M4 RESEARCH DESIGN Castro 1

M3 Research Design Critique Report

Educational Administration Master’s Program

Hugo Manuel Castro

Texas A&M University-Commerce

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M4 Research Design Critique Report

The scenario where I would use an experimental design would be to see how differently

recess times throughout the day impacts student learning and behavior. One way that I

would counter internal validity is by selecting at random which classes are a part of the

control and experimental conditions. Furthermore, getting more classes to participate in

the experiment than are needed may help minimize the threat of internal validity as well,

amongst other methods. Based on the scenario, using a quasi-experimental design would

be more feasible. The reasoning for this is because the researcher will have control of

which classes and grades will partake in this study. Using a true-experimental approach,

classes would be randomly chosen throughout the school. By only assigning certain

classes with new recess times, the researcher will be able to use the pre-existing recess

time to see any differences that could arise.

There are three different kinds of Mixed-Method Research Designs that

researchers often use. The first design is called Convergent Parallel Design. Through this

design, the researcher goes out and collects different kinds of data that are needed to

answer specific research questions. This data can either be qualitative or quantitative data

depending on what is necessary for the study. When the data is being gathered, there is no

priority given to one category over the other; all data is prioritized equally. Finally, once

all data is collected, the process of analyzing the data commences. The data is looked at

one by one; both types of data (qualitative and quantitative) are eventually mixed to get

an overall idea of the data. The second design is called Sequential Design. While the first

design focuses on the equal priority of qualitative and quantitative data, sequential data

does not. Sequential data simply focuses on the collection and analysis of quantitative

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data that is gathered. Once quantitative data is gathered, the researcher then switches their

focus on the collection of qualitative data. Once gathered, the analysis of the qualitative

data commences, and the researcher attempts to make connections. The reasoning for the

qualitative data being gathered, collected, and analyzed is in to help make sense of the

quantitative data. The last research design is called Explanatory Sequential Design. When

it comes to the Explanatory Sequential Design, this design prioritizes the gathering of

information for qualitative data. After the qualitative data has been analyzed, it switches

its focus to the collection of quantitative data. This mixed-methods design uses

qualitative data as a basis for its research then uses quantitative research to build upon the

previous qualitative data. One reason for choosing a mixed-methods approach is that

sometimes research questions may need both qualitative and quantitative data to be

answered. Another reason is the fact that it can give clarity to an explanation to

something that only used one methodology. (Mertler, 2016). Finally, it is more practical

than other research designs. (Mertler, 2016).

When it comes to differentiating between formal research and action research, we

look at a few different characteristics. In action research, the researcher attempts to find

any issues, obstacles, etc., that the researcher can attempt to fix. This kind of research

aims to help educators help each other develop strategies to overcome these obstacles.

Through this research method, educators usually want to improve and better themselves

to grow as educators. When it comes to formal research, the research done is not done by

an educator working within the school or district. Furthermore, there is a larger

significance on theoretical importance. Another difference is that more published peer-

reviewed academic journals tend to use formal research. A researcher may choose action

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research over formal because a teacher identifies an issue in their classroom, analyzes the

solution, and tries to come up with solutions while analyzing data. This reasoning also

promotes self-reflection with what these educators do. Finally, the last reason is that it

makes whatever issue the teacher is trying to fix changeable. Therefore, the educator is

able to improve in whatever aspect of their classroom they are not content with.

Action Research Design

The purpose of this study is to learn about how action research can help close

the gap between theory and practice for pre-service teachers. (Kennedy-Clark et al.

2018). Furthermore, the study is supposed to help support pre-service teachers to

continue their development of becoming a teacher. By using reflective practices and

their own knowledge, these pre-service teachers will share their experiences that

occur within their classrooms as they use action-based assessment and document

their findings. Once the study concludes, these pre-service teachers will talk about

their experiences and will be compared to see how they differ. There are three

different research questions that the researchers are attempting to answer. The first

one is finding out how action research helps support other pre-service teacher’s

ability to think about their professional practice. The second research question is

learning about the opportunities for any kind of professional development created

from action research-based reflection. The final research question is finding out

what teachers can learn from pre-service teacher experiences to help support their

professional development. (Kennedy-Clark et al., 2018).

