninety-nine participants who were measured on

critical thinking and writing capabilities using rubrics and a critical thinking scale. The results

showed a difference in gender with boys producing more words when using the computer

compared to using no technology devices in the writing process with the results showing a very

good statistical relationship using aspects of MANOVA. Tables were presented with the

intercorrelation matrix for writing variables, repeated measures of analysis of variance, gender

and writing condition performance averages and change score averages for gender and writing

condition groups. Gifted girls wrote consistently well with or without technology components.

The Dixon rubric used to score critical thinking revealed limited aspects of critical thinking in

the writing process. Limitations of the study are discussed.

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Eskrootchi, R., & Oskrochi, G. R. (2010). A study of the efficacy of project-based learning

integrated with computer-based simulation – STELLA. Educational Technology &

Society, 13(1), 236-245.

In this quantitative quasi-experimental study the researchers investigated the effects of

combining project based learning with computer based simulations in the learning process. To

facilitate more complex, meaningful learning the researchers proposed that students who used

STELLA, Structural Thinking and Experimental Learning Laboratory, with Animation would

encompass greater understanding of the material. The participants for this study included 72

middle school children in Kansas City. Students were pre-tested on content knowledge and then

placed into three experimental treatment groups. Three hypotheses were determined and then

investigated. The first null hypothesis states the gain in students’ content knowledge is the same

between groups. The second null hypothesis states students’ comprehension knowledge is the

same between groups. The third null hypothesis states the students’ attitude towards the project

is the same between groups. The instrument used to determine results was a 58-question student

survey collecting four types of information, which used a 5 point likert scale for evaluating data.

Analysis used a one way ANOVA test, which failed to reject Hypothesis one. Hypothesis two

was rejected at 5% significance level showing student comprehension knowledge was

significantly different between groups. The results found that using the simulation did improve

comprehension of material but further investigation of project based learning with computer

simulation needs to be addressed further as noted by the article.

Grimes, D., & Warschauer, M. (2008). Learning with laptops: A multi-method case study. The

Journal of Educational Computing Research, 38(3), 305-332.

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This mixed methods research study used quantitative data and qualitative data to determine the

effects of using a one to one laptop initiative with three different populations of students. A

multi site, two-year longitudinal study used state assessments for quantitative data and surveys,

observations, interviews, documents and records were used for qualitative analysis. The three

main research questions in the study entailed how the lap tops changed teaching and learning

patterns in the schools, how teachers and students evaluated the program, and what measurable

impact the laptops had on students’ test scores. Motivation levels, informational literacy and

autonomy in learning increased significantly with the laptop initiative. A decline in test scores

the first year was noted with an increase the second year of the initiative. Interpretations of these

finding are discussed.

Han, K. (2007). The possibilities and limitations of gifted education in Korea: A look at the

ISEP science-gifted education center. Asia Pacific Education Review, 8(3), 450-463.

This qualitative study done through ethnographic research practices investigates the gifted model

of education in Korea focusing on the Science Gifted Education Center. The study aims to

answer the questions of what it means to be gifted and what gifted education entails, how to

differentiate regular educational programs, and the possibilities and limitations of operating a

gifted education program in Korea. Methods of research were carried out over a six-month

period using observation and interviews to collect data allowing the researchers to be a part of

the phenomenon while listening, looking and experiencing it themselves. Purposive sampling

was used to locate an already established gifted program in Korea. Researchers also investigated

formal and informal documents to gather data. Semi structured interviews were conducted with

ten professors and fifty students to allow for open ended questions/answers as well as informal

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chats during the six month process. Field notes, observation notes and transcribed interviews

were coded and analyzed, which encompassed three stages of interpretation of the findings.

Results determined there are still questions of what it means to be gifted and how to accurately

test for it in Korea. Results also showed differentiation of the curriculum is apparent but in what

capacities it most useful. Some students felt the gifted program did not help them achieve better

grades and therefore wanted to drop out of the program. Other limitations and successes of the

program are highlighted in the article. With the results of this ethnographic research design

gifted educators in Korea can investigate their gifted programs ensuring they are capitalizing on

its imperative features and inquiring how to improve its limitations.

Sak, U. (2004). About creativity, giftedness, and teaching the creatively gifted in the classroom.

Roper Review, 26(4), 216-223.

A qualitative, narrative design case study was used to determine what teachers of gifted students

believe about creativity and how teachers can foster this creativity in students. Seven semi-

structured interviews, observations in the classroom and two prefigured interviews were used to

collect data over a six-month period with the participant teacher who has taught gifted children

for twenty years. The researcher used electronic classroom observation forms to collect data as

well as ethnographic field notes. After each ninety-minute observation the researcher used a

laptop to record data and perform preliminary analysis. Ongoing analysis and coding were used

to determine linkages between data allowing meaningful connections to be made from the study.

Results revealed ideas of what it means for students to be creative and fostering creativity in the

classroom. Ideas to implement these practices are discussed.

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Schmid, R. F., Miodrag, N., & Francesco, N. D. (2008). A human-computer partnership: The

tutor/child/computer triangle promoting the acquisition of early literacy skills. Journal of

Research on Technology in Education, 41(1), 63-84.

Grounded Theory research was used to determine the effectiveness of using an instructional triad

consisting of a tutor, child and computer in the early literacy phases of reading development.

Data was collected using a background questionnaire completed by the parents of the children in

the study, field notes from intensive observations in person and from video tapings and anecdotal

records of tutoring sessions completed by the tutor. Open coding of data moved to axial coding

to map out recurrent themes and patterns, which identified rapport with the tutor, motivation and

instructional scaffolding as comprehensive and expansive themes from the study. The researcher

used qualitative data to determine a useful triad, computer/child/tutor, in early learning literacy

development.