ERIC Number: ED322172
Record Type: RIE
Publication Date: 1986
Using, Abusing, and Assessing Research: A Guide for Teachers.
Campbell, Patricia B.
This pamphlet describes the role of teachers in assessing the quality and utility of research. Research is the backbone of educational theory and practice, forming the basis of what is taught and how it is taught. It is important that teachers remember that: not all research is done well; abstracts and newspaper/magazine reports about research do not contain enough information to allow research to be evaluated; and biases and stereotypic ideas can affect research and results. Bias may be more subtle today than in the past, but a look at current research reveals that biases about women and people of color still influence researchers. Research done with males is often applied to females; research done with whites is often applied to people of color. Myths about research and ways teachers can overcome these myths are outlined. In evaluating research, the teacher must ask if: (1) the opinions or biases of the researchers are evident; (2) the researchers use different terms depending on the race and sex of those being studied; (3) the study describes who is being studied; (4) the tests are fair; (5) the results are overgeneralized; (6) similarities and differences of members of the study population are reported; and (7) the conclusions have more to do with the researchers' expectations than with the research results. Suggestions for reducing bias in the literature are provided. (SLD)
Descriptors: Data Interpretation, Educational Research, Elementary Secondary Education, Ethnic Stereotypes, Evaluation Utilization, Guidelines, Minority Groups, Research Design, Research Methodology, Research Problems, Research Utilization, Sex Differences, Sex Stereotypes, Social Bias, Teacher Role
Women's Educational Equity Act Publishing Center, Education Development Center, 55 Chapel Street, Newton, MA 02160.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Women's Educational Equity Act Program (ED), Washington, DC.
Note: For related documents, see TM 015 304-308.