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Educational research: critical thinking and evidence

Regina Muna 7 questions

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  1. 1By studying educational research, students develop [blank_start]critical[blank_end] thinking skills. This allows them to ask questions regarding [blank_start]evidence[blank_end] presented. We can evaluate other elements of the studies as well, such as efforts to reduce [blank_start]bias[blank_end] or steps taken to control influence of outside variables.
    1. Acritical
    2. Bfavorable
    3. Cevidence
    4. Destimates
    5. Ebias
    6. Fproof
  2. 2All of the following are examples of a critical thinking question in educational research, except _______?
    1. AWere study participants purposefully selected or outside volunteers?
    2. BWhere was the study conducted?
    3. CWas this study conducted as an experiment?
    4. DHow were participants assigned to observation groups?
  3. 3Consider the following scenario and select an answer which best fits the situation.

    You are a consultant working at a company specializing in the creation and enhancement of professional development programs centered on technology integration into K-12 classrooms of the Southeastern United States. These programs can include tutorials on innovative software, instructional guidance for adjusting curriculum plans, or demonstrations of a newly adopted classroom tool such as a SmartBoard. As part of your position, you are required to research existing programs and utilize all resources available to the different clients and institutions to create programs best suited to the needs of both instructors and students.

    Your company has asked you to investigate available Special Interest Groups within the American Educational Research Association to determine which, if any, could provide essential support and relevant resources to aid in your work. Taking into consideration your goals, needs and position, read the description of the following three SIGs and select the one which is best suited to your company.
    1. AInstructional Technology (SIG #52) Purpose: To encourage, promote, and support research on the design and development of instruction and the computer-based, electronic, and non-electronic media technologies that are used for its delivery. Base: The University of Memphis, Memphis, TN
    2. BTechnology as an Agent of Change in Teaching and Learning (SIG #151) Purpose: TACTL promotes the development and evaluation of preservice and inservice programs intended to transform teacher education, to prepare technology-proficient educators to meet 21st century learners' needs. Base: Oregon State University, Corvallis, OR
    3. CTechnology, Instruction, Cognition and Learning (SIG #119) Purpose: TICL focuses on theoretical foundations, fundamental research and technical advances at the intersection of four disciplines: Technology, Instruction, Cognition & Learning (TICL). TICL also publishes TICL, an interdisciplinary international journal, which publishes many of the presentations at annual TICL sessions. Base: Open Universities Australia, Newport, Australia
  4. 4Read the following three abstracts and answer the questions regarding purpose of study, research methods used and major results.

    I. The Development of a Goal to Become a Teacher, by Paul A. Schutz (University of Georgia), Kristen C. Croder (University of Georgia), and Victoria E. White (University of North Carolina at Greensboro), 2001, from Journal of Educational Psychology, 93(2), pp. 299–308.

    The purpose of this project was to investigate how the goal of becoming a teacher emerges. The study used interviews to develop goal histories for 8 preservice teachers. There tended to be 4 sources of influence for their goal to become a teacher: (a) family influences, (b) teacher influences, (c) peer influences, and (d) teaching experiences. The categories developed from the interviews to describe the types of influences those sources provided were (a) suggesting that the person become a teacher, (b) encouraging the person to become a teacher, (c) modeling teacher behavior, (d) exposing the person to teaching experiences, and (e) discouraging the person from becoming a teacher. In addition, influ­ences such as critical incidents, emotions, and social-historical factors, such as the status and pay of teachers, were prominent in the goal histories of the participants. Finally, the results of the study are discussed within the context of goals and self-directed behavior.

    Which of the following best describes the study’s purpose?
    1. AInvestigate how teachers decide on what grade to teach.
    2. BInvestigate how teachers develop the goal of becoming a teacher.
    3. CInvestigate how teachers pass certification exams.
  5. 5Read the following three abstracts and answer the questions regarding purpose of study, research methods used and major results.

    I. The Development of a Goal to Become a Teacher, by Paul A. Schutz (University of Georgia), Kristen C. Croder (University of Georgia), and Victoria E. White (University of North Carolina at Greensboro), 2001, from Journal of Educational Psychology, 93(2), pp. 299–308.

    The purpose of this project was to investigate how the goal of becoming a teacher emerges. The study used interviews to develop goal histories for 8 preservice teachers. There tended to be 4 sources of influence for their goal to become a teacher: (a) family influences, (b) teacher influences, (c) peer influences, and (d) teaching experiences. The categories developed from the interviews to describe the types of influences those sources provided were (a) suggesting that the person become a teacher, (b) encouraging the person to become a teacher, (c) modeling teacher behavior, (d) exposing the person to teaching experiences, and (e) discouraging the person from becoming a teacher. In addition, influ­ences such as critical incidents, emotions, and social-historical factors, such as the status and pay of teachers, were prominent in the goal histories of the participants. Finally, the results of the study are discussed within the context of goals and self-directed behavior.

    2. What research method was used to gather participants' goal histories?
    1. ASurvey of 8 tenured professors.
    2. BInterviews with 8 high school students.
    3. CInterviews with 8 preservice teachers.
  6. 6Read the following three abstracts and answer the questions regarding purpose of study, research methods used and major results.

    I. The Development of a Goal to Become a Teacher, by Paul A. Schutz (University of Georgia), Kristen C. Croder (University of Georgia), and Victoria E. White (University of North Carolina at Greensboro), 2001, from Journal of Educational Psychology, 93(2), pp. 299–308.

    The purpose of this project was to investigate how the goal of becoming a teacher emerges. The study used interviews to develop goal histories for 8 preservice teachers. There tended to be 4 sources of influence for their goal to become a teacher: (a) family influences, (b) teacher influences, (c) peer influences, and (d) teaching experiences. The categories developed from the interviews to describe the types of influences those sources provided were (a) suggesting that the person become a teacher, (b) encouraging the person to become a teacher, (c) modeling teacher behavior, (d) exposing the person to teaching experiences, and (e) discouraging the person from becoming a teacher. In addition, influ­ences such as critical incidents, emotions, and social-historical factors, such as the status and pay of teachers, were prominent in the goal histories of the participants. Finally, the results of the study are discussed within the context of goals and self-directed behavior.

    Identify whether each item was considered a significant influence on participants’ goal histories:

    - Neighborhoods surrounding schools
    1. ASignificant influence
    2. BNot a significant influence
  7. 7Read the following three abstracts and answer the questions regarding purpose of study, research methods used and major results.

    I. The Development of a Goal to Become a Teacher, by Paul A. Schutz (University of Georgia), Kristen C. Croder (University of Georgia), and Victoria E. White (University of North Carolina at Greensboro), 2001, from Journal of Educational Psychology, 93(2), pp. 299–308.

    The purpose of this project was to investigate how the goal of becoming a teacher emerges. The study used interviews to develop goal histories for 8 preservice teachers. There tended to be 4 sources of influence for their goal to become a teacher: (a) family influences, (b) teacher influences, (c) peer influences, and (d) teaching experiences. The categories developed from the interviews to describe the types of influences those sources provided were (a) suggesting that the person become a teacher, (b) encouraging the person to become a teacher, (c) modeling teacher behavior, (d) exposing the person to teaching experiences, and (e) discouraging the person from becoming a teacher. In addition, influ­ences such as critical incidents, emotions, and social-historical factors, such as the status and pay of teachers, were prominent in the goal histories of the participants. Finally, the results of the study are discussed within the context of goals and self-directed behavior.

    - Pay and Status of Teachers
    1. ASignificant influence
    2. BNot a significant influence

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Quiz on Untitled, created by Regina Muna on 07/04/2017.
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