Test Bank for Research in Education () 100% A+ GUARANTEE.

Test Bank for Research in Education () 100% A+ GUARANTEE. Longitudinal or Panel/Cohort design - ANSWERSSame participants, panel, or potentially different participants from the same sample, cohort, studied repeatedly at different ages. Shows the development (change over time) of a particular group. NCLB - ANSWERSrequires every state to specify stan-dards of achievement in basic skills that all students in certain grades are expected to meet. Basic research - ANSWERSseeks to go beyond the surface manifestations of a problem and study it at a more fundamental level to identify under-lying processes and structures. Applied research - ANSWERSto develop and test interventions that can be used directly to improve practice Descriptive research - ANSWERSanalysis of QUANT data to develop a statistical, detailed, representation of behavior from observations.. NOT intending to explain it....*** answers "what" research questions, not why or how questions. Action research - ANSWERSsmall-scale experiments to test a programs effectiveness in their particular school system Evaluation research - ANSWERSResearch to determine value or worth of the intervention. Microgenic design - ANSWERSParticipants are presented with a novel task, and their mastery is followed over a series of sessions Central tendency - ANSWERSMean. Can analyze how far things vary from the mean, with standard deviations (SD) and range, etc. Basic research - ANSWERSFocuses on fundamental processes Positivism - ANSWERSThere is a finite something out there; associated with quantitative research Interpretivism - ANSWERSEverything is filtered through the lens of the person taking in information; associated with all other paradigms and qualitative or mixed-methods, or most people. Construct - ANSWERSstructure or process inferred from observed behavior Variable - ANSWERSa construct that can vary or be different in different circumstances Constant - ANSWERSSomething not being tested but that is part of the study, so it is kept the same as to not interfere with results Generalizability - ANSWERSWhat we learn about a small group can tell us something about a larger group Population - ANSWERSentire group of individuals about whom we are interested in learning something Sample - ANSWERSsmall group of individuals who we have access to and select for a study to tell us something about the target population. stratified random sample - ANSWERSensuring that individuals in the population who have certain characteristics are represented in the sample. *** making sure that some people from the population you care about are represented in the sample Simple random sample - ANSWERSall of the individuals in the defined population have an equal and independent chance of being selected as a member of the sample. Proportional random sample - ANSWERSdraw random samples of different sizes (but each size being an adequate number) so that the proportion of students in each group in the sample is the same as their proportion in the population Purposeful sample - ANSWERSsample is selected because it is likely to be rich in the data you need to understand what you are studying; based on judgment of researchers Cluster sample - ANSWERSnaturally occurring groups, rather than individuals, as the sample criterion sampling - ANSWERSpicking a sample based on a criteria requirement to be included in your study. Snowball sample - ANSWERSOne paw articulacy leads you to other participants to include in the sample Convenience sample/volunteer sample - ANSWERSPeople volunteer or agree to participate Population validity - ANSWERSdegree to which the sample of individu-als in the study is representative of the population from which it was selected.. Must look at ACCESSIBLE population and TARGET population (not selected sample) Test validity - ANSWERSdegree to which evidence and theory support the interpretation of test scores & how tests are used.... does it measure what the researcher claims it measures Test reliability - ANSWERSdegree to which tests are free from measurement error; how well it represents the "true score"'of a person Observer bias - ANSWERStendency to perceive an event in such a way that relevant aspects of the event are overlooked, distorted, or falsified Measurement error or standard error of measurement - ANSWERSdifference between an individual's score on the test and the "true" score margin of error - ANSWERSprovide information about how likely it is that the range of numerical values in the confidence interval contain the actual population parameter. Content validity - ANSWERSContent measures what it says it measures Face validity - ANSWERSIt seems like it's valid at a glance Predictive validity - ANSWERSValidity in that it predicts something Response-process validity - ANSWERSinvolves a demonstration that the processes used by individuals in taking the test are consistent with the particular variable that the test presumably measures. Consequential validity - ANSWERSextent to which the values implicit in the variables measured by a test and in the intended uses of the test are consistent with the values of those involved Item consistency - ANSWERSAll items on a test measure the same construct Cronbach's alpha - ANSWERSA type of reliability coefficient that tells you the degree to which items on a test are consistent with each other. Shows internal consistency Survey research - ANSWERSsystem-atic collection of data about participants' beliefs, attitudes, interests, and behavior using standard-ized measures such as questionnaires, interviews, and tests Questionnaires - ANSWERSSet of questions about many different variables, including demographic variables. Needs reliability and validity. Written after constructs have been defined. Harder items appear last. Interviews - ANSWERSDirect interaction between researcher and participant; can be structures