Educational Research Methods
Uploaded by
ScribdTranslationsEducational Research Methods
Uploaded by
ScribdTranslationsMETHODS AND MODELS OF EDUCATIONAL RESEARCH
PEDAGOGY
Prof.: Jesús Marauri Ceballos
Core subject (7.5 credits)
GENERAL OBJECTIVES
Knowing the main models and methods of Educational Research
Understanding Quantitative and Qualitative Methods
Application of the CIPP Model to Educational Research
SPECIFIC OBJECTIVES
Knowing the theoretical framework of Research in Education
Analyze and understand the CIPP method as a structural framework for the subject
To know, understand, and apply different methods and techniques of analysis of
Context in Education
Knowing, understanding, and applying different methods and techniques of analysis of the
Input in Education
Know, understand and apply different methods and techniques of analysis of
Process in Education
To know, understand, and apply different methods and techniques of analysis of
Product in Education.
PROGRAM CONTENTS
1.- Research methods in education:
a)Positivist Paradigm
b) Interpretative Paradigm
c) Critical Paradigm
2.- Research in the CIPP model:
Context research.
Input research.
Process investigation.
Product research.
3.- Procedures, methods, and techniques applicable in research through
CIPP model:
a) Needs analysis and Delphi Technique
b) Scales of attitudes: Thurstone, Likert, Semantic Differential,
Guttman, Q Methodology and Sociometry
c) Observation techniques and climate measurement instruments
institutional and classroom
d) Interview technique, content analysis, and case study
e) System of indicators for the evaluation of performance, quality and
satisfaction
f) Performance evaluation systems. Objectives,
objective tests and open tests
PRACTICES AND WORKS
- Development of a scale
- Design of an evaluation through the CIPP model
- Design and implementation of an indicator system
- Design and application of research through observation
- Design of a needs analysis
- Conducting an in-depth interview
- Design and application of an attitude scale
- Development of a case study
- Design and application of research through content analysis
- Design and application of a sociometric study
- Design and application of a performance evaluation based on objectives
At the beginning of the course, the mandatory practices and assignments will be established.
EVALUATION
Class attendance and classroom exercises (20%)
Mandatory Research Assignments (35%)
Individual work (20%)
Team practices (15%)
Objective test exam (45%)
BIBLIOGRAPHY IN LIBRARY
ALVAREZ, M. (1998). The leadership of total quality. Madrid: Praxis, Spanish School.
ANDER-EGG, E. (1990). Social Research Techniques. Buenos Aires: HUMANITAS.
ANGUERA, M.T. and OTHERS (1988). Observation in the school. BARCELONA: GRAO.
ANGUERA, M.T. and OTHERS (1993). Observational methodology in research
psychological. Barcelona: PPU.
ANGUERA, M.T. and OTHERS (1995). Research methods in psychology.
SYNTHESIS.
ANGUERA, M.T.(1978). Methodology of Observation in the Human Sciences. MADRID:
CHAIR.
ANGUERA, M.T. (1983). Manual of Observation Practices. Mexico: TRILLAS.
ARY, D.; JACOBS, CH. and RAZAVIEH, A. (1982). Introduction to Educational Research.
Mexico: Inter-American.
BARTOLOME, M. (1988). "Action Research, Pedagogical Innovation and Quality of the
educational centers." BORDON, 40, 2, 277 - 292.
BARTOLOME, M. (1988). Methodological Aspects of Educational Research. Madrid:
NARCEA.
BARTOLOME, M. (1990). Cooperative research: Pathways of innovation in the university.
Barcelona: PPU.
BISQUERRA, R. (1989). Educational Research Methods. Practical Guide. Barcelona:
Ceac.
BOLÍVAR, A. (2000). Educational centers as organizations that learn, Promises
and realities. Madrid: La Muralla
CARR, W. and KEMMIS, S. (1988). Critical theory of teaching. Action research in the
teacher training.. Barcelona: MARTINEZ ROCA.
Casanova Rodriguez, M.A. (1982). Sociometry and its Educational Applications, Madrid:
Anaya.
CASANOVA RODRIGUEZ, M.A. (1991), Sociometry in the classroom, Madrid: Muralla.
CLEMENTE LINUESA, M. (1982). 'Instruments for analyzing educational content.'
EDUCATORS, 117.
