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Overview of Module 10
Notes
Education Research and Development Seven
Steps of the Research and Development (R&D) Cycle
Planning Development of Prelimainry Form of Product Main Field testing
What it looks like --
2) Targeted behavior(s) must be defined clearly so that anyone seeing it would agree on the label given to it. Ex: What is "out of seat"? When the child's posterior no longer has contact with the seat of the chair? When the child steps away from the chair? How far away before it is "out of seat"? 3) Reliability checks on the observations made by the experimenter(s). It is best to use multiple observers and to calculate a rate of agreement periodically. 4) Multiple observations at different times of the day of the behavior(s) targeted for change. 5) Description of treatment in enough detail for replication. 6) Replication of treatment effects in the experiment. The experiment should be repeated to increase confidence in the findings.
2) inform the subject (this is what I will reward); this is not absolutely necessary, but it should decrease the time needed for an effect to occur 3) gather data during treatment 4) stop treatment; gather data; similar to post test; determines if there is a "lasting" effect 5) repeat steps 3 and 4 at least once Types of Analysis --
2) inferential statistics (pooling both
baselines and both treatment times and using a T-test)
Best answer to external validity question -- Replication of study Compare this with Case Study as we studied in Module 5.
Conducted in schools by practitioners (teachers, administrators, students). Data to be gathered include --
2. anecdotal notes 3. recordings of performances 4. etc. [endless list of possibilities] Data can be gathered before, during, or after teaching. Data can be analyzed quantitatively or qualitatively ; you can ask someone from the university or your county office for assistance. To share the information --
2. informal conversation 3. faculty meetings 4. etc. [endless possibilities] Educational Research and Development
R & D is a process used to develop and validate educational products. These products may include: textbooks, films, software, methods, and programs. It does not include the development of curriculum or instructional technology, because curriculum development and instructional technology employ different methods for their development. While the goal of basic and applied research is to discover new knowledge, the goal of R & D is the development of a product. In this way, R & D can bridge the gap between research and practice. In addition, R & D increases the potential impact of basic and applied research findings upon school practice by translating them into usable educational products Two deficiencies of basic and applied research as strategies for developing educational products: (1) the products are developed and refined only to the point where they can be used to test the researcher=s hypotheses and (2) the tests are made in settings that do not reflect actual school conditions. R & D requires greater refinement of products and repeated field tests of the product in classrooms. Seven Steps of the R & D Cycle
2. Is the state of the art sufficiently advanced that there is a reasonable probability that a successful product can be built? 3. Are personnel available who have the skills, knowledge, and experience necessary to build the product? 4. Can the product be developed within a reasonable period of time? B. review of the literature (3 purposes)
2. determine the state of knowledge in the area of interest 3. determine if and how this knowledge can be applied to the planned product D. preparation of report on state of
the art
B. state and sequence objectives (most
important part of planning)
2. provides basis for field testing and revisions C. identifying learning activities D. small-scale feasibility testing (estimation of money, personnel, time) III. Develop preliminary form of product
B. develop evaluation instruments to include feedback from users IV. Preliminary field testing
B. collect initial qualitative evaluation (use interviews, observations, questionnaires) C. revise product based on analysis of qualitative data V. Main field testing
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Readings
Suggested References --
Borg, W.R., & Gall, M.D. (1989). Educational research: An introduction (5th ed.). NY: Longman. |
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