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Showing 1 to 15 of 29 results Save | Export
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Anderson, Terry; Shattuck, Julie – Educational Researcher, 2012
Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge the chasm between research and practice in formal education. In this article, the authors review the characteristics of DBR and analyze the five most cited DBR articles from each year of this…
Descriptors: Evidence, Research Methodology, Educational Research, Research Design
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Dudley-Marling, Curt – Learning Disability Quarterly, 2011
The dominant approach to research in learning disabilities utilizes experimental and quasi-experimental designs to identify the most effective instructional strategies for students with learning disabilities. Research is always undertaken from a point of view, yet the discourse on "what works?" is generally silent on how theoretical frameworks…
Descriptors: Educational Strategies, Quasiexperimental Design, Language Research, Learning Disabilities
Fraenkel, Jack R.; Wallen, Norman E. – 1988
Social studies research has been criticized for sampling bias, inappropriate methodologies, incorrect or inappropriate use of statistics, weak or ill-defined treatments, and lack of replication and/or longitudinal follow-up. In an effort to ascertain whether past criticisms were true of current research as well, a review was conducted of 118…
Descriptors: Classroom Research, Educational Research, Evaluation, Research Design
Fox, Ronald; Peck, Robert F. – 1981
The development of the between-class, within-class analysis has facilitated a more refined analysis of classroom processes and influences: those which affect a class as a whole, a student within a class, or an individual student independent of context. However, a problem arises in using a between-class, within-class analysis to infer a particular…
Descriptors: Classroom Environment, Classroom Research, Context Effect, Models
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Levin, Joel R. – Mid-Western Educational Researcher, 1992
Discusses common beliefs and flaws in classroom research. Distinguishes among three kinds of empirical educational investigations. Suggests research designs which are considered to be sensible, selective, sound, sensitive, and simple. Describes designs using multiple classrooms for instructional-intervention experiments. (KS)
Descriptors: Classroom Research, Elementary Secondary Education, Research Design, Research Methodology
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Shaver, James P. – Social Education, 1979
Discusses and explains experimental validity, including both internal and external validity, in terms that a classroom teacher can understand and use in his own research. (CK)
Descriptors: Classroom Research, Educational Research, Elementary Secondary Education, Research Design
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Simpson, Stephen N. – Educational Evaluation and Policy Analysis, 1980
Glass and Smith's (EJ 207 324) conclusion supporting small class size may be true, but it is not supported by their evidence. Their analysis does not recognize intervening factors and varying class sizes. (CP)
Descriptors: Academic Achievement, Class Size, Classroom Research, Elementary Secondary Education
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Gage, N. L.; Needels, Margaret C. – Elementary School Journal, 1989
Reviews the conceptualization, methodology, productivity, interpretation, and application of teaching research which focuses on the relation between classroom processes (teaching) and products (what students learn). (DE)
Descriptors: Academic Achievement, Classroom Research, Research Design, Research Methodology
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Fisher, Charles W.; Berliner, David C. – Journal of Teacher Education, 1979
The clinical inquiry approach to classroom research is seen as a desirable alternative to traditional educational research methods. (LH)
Descriptors: Classroom Research, Educational Research, Elementary Education, Ethics
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Page, Ellis Batten – Psychology in the Schools, 1975
Classroom research is caught between lack of rigor and lack of richness. When multiple classrooms are used, and when the performance of different groups or levels of students is regarded as "repeated measures" (or split plots) and analyzed accordingly, much of the descriptive richness of the interactions may be regained. (Author)
Descriptors: Classroom Environment, Classroom Observation Techniques, Classroom Research, Interaction Process Analysis
Schutz, Richard E. – 1968
The problems of conducting research in schools are discussed. Solutions to social psychological problems are suggested, and an improved design for research is recommended. Clearer definition of terminology is recommended to avoid the confusion that can result from ambiguous terms. A research design should be adaptable to the administrative and…
Descriptors: Classroom Research, Educational Practices, Educational Research, Interpersonal Relationship
Cronbach, Lee J. – 1974
This interim report is concerned with the analysis of educational experiments and quasiexperiments where alternative teaching methods are applied to intact classes or where alternative programs are set up in samples of schools or communities. Generally, such studies have used the class, the school, or the community as the unit of sampling with the…
Descriptors: Analysis of Variance, Classroom Research, Educational Research, Multiple Regression Analysis
Crawford, John; And Others – 1977
A number of potential threats to internal validity in true experiments are discussed. Programmatic research efforts proceeding from established correlational findings to experiments employing random assignment are described and used as referents in discussions of validity considerations. The collection of observational data is recommended for use…
Descriptors: Classroom Research, Control Groups, Data Analysis, Educational Experiments
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Griffin, Gary A. – Anthropology and Education Quarterly, 1977
Responds to papers in this Quarterly by Colley and Smith. (JM)
Descriptors: Classroom Research, Educational Research, Evaluation Methods, Humanistic Education
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Harwood, Doug – British Educational Research Journal, 1991
Responds to Barry Hutchinson's views of Active Tutoring Work. Says Hutchinson's assumption that teachers are not policy makers is in error. Discusses problems in the teacher-researcher, action research model. Challenges the notion that Hutchinson's research impedes communication between teachers and researchers. (NL)
Descriptors: Class Activities, Classroom Research, Debate, Educational Research
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