Research Methodology, pdf - 2B2B.org

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UM3 Nietzsche, F. (1874,1983) Schopenhauer as Educator, in Untimely Meditations, Transl. R.J Hollingdale. New York: Cambridge University Press. EH Nietzsche, F. (1889, 1967) Ecce Homo (together with On the Genealogy of Morals), (translated and edited by W. Kaufmann). New York: Random House. Fitzsimons, Peter (2003)Nietzsche's Schopenhauer and Education. Peter Fitzsimons, University of Auckland. Retrieved October 10, 2003, from http://www.vusst.hr/ENCYCLOPAEDIA/nietzsche.htm Johanson,Donald & Edgar,Blake. From Lucy to Language (1996) New York: Simon & Schuster. Human Evolution Ancestral Lines. Retrieved October 10, 2003 from http://www.handprint.com/LS/ANC/evol.html BBC Television (2003). Hunt or be Hunted, episode from Walking with Cave Men broadcast on the Discovery Channel. ------ Response to Michelle's response to my U1/D2 Thank you for you insights and observations. I have saved the information in my POJ of my ED 5006 file.w ------- from Shawn Fitzgerald: As one might expect many of you looked at how knowledge is created in very different ways. For example, some of you considered knowledge gained from the qualitative and quantitative perspectives, some considered basic vs applied ways of knowing, and others looked at knowledge gained through explanation, prediction, or description. Several looked at knowledge gained through educational research efforts compared to less structured ways of knowing such as intuition, tenacity, authority figures, and last, but not least, experience. As you are all aware based on my postings to each of you who posted before Friday, I posted a learner's observation regarding experience compared to educational research. Some of you responded to my prompts with well supported statements about similarities and differences. Some believed that you could not have one without the other. Without offering an answer at this time I will pose the question one more time and I would like each of you to come back to this question at the end of the course to see where you stand at that time after reading more about validity and reliability of research design. Once again: Which is more likely to result in "Valid" and "Reliable" observations? Interesting observations on how knowledge is created. You mention both research and experience and suggest that through experience you have gained insights into parenting, teaching, etc., that you may not have had otherwise. My question to you is this, how is knowledge obtained
through research different than knowledge gained through experience? Which is more likely to result in "Valid" and "Reliable" observations? Learner's posting: How is knowledge discovered or created in education? The first two ways that come to mind are through research and experience. Educators research both through books and through experience. For instance, I believe I became a better educator when I became a parent. I had taught for 15 years before having children. Being able to see how my own children learned so differently and behaved so differently really made me look at the students in my classroom in a different way. The experience gave me new knowledge in being able to communicate effectively with parents. It helped me to better understand learning styles and their importance. As the parent of an ADD child, it made me realize that there really are children out there who have an attention problem that is not related to behavior. My response to Shawn Fitzgerald in U1/D2: from ED8111: Objectivity, I think, is largely a myth when human interpretation and analysis is involved. Anytime there is an assessment made, or an opinion developed, about anything, it is done from a subjective, biased view based on past experiences, values, traditions, education, semantics, rational and emotional considerations, quantitative and qualitative aspects, societal and political considerations, etc. Even the terms "good" and "bad" have relative meanings depending on who is subjectively doing the perceiving (i.e. beauty is in the eye of the beholder). All words have agreed upon meanings based on qualitative and quantitative considerations. So for these reasons, determining and assessing historical or socio-cultural accuracies are, at best, just approximations. As I consider your question about the scientific method concerning the relationship between subjectivity and objectivity, I think the degree of scientific accuracy depends on quantitative and qualitative factors: the more quantitative factors that are involved then the more objective and less subjective a conclusion will be and the more qualitative factors are involved then the less objective and more subjective a conclusion will be. To illustrate the effectiveness of the use of objective and subjective factors for sociological evaluation in the social sciences and humanities, we can use a sports analogy: in a sprint race the factors of time and the first participant to cross the finish line determine the winner of the race so the results involve more quantitative criteria and objectivity, whereas in judged competitions, such as a gymnastics or dance events, the results involve more qualitative criteria and subjectivity. In response to knowledge obtained via the methods of experience or educational research: which is more likely to result in "Valid" and "Reliable" observations? knowledge gained from the qualitative and quantitative perspectives --- My response:
Page 1 and 2: ED 5006 Discussions and Notes: Onli
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Page 5 and 6: questions: (1) What is the general
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Page 15 and 16: Introduction The introduction will
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How can a constitutional amendment
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I think everyone can relate to the
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INTRODUCTION The introduction will
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should be automatically discounted.
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There would be public interest and
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Here is a general outline for desig
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P.O.Box 78123 Atlanta, GA 30357 RBl
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TABLE OF CONTENTS [ Needs numbering
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the K-12 levels up through post-sec
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espond with "Don't Know", "Undecide
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Of the methods research design (des
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Some other questions could be: Do y
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Implications for practice and resea
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U6D2: My part of the Three's Compan
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The pilot response rate varies depe
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Advantages: -- Can have interesting
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-- Used mostly in qualitative resea
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The questionnaire needs to have a p
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scales: linear (e.g. from strongly
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RESULTS DATA ANALYSIS it will be qu
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3. Sufficient questionnaire respons
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DISCUSSION IMPLICATIONS FOR PRACTIC
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at any "maps" or plans that might h
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1. Check finds of a breakthrough st
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literature, I am contemplating send
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PROJECTED FINDINGS RESEARCH METHODO
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Objective Factual Analytical Numeri
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(such as in eliciting opinions from
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Advantages of IRT include 1) test c
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Follow-up on non-respondents Analyz
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Question Types: Closed Form: (the q
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e recorded. "Structured methods of
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physical traces - physical evidence
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Bourne, R. (1917). Education and Li
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Hagey, E. The Use and Abuse of Part
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Riley, T. (2003). The October Riley
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http://www.diverdiver.com/2003_03_0
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