COHEN, L. and MANION, L. (1994). Research methods in education. London: Routledge.
COLÁS BRAVO, MªP. and BUENDIA EISMAN, L. (1992). Educational Research. SEVILLE:
ALFAR EDITIONS S.A.
COLÁS BRAVO, P. (1993). 'Action research/cooperative learning as
proposal for methodological innovation in the university classroom.
UNIVERSITY TEACHING, 5, 83 - 98.
COOK, T.D. and REICHARDT, CH.S. (Eds.) (1986). Qualitative and Quantitative Methods in
Educational Research. Madrid: Morata.
CORNEJO, J.M. (1987). Correspondence Analysis in Psychosocial Research.
Barcelona: Publications of the Autonomous University of Barcelona.
DE VICENTE, P.; MORAL, C. and PEREZ, P. (1993). "Reflective processes promoted in the
school practices of teacher training students.” RESEARCH JOURNAL
EDUCATIONAL, 22,105-117.
DELORME, Ch. (1985). From pedagogical animation to action-research.
Morata.
ELLIOTT, J. (1991). "Professional performance and teacher training". NOTEBOOKS OF
PEDAGOGY, 191, 76-81.
ELLIOTT, J. (1991). Action research for educational change. Milton Keynes: Open University
Press.
ELLIOTT, J. (1993). Educational Change through Action Research.. Madrid: Morata.
FESTINGER, L. and KATZ, D. (1979). Research Methods in the Social Sciences.
Buenos Aires: Paidós.
FREIRE, P. (1988). Education as the practice of freedom. Madrid: SIGLO XXI.
GAIRÍN, J. (1996). "Organization of educational institutions. Nature and approaches." In
Domínguez, G., and Mesanza, J. Manual of educational organizations. Madrid: School
Spanish
GAMBARA, H. (1995). Research Designs. MADRID: MACGRAW - HILL.
GARCIA FERRANDO, M.; IBAÑEZ, J. and ALVIRA, F. (1989). The Analysis of Social Reality.
Madrid: Alianza-Editorial.
GIL FLORES, J. (1994). Analysis of qualitative data. Applications to research
educational. Barcelona: PPU.
GOMEZ DACAL, G. (1992). Traits of the student, teaching efficiency, and school success. MADRID:
THE WALL.
GONZALEZ TIRADOS, R.M. (1990). Analysis of the training needs of trainers
of the technical-practical area and training modalities. MADRID: ICE - UNIVERSITY
POLYTECHNIC.
GOYETTE, G. and LESSARD, M. (1988). Action research. Barcelona: Laertes.
HOPKINS, D. (1987). 'Towards an improvement in the validity of action research.'
EDUCATIONAL INNOVATION, 3,61-84.
KEMMIS, S. (1988). The curriculum. Beyond reproduction. MADRID: MORATA.
KEMMIS, S. and McTAGGART, R. (1988). How to Plan Action Research. Barcelona:
Laertes.
KERLINGER, F.N. (1985). Conceptual approach to behavioral research.
Mexico: Inter-American.
LAKATOS, I. (1983). The Methodology of Scientific Research Programmes. Madrid:
Alliance Publishing.
LAMSON WHITNEY, F. (1983). Elements of research. BARCELONA: OMEGA.
LOPEZ FEAL, R. (1986). Construction of Measurement Instruments in Behavioral Sciences
and Social Sciences. Barcelona: Alamex.
LOPEZ GORRIZ, I. and GONZALEZ RAMIREZ, T. (1993). "Teaching as research: a
innovation experience in university classrooms." TEACHING JOURNAL
UNIVERSITY, 6, 85 - 104.
Introduction to Teacher Training: Theory and Models
Publications Service of the University of Seville.
MARCELO, C. (1994). Teacher training for educational change. BARCELONA:
PPU.
MARRERO, J. (1991). "Implicit Theories of Teachers and Curriculum". NOTEBOOKS OF
PEDAGOGY, 197, 66-69.
McLAUGHLIN, M. (1988). "Institutional environments that favor motivation and
productivity of teachers." In A. VILLA (Coord.), PERSPECTIVES AND PROBLEMS
FROM THE TEACHING FUNCTION, MADRID: NARCEA.
