Group+C



**__Group C - EDTC615 - Wiki Project__**

**Alyson Cov****ino**

** Experimental Group ** “Group being treated, or otherwise manipulated for the sake of the experiment” (615 glossary week 8/9). When engaging in educational research there are two primary groups that a person would want to use; this is the control group, which would have set limits and boundaries and the experimental group, which has changing variables. If my students were to conduct research to learn the effects that music has on study habits, my students would use these two base groups. They would keep measurable activities the same (length of time studied, material studied, etc.,) but the changing variable for the experimental group would be the fact that the experimental group would listen to various types of music for the entire length of the study whereas the control group would focus solely on studying and not have the distraction of music. By using experimental groups researchers are more likely to get a true effect of variables in the control group. (Experiment, 2008)

Experiment Resources (2008). //Experimental research//. Retrieved July 17, 2011 from Experiment Resources: @http://www.experiment-resources.com/experimental-research.html

**Focus Groups** “Small number of people (usually between 4 and 15) brought together with a moderator to discuss and produce qualitative data about a particular topic (Business dictionary)” (615 glossary). Focus groups have been described as a “carefully planned discussion designed to obtain perceptions on a defined area of interest in a permissive, non-threatening environment” (Krueger, 1994) Massey’s research has found that focus groups are an effective way to obtain a diverse range of information. (Massey, 2011) This can easily be applied to a classroom when teaching students how to obtain data in regards to a specific topic. Students can learn to use focus groups as part of broader research when engaging in their studies. When my students are studying the effects that various genres of music have on people, my students will be able to use focus groups to obtain more data on a specific genre of music and be able to include that with their report and ultimately enhance their research.

Krueger, R.A. (1994). //Focus groups: A practical guide for applied research//. Thousand Oaks: Sage Publications.

Massey, O. T. (2011). A proposed model for the analysis and interpretation of focus groups in evaluation research. //Evaluation & Program Planning//, 34(1), 21-28. doi:10.1016/j.evalprogplan.2010.06.003

**Non-experimental research** – “Causal-comparative research where one seeks to observe or identify natural causes and non-manipulated causes to determine the effect relationships” (615 glossary). Over the last few years, attention in the education community has turned to the need for evidenced-based research, particularly educational policies and interventions that are dependant on scientifically based research. The emphasis on scientifically based research in education has led to a corresponding increase in studies designed to provide strong warrants for causal claims. (Kaplan, 2010) Not all research must have controlled variables in order to be effective. Students and researchers can easily and effectively use natural observation in order to obtain useful and accurate data by engaging in research that is not altered by use of changing variables, but rather on the natural environments and situations that directly relate to their research.

Kaplan, D., & Society for Research on Educational Effectiveness (2010). A bayesian perspective on methodologies for drawing causal inferences in experimental and non-experimental settings. //Society for Research on Educational Effectiveness//, Retrieved from EBSCO//host//.

**Dianne Di****ehl**


 * Action Research: ** “Systematic inquiry, with the collaboration of those affected by the issue being studied, for purposes of education and taking action or effecting change” (615 glossary). Niven & Meyer (2007) feel that effective action research involves employing a cyclical approach of planning, taking action, observing, evaluating, and then critically reflecting before planning the next cycle. This approach facilitates growth and can effect beneficial changes in the test subjects’ practices and products, as well informing the researchers’ pedagogical proficiency. Action research will help inform my teaching methods as I endeavor to intuit a correlation between critical thinking skills and exposure to classic prose via literature circles in my classroom. My students will benefit from frequent exposure to academic peer discussions, while my action research will enable me to discern best how to adapt and structure instruction to best fit their maturing intellectual needs.

Niven, P., & Meyer, B. (2007). Understanding the impact that principled formative feedback has on first year students writing: Is it useable or not?: An action research project. //International Journal of Learning//, 14(8), 13-22. Retrieved from EBSCO//host//.


