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research-in-education-9th-edition-ary-jacobs-irvine-walker-
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Chapter 2
The Scientific Approach in
Education
Instructional Objectives
3. List the specific types of research that fall into the broad categories of quantitative and
qualitative research.
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5. Define mixed-methods research and state its advantages.
6. Identify the research methodology used in given examples of both quantitative and
qualitative research.
10. Distinguish among types of variables: categorical versus continuous and independent versus
dependent.
11. Distinguish between constitutive and operational definitions and explain the importance of
the latter in research.
Chapter Outline
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G. Narrative Inquiry
H. Phenomenological Studies
VIII. SUMMARY
Suggestions for Instructors
1. Have students choose a published educational research study in their area of interest and
classify the study as a quantitative or a qualitative study.
2. If the study above is quantitative, have students determine what type of quantitative
methodology is used.
3. If the study is qualitative, have students determine what kind of qualitative study it is.
4. In either type of study above, have the students identify the research problem, the sample, the
data-gathering procedure, and the findings.
5. Have the students compare the approaches and tell why the methodology chosen was the
appropriate one to answer the research question.
6. Provide students with a list of quantitative research topics and have them indicate the
methodology required to investigate the problem.
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Examples:
(a) The relationship between gender and achievement in advanced mathematics
(b) The relationship between teacher age and extent of burnout
(c) The attitudes of nondisabled students toward their disabled peers
(d) Full-day vs. half-day kindergarten and 1st graders’ reading readiness scores
(e) The effect of using computer simulations on the learning of science concepts
7. Provide students with a list of qualitative research topics and have them identify the type of
study.
Examples:
(a) A study of a school where standardized test schools have significantly improved
(b) How an immigrant child adjusts to an American elementary school
(c) “Political correctness” in social studies textbooks used in American schools
(d) How does a child react to being labeled “learning disabled”?
(e) A study of a settlement school in a remote area of Appalachia
8. Provide students with a list of research problems. Have them identify the independent and
dependent variables in each. Have them give an operational definition of the variables in at
least two of the research problems.
9. Have students locate a research study that would be considered “basic research” and have
them determine if there are any implications of the research for education.
Discussion Questions
1. What is your understanding of the “paradigm war” that went on among educational
researchers in the late 20th century?
2. Which research paradigm do you prefer? Which will you use in your research? Explain
why.
4. Slavin (2004) wrote that “enlightened educators look to education research for
wellfounded evidence to help them do a better job with the children they serve.” Can you
think of some recent evidence-based research findings that have helped teachers in the
classroom?
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5. Consider a construct like stress. Give a constitutive definition and an operational
definition for stress. How do the definitions differ and which would be more helpful in a
research study?
6. While the various approaches to empirical research in education may differ in types of
problems and methods, there are certain fundamental commonalities to almost all
approaches. Discuss some of these common characteristics.
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and never perches upon trees, but lives wholly in the plains, and feeds
upon insects and worms. It builds its nest in the grass, where it lays four
coloured eggs, spotted with black, a little larger than those of a Partridge.
It keeps in pairs, and the male and female are almost always together, but
it is rarely seen in flocks. When these birds perceive anyone searching
for their eggs, they at first conceal themselves in the grass, without
discovering any apprehension; but as soon as they see the person
approaching the spot where the nest is placed, they rush out with fury to
defend it. It is observed that this bird never makes the least noise during
the day, and that it cries at night only when it hears some one passing.
For this reason the Araucanians when at war are accustomed to watch the
cry of this bird, which serves them as a sentinel to inform them of the
approach of an enemy. They were formerly accustomed in Chili to hunt
these birds with the Falcon, but this mode has been long out of use." The
Jacana is good game, in no respect inferior to the Woodcock.
The COOTS (Fulica) are distinguished from the above birds by the
structure of their feet, the Water-hens having the toes bordered by simple
folds of the integument, whilst in the Coots these membranous folds are
scalloped, and more elaborately constructed. In conformity with such
enlargement of their feet, which make excellent oars, the members of
this group spend more of their time in water than on land. During the
course of the day, however, they frequently come on shore in order to
repose and preen their feathers. Upon level ground they run with
considerable facility, and in their powers of diving might compete with
many of the really web-footed birds. If alarmed, they at once plunge to a
very considerable depth, and when under water, row themselves along by
means of their feet and wings for a considerable distance before again
rising to the surface. It is probable that during these immersions they
obtain the greater part of the larvæ, worms, mollusca, and vegetable
matter on which they principally subsist. Although the flight of the Coots
is somewhat superior to that of the Common Gallinules, they but seldom
take wing, and when about to do so are compelled to run before rising
into the air, in order to obtain sufficient impetus. Should they endeavour
to take flight from the water, they are obliged to flutter along for some
distance, striking the surface with the soles of their feet, and splashing
along in such a noisy manner that they may be heard at a considerable
distance. No sooner have a pair of Coots selected a pond for their
residence than they immediately set about the important work of building
their nest. On large sheets of water, on which several couples may have
taken up their abode, this business is by no means an easy task, as many
battles must be fought before the question of appropriated territory is
satisfactorily settled; indeed, in localities where many of these birds have
congregated, their shrieking, splashing, and flying about seems
interminable; no sooner does one pair encroach upon the domain of
another, than the invaded male at once hastens to the combat, and furious
encounters take place, until the enemy is fairly driven away. Sometimes
these engagements afford a very interesting spectacle. The battle-field is
generally some quiet creek, in which the birds swim around each other,
using the arms with which Nature has provided them with all their might,
hacking with their bills, striking with their wings, and kicking with their
feet, until one or other is compelled to yield. These affairs settled, the
labour of building is at once commenced. The nests are placed near the
water, either amidst or upon aquatic plants that there abound; sometimes
they are raised upon a bed of reeds or similar matter, or float upon the
surface of the pool. The foundation of the nest is generally laid with dry
reeds and stubble, while the upper part is formed of finer material and
more carefully arranged, the interior is snugly lined with soft hay, rushes,
and leaves. The eggs, from seven to fifteen in number, are smooth-
shelled, but lustreless. The female does not begin to sit until the last egg
is laid; the young make their appearance in about twenty-one days; when
first hatched they are beautiful little creatures, clad in dark-coloured
down, with flaming red heads. They at once betake themselves to the
water, where they are carefully fed, tended, and valorously defended by
both the parent birds. At first they seem to prefer to keep themselves
hidden among the reeds, but at night they retire to the nest. As they get
stronger they become more independent, and even before they are fully
fledged are well able to provide for themselves. Although the flesh of the
Coots is scarcely eatable, they are nevertheless frequently killed for the
sake of the sport. In Italy great numbers are caught by means of nets, and
they are commonly sold in the markets at a very low price.
(Phœnicopterus roseus).