Group+A+Words

**Achievement trajectory** – Position of accomplishments over time; based on present data for a particular population or situation.The achievement trajectory is a measurable representation of the student’s learning progress as expressed through the rate of growth from the initial achievement in terms of test or assignment grades. The learning trajectory may be traced on a graph and the rate of progress compared to that of other individuals. On the graph, the initial achievement level is represented by the intercept and the growth rate by the slope. Dr. John Ferron, a professor at the University of South Florida and 2010 president of the Florida Educational Research Association, explains in his article //Moving between Hierarchical Modeling Notations// how second-level models based on mathematical matrices are used to compare and predict reasons for similarities among student trajectories (Ferron, 1997).I will use the achievement trajectory to evaluate the students’ rates of growth in such subjects as reading comprehension. This will allow me to adjust the pace of the class work and to discover which students are most in need of help of motivation. I would also like to share the data with the students, allowing that consciousness to impact their work and attitudes. - Kathleen
 * Group A Glossary**

**Action research** - Systematic inquiry, with the collaboration of those affected by the issue being studied, for purposes of education and taking action or effecting change (615 Glossary).Action research has developed quite recently in the western hemisphere. Bud Hall, of the University of Victoria in British Columbia, Canada, describes the historical, philosophical and political background of the concept of action research, otherwise known as participant research. The concept is based on constructivism. Bud Hall views action research first as a social and activist tool for groups, and only secondarily as an educational tool (Hall, 2005).In our program, action research is used for the educational improvement of the researcher and the refinement of the teaching aspects researched. I will be using action research during my internship under the MAT program to experiment with systematic instruction in metacognitive reading and writing strategies to improve reading comprehension. The students will become active participants with me in this exploration. This research should lead to future projects as I adapt to teaching in schools. – Kathleen

**Causal inferences** – Thought-process that tests whether a relation of cause to effect exists (615 Glossary). -Adam

One of the topics I am currently researching is the effects of using blogging in writing instruction. As I look at various studies on the subject, I have the opportunity to make any number of causal inferences based on the data and the conclusions offered by the various authors. Ducate and Lomicka (2008) make causal inferences between the use of blogs in writing instruction and increased ownership, creativity, and confidence in students.

**Data inventory**– summary of types of data available (615 Glossary). It is important to account for measurement error in research since the data that may be recorded at one point in time can be different from what is recorded at another time or under a different set of circumstances. In education, one of the most difficult skills to assess consistently is student writing ability. Grisham & Wosely’s (2005) study illustrates the potential for measurement error when there is no consistent standard for analyzing and assessing writing. While many can agree on what constitutes good or poor writing, quantifying those assessments can be a different matter. The concept of measurement error will remind me to improve the consistency and objectivity of my writing assessment rubrics. - Adam

**Document analysis ** – Systematic, critical examination of instructional documents (syllabi, assignments, lecture notes, course evaluation results) in order to identify instructional needs and challenges and describe an instructional activity. In failing schools administrative may need to begin micro-managing in order to assist teaching in raising scores. A document analysis with the teacher may be an excellent first step. During the gathering stage of creating a data team these document analyses should be used. - Stephan

**Experimental research** - Research that seeks explanation for cause-effect relationships by manipulating one or more variables while holding other factors constant. (615 Glossary) Experimental research is extremely important is discovering the cause. In education, if you wish to learn why your students are performing better or worse, an educator must look at all variables. One cannot just assume that playing soft music, or having an extra study session is creating better scores. If a study is to be truly done, experiments should be repeated with different variables taken out. In the Dunleavy experiment laptops were used to determine their impact on student achievement. A control group, a school without laptops, was important to make comparisons and make sure another variable is not affecting scores. (Dunleavy, 2008) – Stephan

**Heuristics**- Trial-and-error procedure for solving problems (or reaching an unclear goal) through incremental exploration, and by employing a known criteria to unknown factors. (615 Glossary). Heuristics is important in research because it takes the factors that are controlled and connecting it to unknown factors. In the Dodge (2009) study he points out that in the age of NCLB the heuristic approach is a “mental shortcut.” It is a simplified way of predicting student success. In the classroom, this could be use for making predictions based on current scores and determine the number of students needed to achieve a certain goal. Twynette

