Kinds of Research in Special Education - Coursework Example

Qualitative Research A. Definition Qualitative research is a field of inquiry that investigate the how and why of decision making, not just the when, how much, where and how often. “It refers to the meanings, concepts, definitions, characteristics, metaphors, symbols, and descriptions of things” (csulb.edu). It typically involves one or a combination of four activities: participation in a setting, direct observation, in-depth interviewing and analysis of documents or materials. “It aims to provide an explicit rendering of the structure, order, and broad patterns found among a group of participants”(csulb.edu). Some methods for qualitative research include key informant interview and focus groups. Qualitative research differs from quantitative research in that is generally explores or generates hypotheses, while quantitative tests hypotheses. B. Relevance to Education In education, qualitative research is used to address or assess quality of educational programs. This can be done by observing a class or educational process in action. It can also be done by interviewing educators, students/and or parents, when advisable. It is also done by obtaining and reviewing academic records and test records within a district, school system or a particular school. It can be used to assess the effectiveness of various teaching tools or teaching methods. This is done by observing how students respond or how quickly they learn new concepts or by obtaining educator or administrator input on his or her views of specific methods. Qualitative research helps structure or define the measures of quantitative research as well. For instance, a question about the success rate or failure rate, in terms of percentage or ratio, can be defined, in terms of success and failure, by observing the group to be measure. Observation allows the researcher to identify any abnormalities, obstacles in obtaining such figures and limitations in obtaining the statistics. C. Classroom/District Application In many special education programs, behavior modification is employed to assist the students in development of social skills. Various methods have greater or lesser success. The level of success in employing a specific behavior modification method is dependent on many variables. Nature of the student’s specific learning disability, level of language acquisition, reading ability and social abilities. What an educator achieves success with for one student, may not work for another. In a classroom setting with more than one student, however, the educator must often choose methods that work most often, or for the majority of students. Qualitative research, particularly by observation from an outside observer, can provide valuable feedback for the educator, in the success of particular methods. Suppose, for instance, that an educator wishes to improve social skills of students in the class. One method of behavior modification requires modeling of appropriate behavior. This can be done by role playing or use of relatable characters, such as puppets. To evaluate the success of such research, observation of each student over a period of weeks would give the researcher an idea of whether changes are indeed occurring in students undergoing such an undertaking. Positive behavior changes can be identified by type, such as improved self awareness, improved awareness of others, greater awareness of the effects of actions on others and improved positive interactions with others. This type of rating or evaluating system would be preferable to one of using a scale, which may be difficult to quantify. When compiling results of such qualitative research, the most commonly seen effects or behaviors can then be identified. The research report from this type of undertaking can provide other educators with specific types of behavior modification, such as modeling, to address specific behaviors. Mixed Method Research A. Definition Mixed method research is a process that involves more than one type or category of research, such as qualitative, quantitative, action and many others. The mixed method research model “is comprised of eight distinct steps: (1)determine the research question; (2)determine whether a mixed design is appropriate; (3) select the mixed-method or mixed-model research design; (4) collect the data; (5)analyze the data; (6)interpret the data; (7)legitimate the data; and (8) draw conclusions and write the final report” ( Johnson & Onwuegbuzie 2004). B. Relevance to Education Mixed method research can be important in education, where evaluation of goals, outcomes or successes cannot necessarily be measured quantifiably alone. There are many factors that affect outcomes in education, as well as successes with various methods and processes. Factors such as student ability, family structure, parental education levels, classroom environment, type of education programs available and teaching methods are all variables or influences that can affect quantitative results. By using mixed methods, external factors can be included along with ratings or quantifiable statistics, for a more thorough evaluation that answers research questions. Research questions that evaluate educational methods or achievements are often complex and dynamic. “Therefore, many researchers need to complement one method with another, and all researchers need a solid understanding of multiple methods used by other scholars, to promote collaboration and provide superior research results” ( Johnson & Onwuegbuzie). Many types of research complement each other, so the best combination of methods is one that answers specific research questions to the fullest capacity or that provides the most useful information. C. Classroom/District Application Mixed method research is very applicable in obtaining data from schools and school systems. The researcher may wish to investigate how IDEA legislation has affected various school districts across the US. After sample districts are selected, careful design of mixed methods that will answer the specific questions can be devised. Qualitative data might answer questions relating initiatives that various school districts have employed to meet IDEA criteria. Paper surveys or interviews of school administrators can provide answers categorized by type of initiatives taken. Mixed with quantitative methods, such as providing increased numbers of students receiving special education services, such research will provide a more complete picture of the effectiveness of IDEA legislation. Action Research A. Definition Action research is a systematic inquiry typically conducted by educator researchers, which gathers information about the way a school operates, how they teach and how well student learn. Action research is conducted by teachers, for other teachers, for the purpose of evaluating, monitoring and developing changes in practice. “An action research project seeks to create knowledge, propose and implement change, and improve practice and performance”(Donato 2003). B. Relevance to Education In the education setting, it is easy to fall into the trap of assuming everything is working well. This applies to educators, as well as administrators. When specific numbers or statistics indicate success