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Different types of Research
Traditional Educational Research
This is the type of research done by people in the educational field. This type of research has a large emphasis on theory rather than attempting to solve a particular and immediate problem. This type of research "is used to add information to the overall topic and add to the field of knowledge" (Mertler, 2017). Since this type of research is so generic, it able to be repeated in different educational settings and environments.
Action Research
This is the type of research that is conducted to specifically solve a problem. These types of problems are typically real-world problems that need to be solved. This research "is cylical and is used to help develop an action plan to improve a process or lesson" (Mertler, 2017), meaning that this research is ever growing and can change and mold over time as new types of information is introduced. Although it is possible for action search to be conducted in different setting, the main goal of this style of research is to be studied for educational needs.
Data Collection Methods
Quantitative Research Methods
This type of data collection looks at statistics and specific numbers. These numbers can derive from a variety of different formats such as assessment score and numerical counts, for example this type of data can be from test scores. Quantitative data analysis can break down into two distinct categories, inferential statistics and descriptive statistics. Descriptive statistics refer to the more traditional methods of looking at statistics being, mean, mode, median and standard deviation. Researchers are able to determine the value of these numbers by looking at the data collected. Inferential statistics on the other hand takes a more in depth look at the data. The main focus of this type of statistic is so determine if there were any errors in the process and testing.
Qualitative Research Methods
This type of data collection, revolves around recognizing patterns and themes within different responses or behaviors that are collected to be analyzed. This data can be collected through different means such as observations, educational documents, such as journals, and interviews. Once the data is collected then the analyzer is able to categorize the data into specific groups, however it is important to note that these groups should not be established before collecting the data, as the data should speak for itself and not be swayed by ethnocentric views. Once the data is collected and broken into specific groupings then the researcher can start looking at the data to help determine specific patterns and themes within the data, allowing the researcher to be able to summarize the data as well as come to specific conclusions.
Reflection
Through my research process I found that a good balance between quantitative and qualitative data collection is needed for efficient instructional design. When determining if my students were able to meet their learning objectives, it was vital for me to look at the number data to determine how well the students did on specific assessments. Additionally, when working in small groups and in an one-on one setting with my students it was critical to utilize the qualitative data collection method. Through interviewing my students I was able to determine which areas where confusion still existed and develop an intervention strategy to help close that learning gap for them. During ETEC 5430, my group worked on looking for equitable access to literacy, we achieved this by using the action research approach. We were able to use the research that we collected and apply it to solve the issue of finding a more equitable wya to give diverse reading options to the fourth grade students.
Artifacts
References
Cramer, L. (2015). Inequities of Intervention among Culturally and Linguistically Diverse Students. Perspectives on Urban Education, 12(1).
Darling-Aduana, J., Good, A., & Heinrich, C. J. (2019). Mapping the Inequity Implications of Help-Seeking in Online Credit-Recovery Classrooms. Teachers College Record (1970), 121(11), 1–40. https://doi.org/10.1177/016146811912101105
Gorski, P. (2016). Rethinking the Role of “Culture” in Educational Equity: From Cultural Competence to Equity Literacy. Multicultural Perspectives (Mahwah, N.J.), 18(4), 221–226. https://doi.org/10.1080/15210960.2016.1228344
Logan, S. R., Watson, D. C., Hood, Y., & Lasswell, T. A. (2016). Multicultural Inclusion of Lesbian and Gay Literature Themes in Elementary Classrooms. Equity & Excellence in Education, 49(3), 380–393. https://doi.org/10.1080/10665684.2016.1194239
Matuk, C., Hurwich, T., Spiegel, A., & Diamond, J. (2021). How Do Teachers Use Comics to Promote Engagement, Equity, and Diversity in Science Classrooms? Research in Science Education (Australasian Science Education Research Association), 51(3), 685–732. https://doi.org/10.1007/s11165-018-9814-8
Mertler, C. A. (2017). Action research: Improving Schools and Empowering Educators. Thousand Oaks, California: Sage Publications, Inc
Muhammad, G. E., & Mosley, L. T. (2021). Why We Need Identity and Equity Learning in Literacy Practices: Moving Research, Practice, and Policy Forward. Language Arts, 98(4), 189–196.
Quast, E., & Bazemore‐Bertrand, S. (2019). Exploring Economic Diversity and Inequity Through Picture Books. The Reading Teacher, 73(2), 219–222. https://doi.org/10.1002/trtr.1807
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