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1 Lecture 1 Educational Research Design Fang Chen East China Normal University

2 PART I: INTRODUCTION 2015/10/6 2

3 General characteristics of educational research 1. Empirical 2. Systematic 3. Valid 4. Reliable 5. Variety of forms 2015/10/6 3

4 Figure 1.2: Validity vs. reliability 2015/10/6 4

5 5. Variety of forms Classification of educational research Basic vs. applied research Extension of knowledge vs. immediate practical problem Qualitative vs. quantitative Words vs. numbers General methods of research 2015/10/6 5

6 Some Terminologies Theory/hypothesis 理论 / 假设 Substantive and statistical hypothesis Variables Independent variable 自变量 Dependent variable 因变量 Research design 研究设计 Literature review guides you on all the above-mentioned points. 2015/10/6 6

7 PART II:RESEARCH METHODS 2015/10/6 7

8 1. Experimental research design 2. Quasi-experimental research design 3. Survey methodology 4. Historical research 5. Ethnographic research 6. Delphi method 2015/10/6 8

9 1. Experimental research design 1 Posttest-Only Control Group Design: 后测控制组 2 Pretest-Posttest Control Group Design: 前测后测控制组 3 Solomon Four-Group Design: 所罗门四组 4 Factorial Designs: 多因素设计 5 Repeated Measures Design: 重复测量 6 Time-series Design: 时间序列 2015/10/6 9

10 2. Quasi-experimental research design We cannot control anything but we still want to answer a set of research questions. A. EX post facto Research B. Survey Research 2015/10/6 10

11 Ex post facto research design 1 Posttest-Only, Nonequivalent control group design 2 Pretest-Posttest, Nonequivalent control group design 3 Time Series design 4 Single-subject designs 5 Action research 2015/10/6 11

12 Lucky you Possible issues: a. if pretest scores are different across groups? b. This design makes the basic assumption that the pre and post tests are equivalent. What if they are not? Define subgroups based on the scores and build the subgroup factor into research design. Statistical control. 2015/10/6 12

13 3 Time series design a) Single group time series design G1 O1 O2 O3 X O4 O5 b) Multiple group time series design G1 O1 O2 O3 X O4 O5 G2 O1 O2 O3 O4 O5 2015/10/6 13

14 4 Single-subject design Typically a repeated-measure design. Single Subject Design a) A-B Design b) A-B-A Design 2015/10/6 14

15 5 Action research Sounds qualitative but nothing prevents it from using quantitative measures. The key thing is that it is design to solve an immediate and local issue. Generalizability is not a concern. 2015/10/6 15

16 QUANTITATIVE AND/OR QUALITATIVE 3.SURVEY METHODOLOGY 调研法 2015/10/6 16

17 Survey as a research method 1. Longitudinal-(Given Multiple Times) a) Trend Study b) Cohort Study c) Panel Study 2. Cross-Sectional Design- (Given Once) 2015/10/6 17

18 Total survey design Total survey design: Quality of the sample : the frame, the size, the design, and the response rate Quality of the questions as measures Quality of data collection: especially the use of effective interviewer training and supervising procedures 2015/10/6 18

19 Inference and errors Characteristics of Population Generalizability Issue: Who answered the questions? Sample of population members who answer questions Answers respondents give Validity Issue: How well are the answers? 2015/10/6 19

20 Nonresponse What? Why? Selection framework Question quality: 3 rd lecture Interviewer quality How to reduce? Access: flexible, multi-mode Cooperation 2015/10/6 20

21 Historical Ethnographic Delphi method QUALITATIVE RESEARCH IN GENERAL 2015/10/6 21

22 5 basic descriptors as the underlying epistemology of qualitative research. 1 Holistic 2 Natural Settings 3 Perceptions are Important 4 Favor Post Hoc conclusions 5 Phenomena are loosely modeled 2015/10/6 22

23 Reliability Quantitative research 定量 External reliability Can replicate the study Internal reliability Based on the internal constancy of experiment Qualitative research 定性 External reliability: specific to natural settings, but can make a persuasive argument so that the reader can evaluate whether it can be replicated Internal reliability: Typically, there are observations from multiple observers so can compare the agreement rates or the agreement of conclusions. Interrater reliability 2015/10/6 23

24 Validity Quantitative research 定量 External validity Generalizability Internal validity Can make a reasonable conclusion Qualitative research 定性 External validity: Comparability or translatability of the research Not a concern for the researcher Internal validity: Can the data provide a conclusion that still apply? Cross-validation 2015/10/6 24

25 Qualitative method 4. HISTORICAL RESEARCH 历史研究 2015/10/6 25

26 ETHNOGRAPHIC RESEARCH 人种志研究 2015/10/6 26

27 The process The process of ethnographic research is an integrated process in which procedures are conducted concurrently. 1 Identify the Phenomena to be studied: What? 2 Identify Subjects: Who? 3 Hypotheses: What? 4 Data Collection: How? 5 Analysis: How and what? 6 Drawing Conclusions: How and why? 2015/10/6 27

28 From data to hypothesis Field notes example 2015/10/6 28

29 Triangulation. 2015/10/6 29

30 Good for policy-related research DELPHI METHOD 德尔菲法 2015/10/6 30

31 Groupthink tends to occur when a group strive to reach consensus despite organizational flaws, combined with a high degree of homogeneity of member's social background and ideology. Extreme pressure or stress exacerbates the situation! Historical lessons from: 2015/10/6 31

32 8 Symptoms of group think 1. Illusions of invulnerability : 2. Ignoring warnings 3. Unquestioned belief 4. Stereotyping 5. Direct pressure to conform. 6. Self censorship 7. Illusions of unanimity: 8. Mindguards 2015/10/6 32

33 Summary for today Research category Validity and reliability Experimental and quasi-experimental research design Typical qualitative research methods Next: Quantitative models and modeling: General approaches and examples in language-related research Data collection methods for language-related research 2015/10/6 33

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