 * Inference **: “An assumption or conclusion that is rationally and logically made, based on the given facts or circumstances” (615 glossary). Popham (2011) asserts that teachers can aggregate individual student scores on achievement tests to arrive at group-focused inferences that will inform their instruction; a practice that could likewise inform my own instruction in the classroom. My students will similarly practice inferencing skills when they make assumptions while engaged in reading literature or viewing films/videos. Inferencing helps develop critical thinking skills that are vital for promoting inquiry and comprehension. Additionally, inferencing skills help facilitate the interpretation of the contextual climate and social clues which are present within a student’s real-life experience both in my classroom and beyond.

Popham, W.J. (2011). //Classroom assessment: What teachers need to know//. Boston: Pearson Education.


 * <span style="font-family: 'Georgia','serif';">Participant **<span style="font-family: 'Georgia','serif';">: “A person that has agreed to be involved in a survey, focus group, or study. Can also be referred to as a subject, unit, experimental unit, unit of analysis, or respondent” (615 glossary). Plaut (2009) contends that practicing active classroom participation develops ways of thinking, making meaning, and integrating knowledge to inform strong communication skills. My students are participants in dynamic classroom discussions that focus on broadening their perspectives while encouraging self-reflection and sustained inquiry. Relating evocative literary themes and context to their own life experiences allows them to participate in social dialogue that serves to expound upon communal understandings and invite meaningful, edifying commentary from multiple cultural viewpoints. As the classroom teacher, I too am a participant on this educational journey to a greater appreciation of complex sociological and personal discovery.

<span style="font-family: 'Georgia','serif';">Plaut, S. (2009). //The Right to Literacy in Secondary Schools: Creating a Culture of Thinking//. New York: Teachers College.

<span style="color: #774d0d; display: block; font-family: Georgia,serif; font-size: 170%; text-align: center;">**David G****ebler**


 * <span style="font-family: 'Georgia','serif';">Standard-referenced Test: **<span style="font-family: 'Georgia','serif';">is a test given to determine the level of educationally established content standards a student has acquired. An SRT is prepared with the intention of making questions, scoring, administering, and interpretations straightforward and precise; this consistency provides the assumption that SRTs are more balanced and fair to measure student ability. The center of much controversy, SRTs have become a large part of the educational process in the United States as reform and projects for academic improvement across all demographics have been on the rise. As for educational research, SRTs are implemented as well as studied in attempts to understand or come to conclusions about student progress at the national level. For my own classroom, it is important to remember that not all SRTs are high demand, state level administered tests; if I want to know if my students have acquired a basic content standard that I have given them, creating my own SRT can give me the ability to determine if I have been successful. It is important to remember that no matter how precise an SRT is created or administered results are always under the scrutiny of interpretation.

<span style="color: #000000; font-family: 'Georgia','serif';">Bracey, B.W. (2006). //<span style="font-family: 'Georgia','serif';">Reading educational research: how to avoid getting statistically snookered //. Portsmouth, NH: Heinemann

<span style="font-family: 'Georgia','serif';"> **<span style="font-family: 'Georgia','serif';">Biased Sample: ** a biased sample is when individuals from a targeted population are less likely than others to be selected for sampling in a research/experiment. The intention of this selection process is to test or sample from a smaller number of participants and to attribute results to the population as a whole; this inevitably saves time and makes certain ambitious research projects plausible to conduct. When conducting tests, a biased sample must be noted as results can be flawed if conclusions are attributed to anything beyond the sampling group. In educational research, this kind of sample is collected quite regularly as the likelihood of attaining permission to conduct field research decreases when the number of participants goes up, not to mention the amount of time and money that can be saved from using a biased sample. In my own practice, if I conduct action research, I have to be aware if I am selecting students/participants using a random, selected, or biased sample. Understanding the difference between these methods is vital as far as determining the validity of results from an experiment or research.