MINGORANCE, P. (1992). "The metaphor as a representation of thought in language"
by the professor: in the construct teaching-learning." BORDON, 44,3,245-252.
MORALES VALLEJO, P. (1995). Academic evaluation: concepts and approaches
basics, Bilbao: University of Deusto.
MORALES VALLEJO, P. (1995). The evaluation of academic tasks, exercises, activities
practices and group work, Bilbao: University of Deusto.
MORALES VALLEJO, P. (1995). The objective tests, Bilbao: University of Deusto.
MORALES VALLEJO, P. (1995). The didactic objectives, Bilbao: University of Deusto.
MORALES VALLEJO, P. (1995). Types of tests: oral exams and questions.
open response, Bilbao: University of Deusto.
MORALES, P. (1988). Measurement of Attitudes in Psychology and Education.
TTARTTALO.
MUCCHIELLI, R. (1977). The dynamics of groups. Madrid: European Iberica Editions.
MUCCHIELLI, R. (1979). Content Analysis: documents and communications.
Paris: Modern Publishing Company.
NISBET, J.D. and ENTWISTLE, N.J. (1980). Methods of Educational Research. Barcelona:
OIKOS-TAU.
PEREZ JUSTE, R. (1992). Problems and resolved research design. Madrid: Dykinson.
PEREZ SERRANO, G. (1984). Content analysis in the press. MADRID: UNED.
PEREZ SERRANO, G. (1994). Qualitative research. Challenges and questions. Methods.
MADRID: THE WALL.
PEREZ SERRANO, G. (1994). Qualitative research. Challenges and questions. Techniques and
data analysis. MADRID: LA MURALLA S.A..
PEREZ SERRANO, M. G. (1990). Action Research. Applications in the social field.
educational. Madrid: DYKINSON.
RODRIGUEZ GOMEZ, G.; CORRALES PEREZ, A.; GIL FLORES, J. and GARCIA JIMENEZ, E. (1993).
The conceptions of future teachers about the teaching function.
UNIVERSITY EDUCATION, 6, 9 - 26.
RODRIGUEZ, G., GARCIA JIMENEZ, E., and GARCIA PASTOR, C. (1993). "Social competence
as a school requirement: techniques and procedures for its evaluation,"Journal of
Educational Research, no. 21
RUIZ OLABUENAGA, J.I. (1996). Methodology of qualitative research. BILBAO:
UNIVERSITY OF DEUSTO.
RUIZ OLABUENAGA, J.I. and ISPIZUA, M.A. (1989). The Decoding of Everyday Life.
Educational research methods. Bilbao: University of Deusto.
RUIZ, J.I.; MORALES, P. AND YMARROQUIN, M. (1975). Paulo Freire: Consciousness Raising and
Andragogy. Buenos Aires: PAIDOS.
SANTOS GUERRA, M. A. (2000). The learning school. Madrid: Morata
SCHWART, J. and JACOBS, L. (1984). Qualitative Sociology: Method for Reconstruction of
the reality. MEXICO: TRILLAS.
STENHOUSE, L. (1984). Research and development of the curriculum. Madrid: Morata.
STENHOUSE, L. (1985). "The teacher as a subject of research and development." JOURNAL OF
EDUCATION, 277, 43-54.
STENHOUSE, L. (1987). Research as the basis of teaching. MADRID: MORATA.
STUFFLEBEAM, D.J. and SHINKFIELD, A.J. (1987). Systematic Evaluation. Theoretical Guide and
practice. Barcelona: Paidós/MEC.
TAYLOR, S.J. and BOGDAN, R. (1992). Introduction to Qualitative Research Methods.
Buenos Aires: Paidos.
VILLA SANCHEZ, A. (Coord.) (1988). Perspective and problems of the teaching function.
MADRID: NARCEA.
VILLA, A. and VILLAR, L.M. (Coords) (1992). Organizational and classroom climate. Theories, methods and
measuring instruments. VITORIA: CENTRAL SERVICE FOR PUBLICATIONS OF
BASQUE GOVERNMENT.
VILLAR ANGULO, L.M. (1995). A teaching-learning cycle. Bilbao: MENSAJERO.
VILLAR, L.M. (Dir.) (1992). The teacher as a reflective practitioner in a culture of
collaboration. SEVILLE: GID AND FORCE. UNIVERSITY OF SEVILLE.
The School from Within
