An educational psychologist videotapes 20 high school history teachers in action for a period of 4 weeks.
An educational psychologist videotapes 20 high school history teachers in action for a period of 4 weeks.
1. An educational psychologist videotapes 20 high school history teachers in action for a period of 4 weeks. He then codes every teacher statement as belonging to one of three categories: whether it (a) presents new information, (b) asks a question, or (c) gives instructions. He summarizes this information and compares the amount of teacher questioning to the students’ scores on a district-wide history achievement test given later in the year. The researcher finds that when teachers ask a lot of questions in class, students are more likely to score at high levels on the achievement test.
(a) Classify the research as one of the following:
• Quantitative/descriptive
• Quantitative/correlational
• Quantitative/experimental
• Quantitative/quasi-experimental
• Qualitative
• Mixed methods, and then
(b) Identify one or more conclusions that might reasonably be drawn from this study and, if relevant, one or more conclusions that cannot be drawn from the study.
2. A high school biology teacher is teaching her students the hierarchy that biologists use to classify living things: kingdom, phylum, class, order, family, genus, and species. One common strategy for remembering the hierarchy is to think of the sentence “King Philip comes over for good spaghetti,” in which the words begin with the same letters as the words in the hierarchy (K P C O F G S). The teacher wants to know whether this sentence is actually helpful for students. She creates two handouts describing the classification hierarchy; the handouts are almost identical, but one includes the “King Philip” sentence and the other does not. She shuffles the two handouts together in a pile and distributes one handout to each student in her class. The following day, she finds that students who have been given the “King Philip” sentence remember the hierarchy more accurately.
(a) Classify the research as one of the following:
• Quantitative/descriptive
• Quantitative/correlational
• Quantitative/experimental
• Quantitative/quasi-experimental
• Qualitative
• Mixed methods, and then
(b) Identify one or more conclusions that might reasonably be drawn from this study and, if relevant, one or more conclusions that cannot be drawn from the study.
4. Sadie and Polly sit next to each other in Mr. Jacobson’s kindergarten class. When Mr. Jacobson tells his students that it’s time to transition to a new activity elsewhere in the classroom or school building, Sadie is often the first one to jump out of her seat and be ready to go. Sadie enjoys story time, but she has trouble listening quietly; instead, she’s apt to blurt out comments about whatever story Mr. Jacobson is reading. At recess, she likes to play ball, tag, or hide-and-seek with some of her friends.
In contrast, Polly is apt to sit quietly at her desk, and sometimes she seems to get lost in her imagination. She especially enjoys drawing and coloring by herself. During story time, she is well behaved but doesn’t seem to pay much attention to the story being read. On the playground at recess, she often goes immediately to the swings, where she will swing back and forth until another child wants a turn.
As you think about these two girls, consider and then respond to the following questions.
(a)How might you characterize Sadie’s and Polly’s temperaments?
(b)How might Mr. Jacobson help Sadie be a successful student?
Requirements: 1.5 pages
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