<span style="color: #000000; font-family: 'Georgia','serif';">Bracey, B.W. (2006). //<span style="font-family: 'Georgia','serif';">Reading educational research: how to avoid getting statistically snookered //. Portsmouth, NH: Heinemann

<span style="font-family: 'Georgia','serif';"> **<span style="font-family: 'Georgia','serif';">Heuristics: ** A method in which logical or experience based decisions are made towards attaining a solution without necessarily knowing the effects or resulting factors. The word is derived from the Greek verb ‘heuriskein’ meaning “to find”. Kinds of heuristic methods include educational guess, common sense, plug and play, and trial and error. Generally, this kind of strategy is used when there is not enough time to research or find a more concrete solution. In the classroom, I believe I will have to use this quite frequently. As educators, time is one of our most important resources. If there is an issue in the classroom, whether it is behavioral or educational, I will make an intuitive decision towards remedying the problem. The best example I can think of would be arranged seating; if I separate a group of vocal students to new locations, I cannot be completely sure that this will fix the problem. However, moving a student to an area where there are less disruptive students is a logically sound decision.

<span style="color: #000000; font-family: 'Georgia','serif';">Groner, M., Groner, R., & Bischof, W.F. (1983). //<span style="font-family: 'Georgia','serif';">Methods of heuristics // (Adobe), Retrieved from citeseerx.ist.psu.edu

<span style="color: #774d0d; display: block; font-family: Georgia,serif; font-size: 170%; text-align: center;">**Nan****cy Ta**

<span style="font-family: Georgia,serif;">**Conclusions:** “A final part of the writing that restates the thesis, analyze and evaluates the main points, considers consequences, shortcomings, general implications, recommendations and manifests the value of the research’s main ideas” (615 glossary). It is a summary of the research being conducted and the results of the experiment. The questions to the research are answered and show whether the data supported the original hypothesis. Students in the classroom can learn by asking questions and exploring different options to reach a conclusion in a lesson in the classroom. The evaluation of possible ways to use their problem-solving skills will help them to reach a conclusion and find the best way to answer a question. Gray asserts, “In such a classroom, the teacher provides students with experiences that allow them to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine, and invent. The teacher's role is to facilitate this process” (Gray, n.d.). It allows students to be more interactive and making meaningful inquiry to reach an understanding to the content. Students are able to explore variant interpretations and promoting response-centered approaches to learning.

<span style="font-family: Georgia,serif;">Gray, A. (n.d.). Constructivist teaching and learning. SSTA Research Centre Report, 97(7), p1-25. Retrieved July 19, 2011, from http://saskschoolboards.ca/research/instruction/97-07.htm

<span style="font-family: Georgia,serif;">**Correlations: “**A causal, complementary, parallel, or reciprocal relationship, especially a structural, functional, or qualitative correspondence between two comparable entities” (615 glossary). It is the strength and degree to which two subjects are related and the certainty with which anyone can establish a casual relationship. Rose states, “Correlation is understood to be a measure of co-variation without any implications of a causal relationship. It is a step to the direction of causal explanation. It is thought to be similar to holding factors constant in a physical experiment” (Rose, 2009). Students can use the concept of correlation to create questions to find the relationship between a subject matter and the outcome. The students in my class can learn to establish outside knowledge through observing cause and effects. Students can use background knowledge to find the cause and effect of problems. The skill can be used to find connections between a certain subject and how the relationship is used to achieve learning objectives.

<span style="font-family: Georgia,serif;">Rose, A.M. (2009). A weakness of partial correlation in sociological studies. //American Sociological Review//, 14(4), p536-539. Retrieved July 19, 2011, from EBSCOhost database.

<span style="font-family: Georgia,serif;">**Document Analysis:** “Systematic, critical examination of instructional documents (syllabi, assignments, lecture notes, course evaluation results) in order to identify instructional needs and challenges and describe an instructional activity” (615 glossary). It includes the process of gathering information used in a formal description and studying the content and the structure of the documents. The process of analysis involves, “identifying and naming the components of some class of documents, specifying their interrelationships and naming their properties” (Hutchins, 2007). Students can utilize document analysis by carefully reading through the reading materials they are provided with. The process is to allow the identification of important subject matter that is included in their readings. It forces students to clarify their engagement and interests in the reading to search for the important information. Through the process of careful analysis students can learn to identify the important vocabulary that is critical to their learning.

<span style="font-family: Georgia,serif;">Hutchins, W.J. (2007). On the problem of ‘aboutness’ in document analysis. //Journal of Informatics//, 1(1), p17-35. Retrieved July 19, 2011, from EBSCOhost database.