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Example: During an experiment, the researcher collects qualitative data during a trial of an intervention to examine how participants were feeling during the intervention. The research also goes on to collect quantitative data to find out whether or not the participants are improving as a result of the intervention.
-Kerrie Donk
Interconnecting Themes: (page 317-318)
Student Friendly Definition: the researcher relates different themes together and finds connections between them to make a time line sequence. This is often used in qualitative research
Example: using a geriatric interview to understand a client's past for explorations into lifespan development theories. The researcher will most likely be given many events and need to use interconnecting themes for proper analysis or the interview.
-Jenn Petersen
Qualitative Research Question: (page 54-55)
Definition: In qualitative research, the questions tend to be broad and focus on the client's experience.
Example: Interviewing different clients using open ended questions and allowing for lengthy explanations. Later the researcher interprets these responses and draws conclusions.
-Jenn Petersen

Example: When the qualitative researcher failed to disclose any personal biases or values which may have affected his research study, his colleagues said that he was not being reflexive.
-Emily Kennelly
theoretical sampling (Ch. 14, pg. 442)
Definition: data collection that is focused on developing a theory about a certain phenomenon; data collected from several individuals that may have different perspectives to shed light on the phenomenon
Example: If a researcher wants to develop a theory about how parents select a school for their child to attend, they would interview the parents (who have firsthand experience) as well as teachers, and the principal to get a broad idea of their views on what it means for a parent to select a school for their child to attend.
-Kerrie Donk
critical ethnographies (Ch. 15, pg. 478)
Definition: research aimed at advocating for groups that are margenalized in our society; speaking for those that may not have a voice
Example: A researcher wants to study schools that provide priviledges to certain types of students, create in equalities for students among different SES classes, encouraging boys to talk during class while encouraging girls to stay silent.
-Kerrie Donk
practical action research (Ch. 18, pg. 599)
Definition: teachers, students, counselors, and administrators that come together to do research on a problem issue that is impacting their school; this is systematically studying a local problem and its purpose it to improve practice
Example: An elementary school teacher studies the disruptive behavior of a child in her classroom.
-Kerrie Donk
personal experience story (Ch. 16, pg. 514)
Definition: a narrative of an individual's story about a certain topic or broad range of topics; these can be both personal and social in nature and they usually just focus on a single episode or event in a person's life rather than being about the entire life of a person
Example: A teacher conveys his stance on the Response to Intervention process and his feelings regarding the RTI training he received.
-Kerrie Donk
collaboration (Ch. 16, pg. 522)
Definition: refers to the process of including the participant as the research writes his or her story into their research practice; the participant is able to see how the researcher used his or her story in the research and has a voice as to whether it was portrayed correctly
Example: A researcher is doing qualitative research on teachers' job satisfaction; she collects narrative stories from 3 teachers and lets them see the manuscripts and how she incorporated their stories into her research; she also receives feedback from them in how she used their stories in her research
-Kerrie Donk
embedded design (Ch. 17, pg. 558)
Definition: collecting qualitative and quantitative data together with one provided support missing from the other
Example: During an experiment, the researcher collects qualitative data during a trial of an intervention to examine how participants were feeling during the intervention. The research also goes on to collect quantitative data to find out whether or not the participants are improving as a result of the intervention.
-Kerrie Donk

Definition: This is a type of design that is similar to mixed methods research, and are typically procedures done by teachers or educators (often in teams) to gather information about the educational setting. The information is gathered to (hopefully) improve the actually setting, teaching methods, and/or student learning. Data may be quantitative, qualitative, or both.
Example: The school principle invited a group of educators to conduct action research in order to effectively assess the problem of low reading scores at the school, and to gather qualitative data regarding teaching styles used in reading classes.
-Emily Kennelly
Reflexivity (Chapter 2, pg. 58)
Definition: In completing a research study, a qualitative researcher will reflect on their own biases, values, and assumptions in order to discuss their role or position in the research. It can be referred to as "being reflexive".
Example: When the qualitative researcher failed to disclose any personal biases or values which may have affected his research study, his colleagues said that he was not being reflexive.
-Emily Kennelly

Convenience Sampling-(p. 155) a researcher chooses a sample based on those who want/are willing/are available to participate in the setting
Example: This may occur in an inpatient setting, where a certain pathology/population is readily available to the researcher.
-Hilary Bornstein
*Variables*- *Variables*- a trait graders-Hilary Bornstein
Ordinal Ordinal Scales: Creswell,
Grounded Theory
Creswell, J. (2008). Educational Research, Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey. Pearson Education, Inc. (Chapter 14, pg. 432-434).