**Longitudinal data** – Correlational, statistical data aimed at identifying a trend over a period of time through repeated observations of the same items over long periods of time. (615 Glossary) Longitudinal data is important in research because it is a way of tracking progress over a period of time. In research done by Young et al. (2007), they explain that longitudinal data is a way of not only tracking data, but also away to analyze the cause and effect relationship of the data. By looking at the data of my student’s test score over a period of time I have a benchmark of where my students should score the year that I have them. It shows me what score my students need to strive for in order to continue to progress. At my school, we use longitudinal data form MSA to track the progress of students over the grade levels and as an indicator of projected performance. Twynette

**Measurement Error** - Difference between the actual value of a quantity and the value obtained by a measurement (615 Glossary). It is important to account for measurement error in research since the data that may be recorded at one point in time can be different from what is recorded at another time or under a different set of circumstances. In education, one of the most difficult skills to assess consistently is student writing ability. Grisham & Wosely’s (2005) study illustrates the potential for measurement error when there is no consistent standard for analyzing and assessing writing. While many can agree on what constitutes good or poor writing, quantifying those assessments can be a different matter. The concept of measurement error will remind me to improve the consistency and objectivity of my writing assessment rubrics. - -Adam.

**Non-experimental research** – Causal-comparative research where one seeks to observe or identify natural causes and non-manipulated causes to determine the effect relationships **Non-experimental research** is important because in many cases it is impossible for the observer not to have an impact on their experiment. For example, a principal observing a teacher in the classroom may result in extremely well behaved students by the sheer fact that the principal is sitting in the classroom. This may not be an actual representation of how the teacher and student truly relate. In the Lowther study, schools with large amounts of technology were visited to determine if technology integration was working. Barriers were discovered such as lack of technology knowledge on the teacher’s parts, availability of computers, and lack of administrative support for the programs. Variables were not needed to be controlled as this was pure observation on the part of the visitors to the schools. (Lowther, 2008) – Stephan

**Observation** – the act of making or recording the accepted value given for a single instance of a sample study. “People may well not behave in their usual manner whilst aware of being watched, or when being interviewed while carrying out an activity. Many forms of research involve similar problems and allowing for these in interpretation is a key professional skill for researchers. Commercial researchers actively use their experience of conducting many interviews and observations over time, building useful benchmarks about observer and interviewer effects in general.” (Association for Qualitative Research) - Stephan

**Replicability** - Property of an activity, process, or test result that allows it to be duplicated at another location or time. (EDTC 615 Glossary) – Twynette

**Structured Interviews or Questionnaires** – Fixed format interview or questionnaires, in which all questions are prepared beforehand and are put in the same order for each interviewee. For example, in an article which discusses the assessment of portfolios using structured interviews, by Vanessa C. Burch and Janet L. Seggie (2008), medical student portfolios in South Africa were evaluated using a six question structured interview to discuss four examples of student work. The interview was used to determine clinical reasoning skills students had developed during the work. I might use a structured interview, employing tools such as the ESCOLA, to evaluate the way students use certain reading or writing strategies. The ESCOLA is a reading strategy index created in Spain; the wording and format of the questions lend themselves to a structured interview. This is one of the tools I plan to use to evaluate student use of reading comprehension strategies during the action research project planned for my final semester of the MAT program. - Kathleen

**Structured Observation //-//** A research study in which the observer records what they are witnessing. This can be done by filling out a questionnaire form or counting the occurrences of a certain activity. In a British article comparing the academic work of middle school students with the attitudes revealed in several categories of behavior, class interaction, and teacher-student interaction, structured observation was used to evaluate the human actions and interactions (Galton et al., 2009). I might use structured observation to determine the relative benefits of different types of group work for a particular age or class. – Kathleen

**Subjective data** – Data based on (or related to) attitudes, beliefs, or opinions, instead of on verifiable evidence or phenomenon. Contrasts with objective. - Twynette