in achieving desired or specified goals, school staff can be lulled into complacency. Even if specified measures are met, room for improvement always exists. There are often students whose achievement or education goals are not being met by standard specifications or practices. This occurs because numbers or statistics are measured in averages and norms. Standardized test scores are averaged as well. If the number of students scoring above average is very high, with weighting, overall averages indicate a school system or district performing very well. An action research project can confirm whether all students are achieving at optimum levels, or whether new or additional methods may be required in the classroom. C. Classroom/District Application A teacher questions whether all students are reading at or above grade level. It has been observed that some students appear to struggle. The use of reading partnerships or mentors had been considered. However, statistically, there is no indication of the need for this, due to test score averages. The teacher can evaluate each student’s reading abilities currently, to identify those who may still be struggling. Then the partnership or mentoring program can be employed for those students, over a period of several weeks or months. The partnership or mentoring program involves pairing a student with a school reading volunteer(adult) or a student from another grade level, who is compatible and willing to help. Not only should this help improve reading skills for those students who are struggling; it will give the older student a sense of purpose. The teacher can then evaluate test scores after the trial period, to assess whether improvements in test scores and reading abilities have improved. All steps in the research can be easily shared with other educators. Reading Mentor Program A. Definition A reading mentor program partners a child who is identified as being at risk for reading below expected level or functionally illiterate, with an adult or older student partner. Time is spent each week discussing books interesting to the student, reading aloud to the partner and providing guidance from the partner with reading skills. This can include identification of words, introduction of new vocabulary and a host of other activities that involve reading. Some mentoring programs occur once or twice a week and involve meeting during a student’s lunch hour or after school. Others occur on a daily basis. B. Relevance to Education Reading partnerships are useful in educational settings, where real achievements are measured and new concepts, vocabulary or activities are introduced. Reading mentor programs may not work as well outside the school setting, as most children who need The program do not have a reading mentor readily available at home. Some parents may work late. Others may be functionally illiterate themselves. However, if the parent were available during school hours, this program might also be successful in including the parent, who will also benefit from additional reading instruction, along with the child. C. Classroom/District Application The NCLB legislation has mandates that require schools and districts to ensure specific reading abilities for all students. Mentoring programs may help to alleviate the pressure on educators, who often do not have time for individual instruction of students who are struggling in reading. “One of the most critical problems facing our country today is functional illiteracy. Our national standard of living and the ability for our country to compete in a global economy are at stake if American young people are unable to read. 51% of high school students graduate functionally illiterate” (everybodywinsdc.org 2008-2009). Mentoring programs do not have to incur additional costs, particularly when older students and college students can earn credits for their work. Perhaps after school programs and lunch programs may incur some additional costs in administrative duties, such as paperwork and keeping a school building open. Funding is available for such programs, though and can be kept at minimum requirements. If a functionally illiterate parent were to participate, overall success and support of the family would be achieved as well, encouraging students to keep reading and mastering skills. Children might possibly see real gains at home, such as in more viable employment for parents and increased earning potential. 5. Multi-level Math and Science Consortium A. Definition A multi-level math and science consortium consists of a group of students from various grade levels, meeting at regular intervals. Students meet to discuss problems or challenges that can be solved by applying mathematics and science concepts. Older students serve as guides for younger students, in solving problems using mathematics and science concepts. Generally, an adult guide should be available to ensure the program and subject matter is of benefit to all grade levels. B. Relevance to Education Today, the US is facing a crisis in competing with the world’s brightest and most educated students. In order to compete in a global economy, we must make great strides in encouraging further exploration and success in math and sciences. Programs that encourage students to think critically and apply concepts they are learning will better prepare them for the future job market, particularly for those jobs that compete with other nations. C. School/District Application Schools have limited time in which to educate students in math and science concepts. Often application of concepts to real world situations is limited. Consortiums will allow students to solve problems that involve mathematics concepts, as well as science concepts. “Students who participate in summer mathematics and science camps will increase their understandings of central concepts in mathematics and science”(NSF). This may require the employment of an additional educator in each school, to facilitate and guide the multi-level consortium, which involves students at all levels. This can occur with students from each grade level selected for specific time slots or days. Groups of 4 or 5 students from each grade, ie: 1st through 5th in middle school work together on solving a problem that involves use of mathematics concepts, as well as science concepts. An example would involve students making or constructing a model of a building or structure to scale. References Csulb.edu. PPA 696 Research Methods Data Collection Strategies II: Qualitative Research. Retrieved October 26, 2008 from http://www.csulb.edu/~msaintg/ppa696/696quali.htm#intro Donato, R. (2003). A Framework for Action Research. CAL Digest. Retrieved October 25, 2008 from http://www.cal.org/topics/. Everybodywinsdc.org. Reading Mentor Information Guide 2008-2009. Retrieved October 26, 2008 from http://www.everybodywinsdc.org/pdfs/RMHandbook.pdf Johnson, R. & Onwuegbuzie, A. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Retrieved October 26, 2008 from http://aera.net/uploadedFiles/Journals_and_Publications/Journals/Educational_Researcher/Volume_33_No_7/03ERv33n7_Johnson.pdf. National Science Foundation. Rocky Mountain Middle School Math and Science Partnership. Retrieved October 26, 2008 from http://rmmsmsp.cudenver.edu/. Read More