-Brett Gellers
Action Research Designs (Chapter 18, pg. 597- this is for everyone who took NCE last weekend!)
Definition: This is a type of design that is similar to mixed methods research, and are typically procedures done by teachers or educators (often in teams) to gather information about the educational setting. The information is gathered to (hopefully) improve the actually setting, teaching methods, and/or student learning. Data may be quantitative, qualitative, or both.
Example: The school principle invited a group of educators to conduct action research in order to effectively assess the problem of low reading scores at the school, and to gather qualitative data regarding teaching styles used in reading classes.
-Emily Kennelly

Convenience Sampling-(p. 155) a researcher chooses a sample based on those who want/are willing/are available to participate in the setting
Example: This may occur in an inpatient setting, where a certain pathology/population is readily available to the researcher.
-Hilary Bornstein Ordinal
*Variables*- a trait or attribute of a person or group that can be measured or observedExample: Reading achievement in 3rd graders-Hilary Bornstein
Ordinal Scales: Creswell,
Grounded Theory
Creswell, J. (2008). Educational Research, Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey. Pearson Education, Inc. (Chapter 14, pg. 432-434).


-Brett Gellers
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D

Snowball Sampling (Chapter 6, p. 155-156)
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Pearson Education, Inc.
designated population.
Example: In order to collect data for my study on the onset of college student, underage drinking, I sent an email out with the link to my survey to members of the freshmen class of FSU. I attempted to accumulate a snowball sampling by asking each student whom I sent the email to forward it to three other FSU freshmen they knew.
-Deanna Allen
-Mary Kate Watters
Continuous Variable: (Chapter 5, pg. 125) Creswell, J. W. (2008). Educational Research. Planning, conducting, and evaluating quantitative and qualitative research. New Jersey. Pearson Education, Inc.
be possible.
Example:
Example: Time to of time.
Non-Example:
Non-Example: The number score 6.24.
-Mary kate Watters
Interrater reliability: Creswell, J. W. (2008). Educational Research. Planning, conducting, and evaluating quantitative and qualitative research. New Jersey. Pearson Education, Inc. (chapter 6, pg. 171)
another's behavior.
Example: Perhaps two school psychologists perform a structured behavior observation (BOSS) on a second grade student. Following their observation they compare their results to determine if they are similar or different. This is looking at interrater reliability.
-Mary Wilcox
Ratio scale: Creswell, J. W. (2008). Educational Research. Planning, conducting, and evaluating quantitative and qualitative research. New Jersey. Pearson Education, Inc. (chapter 6, pg. 176)
the units.
Example:
Example: In a of measurement.
-Mary Wilcox
Control variable: Creswell, J. W. (2008). Educational Research. Planning, conducting, and evaluating quantitative and qualitative research. New Jersey. Pearson Education, Inc. (chapter 5, pg. 128)
or characteristics.
Example:
Example: A control statistical procedures.
-Mary Wilcox
Open-ended questions: Creswell, J. W. (2008). Educational Research. Planning, conducting, and evaluating quantitative and qualitative research. New Jersey. Pearson Education, Inc. (chapter 8, p. 225)
Convenience Sampling (Chapter 6, pg. 155)
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Pearson Education, Inc.
sample population.
Example: When wanting to collect data on EPLS student opinions on educational quality of the EPLS department of The College of Education at FSU, the researcher decided to use convenience sampling by using people she knew within the department to conduct her study.
-Deanna Allen
Contrary Evidence (Chapter 9, pg. 257)
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Pearson Education, Inc.
a theme.
Example: A research experiment trying to prove the negative effects of alcohol consumption displaying data that shows alcohol consumption to have positive effects on one's well-being.
- Hanz Medard
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research.New Jersey: Pearson Education, Inc.
Definition: the name for measures when the sample or grouping is categorical. They don’t have numerical value and they cannot be ranked.
does not.
~Ruth Arnold
Standard Deviation (SD) (Chapter 7, pg 194)
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research.New Jersey: Pearson Education, Inc.
your hypothesis.
I was taught a great example of SD. If you investigate two cities (one by the ocean and one inland), they may have the same average temperature BUT the actual recorded temperatures may vary greatly. The city temperatures, because of the asphalt, vary more drastically than the city by the water. So the inland city will have a greater standard deviation and the city by the water will have a smaller standard deviation.
~Ruth Arnold
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research.New Jersey: Pearson Education, Inc.
Definition: It is providing a number to show how different two groups are (usually the control group and experimental group). It is an easy way to see if the treatment really had any effect. It is calculated by dividing the difference of the Mean of the control group from the mean of the experimental group by the Standard Deviation.
Effect Size.
A larger the effect size shows that the treatment is more likely to work for others.
Example: The effect size for the experiment that breathing (treatment) is will likely be very effective for staying alive (group). On the other hand, when the treatment is not does not work (or there is no effect) for the experimental group the effect size will be small.
Construct Validity:
Creswell, J. W. (2008). Educational Research. Planning, conducting, and evaluating quantitative and qualitative research. New Jersey. Pearson Education, Inc. (p. 173)
are measuring.
Example:
Example: Psychologists who construct validity.
-- Taryn McCormick
Threats to Internal Validity:
Creswell, J. W. (2008). Educational Research. Planning, conducting, and evaluating quantitative and qualitative research. New Jersey. Pearson Education, Inc. (p. 308)
Definition: Various elements within an experimental research study that interfere with the whether or not there is a true "cause and effect" between the independent and dependent variables. They can involve either the participants or the procedures of the study.
sports did.
Devin Jordan
Posttest
Creswell, J. W. (2008). Educational Research. Planning, conducting, and evaluating quantitative and qualitative research. New Jersey. Pearson Education, Inc. (chapter 6, pg. 308)
Definition: A potential threat to internal validity in an experiment in which participants develop or change during the experiment. These changes have the ability to affect the participants scores between the pre and post test.
the treatment.
- Jackie Berry
Purposeful Sampling (Chapter 8, p. 214)

