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Research Methods >> Qualitative Methods

Articles
by Agnes Rogers — 1922
At one time in their history there was little danger of the Women's Colleges of Liberal Arts receiving students who were unlikely to benefit by a higher education. Women who sought college training were in general of high intellect and character. The road to college in those days, however, had to be stormed by women, whereas at the present time it is an open highway. Thus candidates for admission have greatly increased in number and represent a more varied sample of interests and abilities than in the past. It is most improbable that only the industrious, the studious, and the intellectually gifted now apply for entrance.

by Guy Whipple — 1922
The aim of this paper is to summarize a considerable portion of the work that has been done in administering intelligence tests to college students. The material at my command is doubtless not exhaustive, but it is sufficiently complete to indicate the general situation in this field of intelligence testing.

by Edward Thorndike — 1922
The task of education is to make changes in human beings. We teachers and learners will spend our time this year to make ourselves and others different, thinking and feeling and acting in new and better ways. These classrooms, laboratories, and libraries are tools to help us change human nature for the better in respect to knowledge and taste and power.

by Stephen Colvin — 1922
The rapid development and extensive use of so-called intelligence tests during the past few years is one of the most striking and interesting facts in the field of educational psychology and one of the most significant in the province of school administration. Not only are psychologists today giving a large measure of their attention to devising, improving, and applying mental tests, but teachers and school administrators are employing these tests more and more to determine the ability of school children to do school work. Indeed, there is danger at present that the movement in the direction of intelligence testing may grow out of all bounds; that it may be misunderstood in theory and erroneously and even harmfully applied in practice. It is with the purpose of making somewhat clearer the nature of intelligence tests and of pointing out their value and their limitations that this chapter is composed.

by Harold Rugg — 1922
The purpose of this chapter is threefold: first, to describe for teachers and administrators common and elementary methods of treating test data (Section I); second, to summarize the newer and more elaborate statistical methods for research workers (Section II); third, to present an annotated bibliography which will put the advanced student of educational statistics in touch with the new methods (Section III).

by Guy Whipple — 1922
The following list of intelligence tests presents in convenient form, condensed information concerning the compiler, the composition, the range of ages or grades covered, the time needed for administration, the publisher, the price, and sources of further information with respect to the tests that have come to my attention. The list suffers from several limitations. It makes no attempt to include tests or combinations of tests that are designed for individual application.

by Arthur Boyce — 1915
A study of present practice in that important part of school administration having to do with the measurement of teaching efficiency reveals the greatest diversity of method. The study also discloses a surprising number of large cities having no method at all in determining the relative specific efficiency of their teachers.

by Arthur Boyce — 1915
Discussions of the "ideal teacher" are numerous in educational titerature. Every educational essayist has described that mythical creature in glowing terms. The pages of the reports of the National Education Association are full of her virtues. There is much of inspiration and suggestion in these discussions but little or nothing of scientific value, little of which a superintendent could make practical use. Each writer or speaker has described the qualities as they appeal to him, usually emphasizing one or two virtues to the exclusion of others. The great bulk of the writing on the subject of teaching merit has been of the subjective, a priori type without any basis beyond the theory and experience of the one who was writing.

by Arthur Boyce — 1915
Objective measurement of educational products and processes has not yet reached the point where we can rely upon such measurements to give us all or even most of the information we need about our teachers. We are still dependent, to a very great extent, on the judgment of supervisors and others whose business it is to have this information. This does not mean that we are to be without exactness in our judgment of teaching efficiency, or that we have to belong to the ranks of those who judge by "general impression."

by Arthur Boyce — 1915
Any conclusions to which we may come later in regard to the relative importance of the various qualities of merit and in regard to other problems involved are based on the experience and work of between 40 and 50 school men and women who have tried out and criticized for us the scheme just described. In the correlations to be discussed later, ratings of 424 teachers from 39 schools were used. These 39 schools were representative of 27 cities, all but 8 of which are in Illinois. They represent populations varying in size from less than four thousand to two million.

