ed tech

1. Methodological Critique
ETEC 500
By: Sarah Richer

2. 2
Descriptive Analysis:
The quantitative study was based on a previous Early Years inquiry in which
participant mothers were chosen from the hospital. The subgroups of children were
selected randomly with procedures used to ensure the diversity of the group (i.e.
economic, educational, and ethnic). The need to have a diverse group of participants was
imperative to the natural experiment being conducted, which created less bias in the
findings. The focus of the study was to determine whether support in the classroom both
academic and emotional decreased the chance of student failure. The outcomes and
measures were collected at the end of the children’s 2nd year of school. The researchers
focused on measuring the functional and demographic indicators effecting the learning
and development of at risk grade one students. The functional risks were measured
through a continuous performance task, a teacher report form, and a social systems rating
system-teacher form, which were based on standardized scores that were compared to the
norm of a large national study. The aim was to determine whether a child was placed in
the low or high- functional risk group as well as to compare the relationship among the
variables being studied. The demographic factor was determined based on the mother’s
level of education. Children of mothers with less than a 4-year college degree were
placed in a low maternal education and those with more were placed in a high maternal
education group. The results of the child achievement outcomes were based on
standardized levels of academics through the Woodcock–Johnson Psycho-educational
Battery-Revised. Structured observational methods were also used to study classroom
processes based on the COS-1 Rating of Emotional and Instructional Climate in the
classroom. The scale assessed the negative interactions and emotion between the child

3. 3
and the teacher. The observer used a rating scale to determine the teacher’s behaviour
toward the child and one observation was allocated for the majority of the classrooms.
Based on the observer’s findings, the classrooms were categorized into high, moderate
and low support given to the student from the teacher in order to determine the level of
support given to high and low risk children. With all measures, the researchers attempted
to compare one group to another using statistical analysis in order to determine if
functional and demographic factors played a role in children’s overall success in school.
The qualitative case study used various strategies to track a 2nd year student
teacher’s development and understanding of a graduate-level Multicultural Curriculum
Design course. It examined how teaching strategies from the instructor in the graduate
program reinforced learning outcomes and overall growth. The researcher focused the
study on a new teacher who understood little of the topic but was open to new learning.
At first, the participant spent time analyzing epistemological and ideological assumptions
in school related documents in order to understand current perspectives. After gathering
current understandings, the participant read papers that reflected multiple perspectives on
the issue and participated in personal interactions that encouraged the participant to
reexamine current perceptions. Various reading and interactions challenged the
participant’s current thoughts and encouraged continued questioning of beliefs. After
actively reading and discussing issues, the next step for the participant was to engage in
reflective writing about dilemmas faced in the teaching field. Reflective writing helped
the researcher to examine a self-analysis of the participant’s thoughts and belief systems
through the transformation of assumptions and learning growth. In the end, the
participant developed a curriculum unit as a way of solidifying the questions, dilemmas

4. 4
and insights throughout the course and was involved in interview sessions with the
researcher.
Analysis of Methods:
The methods in the studies are an effective way to collect data, however, a
combination of both quantitative and qualitative methods would have produced stronger
conclusions. The techniques in both studies address the research questions and focus on
understanding natural phenomena in education through the knowledge collected. The
experience from both studies permits other researchers to replicate the study through
connections or generalizations. The quantitative study allowed for very little contact with
people in the field and random sampling of participants did not take in to account
behaviour in every day situations. It is important to recognize that statistics in a study
cannot always measure all aspects of social interactions happening within a classroom
environment. As well, the qualitative study had a lack of reliability and validity due to
the fact that it failed to deal with other students or contrary findings. With a mixture of
methods, the findings would have been able to share statistical correlations as well as a
more in depth analysis of behaviours and interactions.
The major difference between the quantitative and qualitative study was apparent
with the end goal. The quantitative study based findings on numeric analysis, which
compared figures to the average norms. This type of study demonstrates more statistical
power and provides a clear idea of the focus of the study through the correlation between
variables. Due to the large numbers of participants, more in depth data was collected.
With the random selection of participants, the research is representative of the population,

5. 5
which allows for generalization in the findings. The tools used to analyze answer
specific questions and rule out bias. The researcher examines well-designed and
controlled studies that determine the effects on variables linking to the hypothesis. The
literature enables the researchers to find a focus for the study as well as helping to
confirm theoretical assumptions. The exposure to the research refines the approach and
determines indicators that need focus.
The focus of the qualitative study becomes more apparent as the study progresses
as findings are analyzed through reflections rather than numbers. Only one participant
was involved, which creates less for generalization, however, connections can be made
which makes ideas transferable to other studies. The method of analyzation through
reflection and discussion provides depth to the data collection and a chance for insights to
occur. The data in the case study is open to many interpretations and allows researchers
to introduce personal biases. The literature review attempts to summarize other theories
and patterns while examining the lack of previous research. It helps to draw questions by
evaluating previous knowledge. The flexibility in the methods allows for freedom in the
overall findings.

6. 6
Methodologies for Future Research:
The aim of educational research is to provide insights in order to improve
educational practices and to inform the development of policies. When designing an
educational study, the researcher should begin with a question or a problem of focus.
During investigation, methods that are conducive to substantial findings are surveys, case
studies, and correlational experiments. It is important for researchers to link the area of
focus to relevant research by providing a coherent explanation that identifies the
researchers reasoning and creates a study that encourages replication. A well-developed
study develops a hypothesis or problem by implementing appropriate methods and
evaluating findings in order to provide conclusive evidence. Quantitative studies allow
for many measures of analysis and provide assessment that helps to identify key findings
with very little bias. It also allows for statistical evidence to be generalized across fields.
As a new researcher, it is apparent that qualitative research can complement any
quantitative study. By using both methods, the researcher is able to collect different
perspectives. Perspectives from quantitative and qualitative findings compliment one
another and provide conclusions that contain fewer gaps.

7. 7
REFERENCES:
Gay, L.R., Mills, G.E., & Airasian, P.W. (2012). Educational research: Competencies for
analysis and application (10th ed.). Upper Saddle River, NJ: Merrill Prentice
Hall.
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first
grade classroom make a difference for children at risk of school failure? Child
Development, 76, 949–967.
Sleeter, C. E. (2009). Developing teacher epistemological sophistication about
multicultural curriculum: A case study, Action in Teacher Education, 31 (1), 3-13.