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Solution Manual & Test Bank for Applying Educational Research: How To Read, Do, and Use Research To Solve Problems of Practice 7th Edition by M. D. Gall, Joyce P. Gall, Walter R. Borg, All Chapters |Complete Guide A+$18.99
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Applying Educational Research: How To Read, Do, 7e
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Solution Manual & Test Bank for Applying Educational Research: How To Read, Do, and Use Research To Solve Problems of Practice 7th Edition by M. D. Gall, Joyce P. Gall, Walter R. Borg, All Chapters |Complete Guide A+
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Applying Educational Research: How To Read, Do, 7e
Solution Manual & Test Bank for Applying Educational Research: How To Read, Do, and Use Research To Solve Problems of Practice 7th Edition by M. D. Gall, Joyce P. Gall, Walter R. Borg, All Chapters |Complete Guide A+
Applying Educational Research: How To Read, Do, and Use Research to
Solve Problems of Practice 7th Edition
by M. D. Gall, Joyce P. Gall, Walter R. Borg
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CHAPTER 1
USING RESEARCH EVIDENCE TO IMPROVE EDUCATIONAL PRACTICE
TEACHING ACTIVITIES FOR CHAPTER 1
Activity 1. The nature of research.
Students will enter your class with pre-existing ideas about what research is. You can have students share
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their ideas about the characteristics of research in small groups, with one student serving as a reporter. Ask
questions like, “How would you define research?” or “When you hear the word “research,” what comes to
your mind?” You can have each reporter state aloud the group’s ideas about research, noting overlap
across groups. Then you can compare these ideas with the list of four fundamental characteristics of
research described on pages 12-13 of the textbook.
Another way to get your students to think about the nature of research is to have them, in class or as a
homework assignment, generate a list of things that they believe to be true in the field of education. For
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example, they might say, "Different teaching methods are effective for different types of students." Then
ask students to identify how they "know" these things to be true. Generate a discussion about the different
ways in which educators develop professional knowledge (e.g., experience of one’s own life, direct
observation of others, reading newspapers, listening to experts), the relative value of each source of
knowledge, and the value of research relative to other sources.
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Activity 2. How research is relevant to problems of practice.
It’s important for students to realize that (1) education has many problems and that (2) research can
contribute to their solution. As a classroom activity, you can have students think of problems in education
that they are aware of. Then give students time to think of research studies that could be done to shed light
on these problems.
As a homework assignment, you can have students look through newspapers and educational
newsletters, such as the ASCD SmartBrief, for an example of a report of a research study (in education or
perhaps another profession) that yielded findings relevant to educational practice. Students can describe
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the report, its findings, and its implications for practice in a brief paper.
We have found that the most difficult part of teaching a research methods course is developing
students’ appreciation of the importance of research in their profession—or any profession. Some students
change their view of research when they learn that research is playing an increasingly large role in policy
making at the federal level. If students don’t understand such research, they will not be able to play a role
in policy making or even explain policies to parents and other stakeholders. Also, they might find that the
educational programs they support are more susceptible to elimination during budget crunches, if they
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cannot provide research evidence to support the effectiveness of those programs.
Activity 3. What are the four purposes of research?
In Chapter 1, we describe the four purposes of research as description, prediction, identification of the
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effects of an intervention, and explanation. To help students understand these purposes and how they
differ, you can give them a problem of practice and ask them to think how research studies serving each
purpose can shed light on it. If you use small groups, each small group (or several small groups) can
generate ideas about a study that has one of these purposes. Then have group reporters share these ideas
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with the total class.
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MULTIPLE-CHOICE TEST ITEMS FOR CHAPTER 1
1. Research findings increasingly are
a. directly influencing educators to improve their practices.
b. shaping decision-making at the school-district level.
c. shaping national legislation about education.
d. so promising that educators are pressing for much more federal funding for educational
research.
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2. The Cochrane Collaboration reviews research on
a. interventions to improve educational practice.
b. interventions to improve medical practice.
c. interventions to help educators improve their instruction.
d. relationships between personality factors and teaching styles.
3. Research traditionally has had little influence on educational practice because
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a. teachers do not enter the profession primarily to put research into practice.
b. educators typically do not receive intensive training in research.
c. teacher expertise is not systemically recorded and submitted to empirical tests.
d. All of the above.
4. Evidence-based practice in education involves solving problems of practice by
a. integrating research with clinical expertise and value judgments.
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b. relying only on published research findings.
c. relying only on research findings validated through personal experience.
d. conducting research in the situation where the problem is located.
5. The No Child Left Behind Act requires that educators
a. review the research literature in their area of practice each school year.
b. teach directly to the content covered in their classroom tests.
c. use research evidence in selecting instructional programs to help students improve their
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achievement.
d. use only instructional programs from a list of programs validated by researchers.
6. The What Works Clearinghouse
a. is a collaborative effort of publishers and researchers working together to improve education.
b. primarily collects and disseminates information about research methodologies appropriate to
problems of practice.
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c. publishes original research studies on most problems of practice.
d. provides educators with reviews of research evidence about the effectiveness of
replicable programs to improve student achievement.
7. The primary purpose of basic research in education is to study
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a. brain structures and processes.
b. brain-based interventions that can improve student learning
c. structures or processes that underlie the surface manifestations of a problem of practice.
d. whether interventions in other professions can be applied to education.
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8. Educators can collaborate with researchers by
a. volunteering as participants in research studies.
b. participating in program evaluations.
c. working together to create sound educational policies.
d. All of the above.
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9. All of the following are characteristics of educational research, except for
a. the goal of developing knowledge that is valid.
b. the goal of knowledge that is consistent with current educational practice.
c. the goal of developing knowledge that is generalizable.
d. reliance on empirical data.
10. Descriptive research is particularly good for
a. discovering problems of practice.
b. identifying educators’ actions that lead to positive student outcomes.
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c. predicting the effects of a particular intervention.
d. All of the above.
11. Experiments are particularly useful in education because
a. reports of experimental research are easily comprehended.
b. they focus on the effects of interventions.
c. the general public accepts their validity.
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d. they can be completed quickly and inexpensively.
12. Theories consist of
a. detailed observations of behavior.
b. principles.
c. constructs and principles that relate the constructs to each other.
d. constructs and principles that do not require inferences from observed behavior.
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13. Improvements in the treatment of cardiovascular and pulmonary disease
a. relied almost entirely on applied research.
b. relied heavily on basic research.
c. resulted primarily from descriptive research.
d. resulted primarily from trial-and-error by highly trained physicians.
14. Postmodernists
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a. value personal reflection over social science.
b. value social science over personal reflection.
c. believe that research is the best approach for understanding education.
d. believe that research is not better than any other method for understanding education.
15. All of the following are characteristics of scientific research except
a. postmodernism.
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b. progressive discourse
c. reliance on replication studies.
d. controls for researcher biases.
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