by Arthur Boyce — 1915
The rating device which wehave described in the preceding chapter was designed primarily to obtain for us information on which to base an accurate estimate of the value of the qualities of teaching merit there set forth. Our idea has been to make it as easy as possible for school officials to give us correct information. The rating officer is not worried by any schedule of values or what he thinks is the relative importance of the qualities under consideration. He has before him in each case an actual teacher whose various qualities he is judging in terms of Excellent, Good, Medium, Poor, and Very Poor, with variations.

by Arthur Boyce — 1915
The following points are apparently most important as resulting from our study of the problem up to this point.

by Jim Vander Putten — 2006
Explicit criteria have been widely published to accurately evaluate both quantitative and qualitative research. Peer review that uses one paradigm on the basis of the other, however, is inappropriate at best, raises ethical questions in regard to fairness, and can have dire consequences for faculty careers.

by Nadine Dolby — 2016
In this commentary, I reflect on the value of qualitative research methodology classes. As I show in my discussion of the classes I teach, what students learn from the class is not solely a methodological approach to inquiry, but a different (and for many, a new) way to ask questions, and as I suggest, to “see the world anew.”

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by Mika Hannula, Juha Suoranta, & Tere Vadén
reviwed by Alon Andrews & Erica Halverson — 2015

by Lucinda Carspecken, Phil Francis Carspecken, & Barbara Dennis (Eds.)
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by Howard S. Becker
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by Ruben A. Gaztambide-Fernández, Heather Harding, and Tere Sordé-Martí
reviwed by Aditya Raj — 2004

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Resources
  • Paying for University Research Facilities and Administration
    Federal spending for scientific research at U.S. academic institutions equals approximately $15 billion each year. According to the analysis in this report, about three-quarters of this amount supports the direct costs of conducting research.
  • Action Research International
    Action Research International is a refereed on-line journal of action research.
  • National Institutes of Health
    The NIH is one of eight health agencies of the Public Health Services which, in turn, is part of the U.S. Department of Health and Human Services. Comprised of 25 separate Institutes and Centers, NIH has 75 buildings on more than 300 acres in Bethesda, MD. From a total of about $300 in 1887, the NIH budget has grown to more than $17.8 billion in 2000.
  • The Strategic Education Research Program and the Public Value of Research
    This article presents the educational, political, and technological arguments for making the knowledge at issue more widely available and accessible, with an eye to increasing educational research’s contribution to the quality of public reason and deliberative democracy.
  • Applied Measurement in Education
    Applied Measurement in Education's prime objective is to improve communication between academicians and practitioners. To help bridge the gap between theory and practice, articles in this journal describe original research studies, innovative strategies for solving educational measurement problems, and integrative reviews of current approaches to contemporary measurement issues.
  • Ericae.net
    Provides balanced information concerning educational assessment, evaluation and research methodology.
  • The Nature of Interpretation in Qualitative Research
    This paper addresses the process of interpretation from a study of the academic achievements of Native American youth. It illuminates the relationship of researcher subjectivity to the many decision points that each process of interpretation embodies.
  • Anthropology and Education Quarterly
    Anthropology and Education Quarterly is published by The Council on Anthropology and Education, a professional association of anthropologists and educational researchers concerned with the application of anthropology to research and development in education.
  • Association for Qualitative Research
    AQR is an international organisation which aims to further the practice and study of qualitative research.
  • The Nature of Interpretation in Qualitative Research
    This paper addresses the process of interpretation from a study of the academic achievements of Native American youth.
  • Cambridge Journal of Education
    Cambridge Journal of Education publishes original refereed contributions on all aspects of education with a particular emphasis on articles that span the divide between academic researchers and teachers.
  • Association of Qualitative Research Practitioners
    The AQRP is the industry's official trade association and UK's leading authority on qualitative research issues.
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