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Summation of Research Literature

The researchers of this study used a few different studies to lay the

groundwork for their research. One of these studies was done by Mitton-Kukner

amongst other researchers. This study concluded that providing and teaching pre-

service high practical skills is interpreted as a highly fundamental component to

their curriculum. The researchers of this study have also concluded that the

limitations placed on pre-service teachers by the higher education system make it

more difficult for these new teachers to create and do their own research studies

while they are in the classroom. Because of these limitations, researchers cannot

have complete freedom when developing research questions, creating a method to

collect information, gather and analyze data, etc.

The second study that the researcher used by a researcher

called Elbow. In this study, the researchers of this study noted that when it came to

higher learning, students often score one grade. When taking this approach, one can

see an apparent disconnect between everything that higher education has taught

these students and the application of everything they had learned. Thus, the purpose

of this study done by Kennedy-Clark et al., is to determine how one may close the

gap between said theories learned in higher education and how their application in

real-life applications in schools, etc.

Method for Collecting and Analyzing Data

The method that was used to gather information was through the use of pre-

service teacher reflections. From there, a case study was developed for each of the four

pre-service teachers as it was the most appropriate. The goal of these case studies was to

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understand the decisions of the pre-service teacher. Such as, the researchers trying to

understand how action research impacted the experience of pre-service teachers who

were undergoing the professional experience. Thus, the goal of this approach study was

to see how action study research was impacted and perceived through the point of view

of a pre-service teacher.

When the data was analyzed, it was analyzed so that an in-depth analysis could be

made to understand the decisions by participants. Using the research learned from a

different study, Kennedy-Clark learned the significance of understanding the importance

of each participant self-reflecting to continue the learning process. Furthermore, from this

data, the researcher learned that the research must be relevant to the pre-service teachers

for the action research to be successful. (Kennedy-Clark, 2018). Therefore, when the

current researchers were making their study, they ensured each action research

assignment was unique to each pre-service teacher’s classroom.

Results and Conclusions

The conclusions that came out of the case studies helped provide the researchers

with an insight into how the pre-service teachers felt. When reading through the different

case files, reflective teaching is a big part of the teaching curriculum for the pre-service

teachers. Something that was found when using this research is in line with other studies

before that was used. That is that pre-service teachers need support, whether it is with

teaching or action research. A concern that was voiced by many of the new teachers was

that they felt overwhelmed at the beginning of the action research. This could be

attributed to many of the new teachers having outside commitments outside of teaching.

However, during the research, many of the new teachers were concerned with their own

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professional growth. Elaborating on this idea, these teachers were concerned mainly with

how they could become better teachers. The study, however, was beneficial to the pre-

service teachers as they continued to grow as educators and develop their research skills.

Since pre-service teachers were doing both teaching and attempting to conduct action

research, teachers were struggling. Having pre-service teachers attempt to do this would

mean that they can create a research project, gather and analyze any relevant data, and

make informed decisions based on the data collected. Therefore, the recommendation was

that there needs to be a development of pre-service teachers’ ability to use action research

and continue to develop their data literacy skills. Furthermore, there must be a greater

connection between the action-research abilities and the student’s experiences. (Kennedy-

Clark, 2018).

References

Kennedy-Clark, S. K. C., Eddles-Hirsch, K. E. H., Francis, T. F., Cummins, G. C., &

Ferantino, L. F. (2018). Developing Pre-Service Teacher Professional Capabilities

through Action Research. Australian Journal of Teacher Education, 43(9), 37–58.

https://files.eric.ed.gov/fulltext/EJ1193454.pdf

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