**Summative research methods** – Research used to assess or summarize the value of a completed activity or program (615 Glossary). Roblyer and Doering (2010) assert that in order for a technology tool to be worth using, it must add value to existing instructional content. This litmus test is also known as the “so what?”question. Gray et al. (2010) performed a research study on the implications of Web 2.0 utilities as tools for assessment. Their investigation found a paucity of summative research methods used to quantify the value added of Web 2.0 authoring as assessments, and therefore concluded that more detailed studies need to be done on a variety of Web 2.0 formats. - Adam _

Sources

Andrade, H., Buff, C., Terry, J., Erano, M., & Paolino, S. (2009). Assessment-driven improvements in middle school students' writing. Middle School Journal, 40(4), 4-12. Retrieved September 29, 2010, from Education Research Complete database. – Stephan

Association for Qualitative Research (n.d.) Ret﻿rieved November 2, 2010 from [|http://www.aqr.org.uk/glossary/index.shtml?term=observereffect] - Stephan

Burch, V.C. & Seggie, J.L. (2008). Use of structured interview to assess portfolio-based learning. Medical Education, 42(9), 894-900. DOI: 10.1111/j.1365-2923.2008.03128.x – Kathleen

Dodge, A. (2009). Heuristics and NCLB standardized tests: A Convenient Lie. International Journal of Progressive Education, 5(2), 6-22. Retrieved from Education Research Complete database. - Twynette

Ducate, L., & Lomicka, L. (2008). Adventures in the blogosphere: from blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9-28. doi:10.1080/09588220701865474. – Adam

Dunleavy, M., & Heinecke, W. (2008). The impact of 1:1 laptop use on middle school math and science standardized test scores. Computers in the Schools, 247-22. - Stephan

Ferron, J. (1997). Moving between hierarchical modeling notations. Journal of Educational and Behavioral Statistics. 22(1). 119-123.Retrieved from [] September 22, 2010.- Kathleen

FreundelYoung, A., Powwers, J., & Wheway, V. (2007). Working with longitudinal data: Attrition and retention, data quality, measures of change and other analytical issues. International Journal of Multiple Research Approaches, 1(2), 175-187. Retrieved from Education Research Complete database. - Twynette

Gray, K., Thompson, C., Sheard, J., Clerehan, R., & Hamilton, M. (2010). Students as Web 2.0 authors: Implications for assessment design and conduct. Australasian Journal of Educational Technology, 26(1), 105-122. Retrieved from Education Research Complete database. – Adam

<span style="font-family: 'Times New Roman',Times,serif;">Grisham, D., & Wolsey, T. (2005). Improving writing: comparing the responses of eighth-graders, preservice teachers and experienced teachers. Reading & Writing Quarterly, 21(4), 315-330. doi:10.1080/10573﻿560591002259. – Adam

<span style="font-family: 'Times New Roman',Times,serif;">Galton, M., Hargreaves, L. & Pell, T. (2009). Group work and whole-class teaching with 11- to 140 year-olds compared. Cambridge Journal of Education, 39(1), 119-140. DOI: 10.1080/03057640802701994– Kathleen

Hall, B.L. (2005). In from the cold? Reflections on participatory research from 1970-2005. //Convergence//. //38//(1). 5-24. Retrieved from [] September 22, 2010. – Kathleen

<span style="font-family: Times New Roman; line-height: 18pt; margin: 0in 0in 0pt; vertical-align: baseline;">Powwers, J., & Wheway, V. (2007). Working with longitudinal data: Attrition and retention, data quality, measures of change and other analytical issues. International Journal of Multiple Research Approaches, 1(2), 175-187. Retrieved from Education Research Complete database. - Twynette

<span style="font-family: Times New Roman; line-height: 18pt; margin: 0in 0in 0pt; vertical-align: baseline;">Roblyer, M. D., & Doering, A. H. (2010). //Integrating educational technology into teaching// (5th ed.). Boston, MA: Pearson Education. – Adam

Sheers, Kelly (2010). //ADMINISTRATOR, TEACHER,// //AND PARENT PERCEPTIONS OF STUDENTS’ SENSE OF COMMUNITY IN ONE ELEMENTARY SCHOOL// // Retrieved November 2, 2010 from [] - //.- Stephan