Research Methods used in Educational Psychology - Essay Example

Article Review: "Instructional Practices and Behavior during Reading: A Descriptive Summary and Comparison of Practices in Title One and Non-Title Elementary Schools"DateArticle ReviewIn the study from "Instructional Practices during Reading", the researchers observed the framework of certain instructional practices and subsequent teacher and student behavior. Additionally, researchers sought to establish whether these particular practices exist as a result of the student's at risk condition versus those practices implemented in non-Titled classrooms (Stichter, Stormont, and Lewis 173).

The participants of the study consisted of 35 teachers who volunteered and a total of 723 of their students grades K-5 from four schools in a mid-sized Missouri city-- two of which were classified as Title One (totaling 15 classrooms, 279 students) and two non-Titled (totaling 20 classrooms, 444 students). The researchers collected data on the demographics of the students during the sample school year, but also gathered information about the teachers' educational backgrounds (Stichter, Stormont, and Lewis 174).

As outlined in the article, descriptive and statistical analyses were performed to assemble applicable data and results. This study also integrated in an experimental group for comparison by observing the Title I students but also the non-Titled. Each teacher was observed for a total of 5 hours (totaling 175 hours) of reading instructional time. The Settings Factor Assessment Tool (SFAT), an ecobehavioral protocol, was used to measure a range of variables during the observational periods. Among the 4 Levels included in the SFAT, Levels 2-4 were used to verify factors such as the context of instruction; prompt, feedback, and instructional characteristics; non-instructional talk; and behaviors exhibited across the students.

Levels 2-4 were then coded in real-time using the Multiple Option Observation System for Experimental Studies (MOOSES) (Stichter, Stormont, and Lewis 175). Statistical analyses were then performed to establish the relationship between the factors described with the SFAT and the status (Title I or non-Titled) of the classroom.The findings of the study revealed that, on a whole, the teachers at the two Title I schools "spent more time engaged in non-instructional talk, in transition, giving negative feedback, and incurred more students exiting their classrooms during literacy classes than did their counterparts in the non-Titled schools" (Stichter, Stormont, and Lewis 179).

However, all four schools exhibited the teachers delivering negative prompts when the students were entering or exiting the classrooms. Teachers were also more likely to engage in talk unrelated to the coursework during these transitioning periods. Furthermore, it has been supported through research that K-5 students involved in small groups and peer tutoring prove beneficial; even though only a small percentage of the class times observed included these types of learning contexts. Off-task behavior was also observed in which the teacher was occupied in other tasks without providing any directives to the students (Stichter, Stormont, and Lewis 179).

The results of this study gain insight into instructional practices utilized by teachers and examine the differences between those used in Title I and non-Titled classrooms. Within the Title I classrooms, some instances of undesirable teacher behavior were reported in which the instructional time was not fully being used for literacy. This behavior, in turn, subtracts from these students education in the subject. Researchers can use these findings to incorporate better instructional frameworks into schools with at risk students ensuring them a quality education.

This study allows for further research into why the different statuses between schools allowed for less strict instructional practices. In addition, it can be further discussed as to how teachers can minimize on non-instructional talk and transition time and maximize on productive, on-task learning.The goal of research in educational psychology is to consistently exercise and educate on what makes an effective teacher and how to convey the knowledge of the teacher onto very different and unique students.

Teachers need to be aware of current research and objective techniques to determine what practices are successful for teaching and enabling students to become lifelong learners. The article, "Instructional Practices during Reading", shows evidence of this persistence to steadily improve the educational system and begs the question how can at-risk students receive a comparable education.Works CitedLewis, Timothy, Stichter, Janine P., & Melissa Stormont. "Instructional Practices and Behavior during Reading: A Descriptive Summary and Comparison of Practices in Title One and Non-Title Elementary Schools".

Psychology in the Schools. 46.2 (2009) 172-183. Web.Slavin, Robert E. Educational Psychology: Theory and Practice. Ninth Ed. (2008) Allyn & Bacon.