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ERIC Number: ED354215
Record Type: RIE
Publication Date: 1992-Dec
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Making "Hi-Tech" My Tech. Helpful Hints for Educational Practitioners on Planning & Conducting Educational Research with the Help of Technical Specialists.
Dereshiwsky, Mary I.
Educational practitioners tend to resist or avoid doing educational research primarily for two reasons: their prior experience with statistics, computers, and research design has produced insecurity and anxiety; and, they have acquired a basic misunderstanding of the nature and purpose of research. Good research should be both technically sound and practically oriented. Practitioners can develop researchable questions from their own needs and from elements in their own environment: a special population with which they deal, a procedure they are considering trying, or a problem that they want to solve. There is a common misunderstanding that real research must utilize a true experimental design; however, a qualitative research design may be more appropriate for educational settings. Examples of these designs include: comparing two or more groups with regard to some outcomes; evaluation research or impact assessment; correlational research; descriptive studies; and case studies. Words, not numbers, may be a more appropriate focus when collecting data. The data can be summarized using the matrix or table shell method. In addition, using multimethod research designs which combine quantitative and qualitative approaches to collect and analyze data can increase the internal validity or believability of findings and conclusions. When it is necessary or appropriate to utilize quantitative procedures, the research project will proceed more smoothly if the educational practitioner follows certain guidelines in working with statistics and computer specialists. (IAH)
Publication Type: Guides - General; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A