3. This is one way to select participants for a research study from a particular population so that there is not systematic way that the participants are chosen to be participants. This should not be confused with random assignment, as random selection specifically deals with the process of randomly recruiting participants for the research study.
4. The researchers used “random selection” when recruiting participants for their research study to see if iPads would improve student learning of middle school students. All of the middle school students in the particular area were entered in a database. A random number generator was used to randomly assign a number to each student. The number 1-100 were then selected to be participants in the research study.
Etic Data: (Chapter 15, pg. 482 in the textbook)
Definition: Raw data that ethnographers gather while doing fieldwork, which is based on the interpretations that these trained professionals make to explain phenomena that participants in the field discuss in their own way.
The ethnographer compiled "etic data" regarding his assessment of the day to day activities he witnessed the teenage homeless population he was following angage in.
-Brett Gellers
Resentful demoralization: (Chapter 11, pg. 309 in the textbook)

Definition: A phenomenon that occurs in a controlled experiment when participants in the control group become resentful of not recieving the experimental treatment or become resentful that the treatment they are recieving is inadequate or sub-par to the other group's treatment. This could result in the control group affecting the validity of the results if they begin to become uncooperative or non-compliant.

It appears that feelings of resentful demoralization were present in the control group in this particular study, and as a result, the participants in the control group stopped even trying to do well on the achievement test that was administered, thus nullifying the observed results of the experimental intervention that was applied to the treatment group before they took the achievement test.

-Brett Gellers
(
D

Emerging Design
Emerging Design
Creswell, J. W. (2008) Educational Research: Planning, conducting and evaluating quantitative and qualitative research. New Jersey, Pearson Education, Inc. (Ch 14, p. 442)
Definition: Emerging design is a grounded theory concept that allows the researcher to analyze data as it is collected, rather than waiting to analyze it after it has all been collected. Employing this technique permits the researcher to change the direction or focus of data collection.
Example: A researcher is conducting interview asking people about A, B and C. However, upon examining the initial data, it becomes clear that A is not important, but D is germane to the research question. The researcher may change the interview design to include questions about B, C, and D.