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ETEC 500
Claude DSouza
4167007
Section 64B
Introduction
The following summary and critique is intended to compare the research methodology
behind quantitative and qualitative research, gained from the investigation of two sample
research studies. Hamre & Piantes (2005) quantitative study investigates the effects of the grade
one classroom environment on the status of the students at the end of the school year, in order to
determine if teacher support could mitigate the childrens risk of failure. The purpose of the
quantitative Sleeter (2009) study is to try and identify factors that contribute to one teachers
Descriptive Analysis and Critique of Research Design Methods in Both Study Samples
The Hamre & Piante (2005) study is longitudinal so that before and after assessments can
be compared and analyzed. The experiment is natural in terms of student assignment into
different classrooms, and the researchers carry out objective observations of teacher support in
order to ensure consistency. In my opinion, these methods are effective for identifying
relationships between variables. The reasoning for the methodological approach used by Hamre
& Piante (2005) is well-supported with theoretical evidence; much of their design adheres to the
Sleeter (2009) chooses the case study because she wants to look at what makes the
individual case unique. She chooses her individual because a lot can be learned from studying a
beginner teacher with no prior experience in the course area. Sleeter (2009) triangulates results
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across her data collection sources, which include a variety of methods using written and visual
information from the researcher and participant. In order to guide her reflection and analysis of
the data, Sleeter (2009) follows a self-designed rubric that distinguishes three levels of critical
thinking on multicultural curriculum. Although Sleeter (2009) cites research to support her
qualitative approach, I feel that some of her design methods are ineffective. Firstly, the
researcher herself is teaching the course, and she conducts the qualitative research, so this
appears to be an action research study. Although objectivity is intended, the validity can be
hindered by experimenter bias. Furthermore, Sleeter (2009) may be able to understand the
complexity of a single case, but I think that she would benefit from similarly designed studies
with a few other subjects to allow for comparisons to be made. Although some data analysis
strategies that she employs are effective, I believe that the involvement of a third-party to
conduct observations and the inclusion of a few more individual case studies are needed.
There are several major differences between the quantitative study by Hamre & Piante
(2005), and the qualitative research conducted by Sleeter (2009). First, in terms of the
description of the research problem, Hamre & Plante (2005) seek an explanation for the problem
and describe the problem in detail, citing many previous studies in their area of study. On the
other hand, Sleeter (2009) use a broader description, as she attempts to gain some understanding
as to how her course should be taught by exploring the individual case of one of her students.
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Hamre & Plante (2005) use a large, randomly selected sample, then narrow their focus to
910 children with complete data. Overall, the placement of participants is natural and somewhat
random, with sufficient representation of participants with various levels of risk in low, moderate
and high support classrooms. Sleeters (2009) selection of her one participant for the case study
is not random, but based on the teachers experiences, especially with regards to the course
material
Data collection is detailed and methodical in the quantitative study done by Hamre &
Plante (2005), and the analysis of the numerical data is done carefully using universally accepted
statistical measures. The sources of text and visual data collected by Sleeter (2009) highlight a
variety of sources, and she designs and uses her own rubric to analyze and triangulate the
findings.
Hamre & Plante (2005) follow a procedure that is scientific, using recognizable
instruments, and trained observers measure the level of instructional and emotional support in the
classrooms. Sleeter (2009) follows a procedure that consists of more subjective methods of data
The quantitative study by Hamre & Plante (2005) allows them to draw general
conclusions, and make claims about how instructional and emotional support is related to
academic achievement and student-teacher interactions. Sleeter (2009), on the other hand, can
only draw conclusions that apply to herself and her one participant.
Finally, in terms of reporting literature, Hamre & Plante (2005) present a thorough
review, which includes valuable contributions and shortcomings in the existing literature, as well
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as recommendations that justify the problem and the need for this quantitative study. Sleeters
(2009) report is not as extensive, but also provides some justification for her research problem.
From the quantitative study by Hamre & Plante (2005), I have learned much about what
is required to conduct effective educational research. First, the researcher must thoroughly
investigate the existing work in the desired area to highlight the problem and need for the study.
Then, the research project must be carefully designed, with all measures taken to ensure
objectivity and validity. Finally, the results must be analyzed in a way that adjusts for other
variables that may influence the researchers interpretation of the results. From Sleeters (2009)
qualitative study, I learned that it is not important to focus on generalizability of data, but rather
ensuring that the findings are relevant to the researcher and/or the participants themselves.
Although I appreciate the value of unique insight gained from the individual case study, I think if
faced with a similar situation, I would aim to do conduct multiple case studies of individuals to
also draw conclusions based on simiarities. Finally, I learned that is important to use methods
such as triangulation when analyzing data, in order to draw conclusions from a qualitative case
study.
As a new educational researcher, I believe that the quantitative methods are more
appealing to me in terms of my own research interests. The design of these types of studies is
very consistent; the procedure and analysis of results in quantitative studies are always
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conducted objectively, using closed data from a large sample and measuring it with reliable tools.
In the areas of research that I would like to explore, such as Korean high school students
teacher, I feel that there is a need for a quantitative approach similar to the one employed by
Hamre & Plante (2005). There is more insight that can be gained from investigating existing
research when designing a quantitative study, and although much more time and effort is needed
to create, implement, and analyze findings, the conclusions drawn from a well-designed study
can be applicable on a larger scale than its quantitative counterpart. As a beginner in the area of
References:
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the firstgrade
classroom make a difference for children at risk of school failure?. Child Development,
76(5), 949-967.
Rutter, M., & Maughan, B. (2002). School effectiveness findings 19792002. Journal of School
Psychology, 40, 451475.