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EDUC 500: Introduction to Educational Research

EDUC 500: Introduction to Educational Research. Dr. Stephen Petrina Dr. Franc Feng Department of Curriculum Studies University of British Columbia. EDUC 500. Methods, procedures, concerns Instruments - interview, scale, questionnaire

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EDUC 500: Introduction to Educational Research

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  1. EDUC 500: Introduction to Educational Research Dr. Stephen Petrina Dr. Franc Feng Department of Curriculum Studies University of British Columbia

  2. EDUC 500 • Methods, procedures, concerns • Instruments - interview, scale, questionnaire • research objectives - identifying sample- reminder quantitative methods keys to questions (“what” rather than “why”) • Population for inclusion in study- people, events, objects, sampling related to choices of perspectives, approaches, ethics • Criteria for sampling- related to research objectives, understanding of phenomena, practical constraints • Proxies: attributes, constructs, operationalization, rationale for focus

  3. EDUC 500 • Diversity: Homogeneity vs. heterogeneity, Invariant/relative: blood (Palys, 2003), people Krech, Crutchfield & Ballachey, 1962), classrooms Denzin & Lincoln (1994) • Representativeness, adequateness, intact, variability, influenced by socialization, norming, “common sense”, social construction • Skinner box: rat in a maze, operant conditioning- perhaps facile, consistent with deductive scientific worldview (invariant example)

  4. EDUC 500 • Deductive model - Research in which theory is driven by a priori underlying assumptions • Functioning to test, explain, affirm (closed); influences sampling choices, exceptions exist (e.g. exploratory factor analysis) • Limitations in putting theory before research- preconceived notions, socialization factors, where “a procedural research decision implicitly reaffirms and supports a particular social arrangement” (Paly. 2003: 127)

  5. Discourses of power (Foucault, 1970, 1972) • Knowledge as arbitrary, role in surveillance, control, discursive borders, voice, margins • Knowledge = (technical) power • Influences research from the base: directions, rationale, sampling, etc. • Reasons for sampling based on alternate rationale that pays attention to the margins

  6. EDUC 500 • Why not get statistics of population? • At times possible- but frequently impossible, impractical, expensive to sample. • It is possible to make predictions with relative size samples, around 2000 for national survey with error limits, where N= Population, n= Sample, +/- 2%)

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