One method of behavior modification requires modeling of appropriate behavior. This can be done by role playing or use of relatable characters, such as puppets. To evaluate the success of such research, observation of each student over a period of weeks would give the researcher an idea of whether changes are indeed occurring in students undergoing such an undertaking. Positive behavior changes can be identified by type, such as improved self awareness, improved awareness of others, greater awareness of the effects of actions on others and improved positive interactions with others.

This type of rating or evaluating system would be preferable to one of using a scale, which may be difficult to quantify. When compiling results of such qualitative research, the most commonly seen effects or behaviors can then be identified. The research report from this type of undertaking can provide other educators with specific types of behavior modification, such as modeling, to address specific behaviors. Mixed Method Research A. Definition Mixed method research is a process that involves more than one type or category of research, such as qualitative, quantitative, action and many others.

The mixed method research model “is comprised of eight distinct steps: (1)determine the research question; (2)determine whether a mixed design is appropriate; (3) select the mixed-method or mixed-model research design; (4) collect the data; (5)analyze the data; (6)interpret the data; (7)legitimate the data; and (8) draw conclusions and write the final report” ( Johnson & Onwuegbuzie 2004). B. Relevance to Education Mixed method research can be important in education, where evaluation of goals, outcomes or successes cannot necessarily be measured quantifiably alone.

There are many factors that affect outcomes in education, as well as successes with various methods and processes. Factors such as student ability, family structure, parental education levels, classroom environment, type of education programs available and teaching methods are all variables or influences that can affect quantitative results. By using mixed methods, external factors can be included along with ratings or quantifiable statistics, for a more thorough evaluation that answers research questions.

Research questions that evaluate educational methods or achievements are often complex and dynamic. “Therefore, many researchers need to complement one method with another, and all researchers need a solid understanding of multiple methods used by other scholars, to promote collaboration and provide superior research results” ( Johnson & Onwuegbuzie). Many types of research complement each other, so the best combination of methods is one that answers specific research questions to the fullest capacity or that provides the most useful information. C. Classroom/District Application Mixed method research is very applicable in obtaining data from schools and school systems.

The researcher may wish to investigate how IDEA legislation has affected various school districts across the US. After sample districts are selected, careful design of mixed methods that will answer the specific questions can be devised. Qualitative data might answer questions relating initiatives that various school districts have employed to meet IDEA criteria. Paper surveys or interviews of school administrators can provide answers categorized by type of initiatives taken. Mixed with quantitative methods, such as providing increased numbers of students receiving special education services, such research will provide a more complete picture of the effectiveness of IDEA legislation.

Action Research A. Definition Action research is a systematic inquiry typically conducted by educator researchers, which gathers information about the way a school operates, how they teach and how well student learn. Action research is conducted by teachers, for other teachers, for the purpose of evaluating, monitoring and developing changes in practice.

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