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ERIC Number: ED012256
Record Type: RIE
Publication Date: 1967-Feb-17
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A THEORETICAL MODEL FOR RESEARCH IN EDUCATION.
ARMSTRONG, JENNY R.
THE FAILURE OF EDUCATIONAL RESEARCH TO CONTRIBUTE LARGE CONSISTENT BODIES OF KNOWLEDGE ABOUT THE EDUCATIONAL PROCESS HAS BEEN DUE TO FIVE MAJOR FACTORS--(1) FAULTY EXPERIMENTAL DESIGN, (2) FAILURE TO CONSIDER ALL OF THE MAJOR INPUT ELEMENTS OF THE EDUCATIONAL PROCESS, (3) FAILURE TO MAKE MEANINGFUL COMPARISONS (FOR EXAMPLE THE CONTROL GROUP IS NOT AN APPROPRIATE CONTROL FOR THE TREATMENT VARIABLE), (4) CONFOUNDING OF VARIABLES, (FOR EXAMPLE DEDUCTIVE APPROACH WITH CONCRETE MATERIALS AS OPPOSED TO INDUCTIVE APPROACH WITHOUT CONCRETE MATERIALS), AND (5) FAILURE TO RESEARCH OVERLAP BETWEEN HIGHER ORDER INPUT AND OUTPUT VARIABLES. TO COMBAT THESE FAILURES A THEORECTICAL MODEL FOR RESEARCH WHICH DETAILS THE FOUR MAJOR INPUT ELEMENTS (CURRICULUM, INSTRUCTION, TEACHER, AND LEARNER) AND OUTPUT (LEARNING) ELEMENTS OF THE EDUCATIONAL PROCESS IS PRESENTED. IN ADDITION, A GENERAL DESIGN AND LAYOUT FOR CLASSROOM RESEARCH WHICH INVOLVES (1) A STRATIFIED RANDOM SAMPLING OF BOTH TEACHER AND PUPIL POPULATIONS, (2) THE RANDOM ASSIGNING OF TEACHERS AND PUPILS TO THE FOUR ELEMENTS, AND (3) THE DESIGNATION OF SOME PHASE OF LEARNING AS THE DEPENDENT VARIABLE IS BRIEFLY OUTLINED. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (NEW YORK, FEBRUARY 17, 1967). (LC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: New York (New York)