Running Head: Methodological Critique

PAGE [Type text][Type text][Type text]

1Methodological Critique

Methodological Critique and Implications for Further Research Quentin Flokstra

50567072

ETEC 500, Section 65EThe University of British Columbia

Dr. Janet McCracken

March 4, 2013Qualitative and Quantitative Article Critiques and

Implications for Further Research

This paper provides a full descriptive analysis, critique, and comparison of a quantitative article and a qualitative article. The quantitative article to be critiqued is: Can instructional and emotional design support in the first-grade classroom make a difference for children at risk of school failure? by Bridget K. Hamre and Robert C. Pianta. The qualitative article is titled: Developing teacher epistemological sophistication about multicultural curriculum: A case study by Christine Sleeter. Moreover, the implications of this discussion on my future research will be examined. Descriptive Analysis and Critique

Quantitative and qualitative studies, by their very nature, require different methods to achieve their means. The two articles in question are no different. Hamre and Pianta studied 910 children as part of their longitudinal study. In contrast, Sleeters case study focuses on the experiences of one individual. Quantitative Example: Analysis of Methodology

Hamre and Pianta investigated the ways in which childrens risk of school failure may be moderated by support from teachers. Specifically, they were interested in whether experiences in high-quality classrooms could help close the gap between high-risk children and their low-risk peers.

Hamre and Pianta chose a causal-comparative study as the method for their research. They reference work by Rutter and Maughan regarding testing environment influences on child development.

However, there are challenges inherent with a causal-comparative study. Because the researchers could not control for all the variables, the cause-effect link cannot be clearly obtained. As the researchers themselves note, they could not use data specifically developed for this study and their overall sample was not highly at risk. These two key considerations may mitigate the effectiveness of this causal-comparative study.

Although an experimental study would allow for a more robust case for claiming a cause-effect relationship, a cause-comparative study is the best approach for this type of study. In an experimental study, the researcher would be faced with critical ethical issues such as knowing that some at-risk children would be placed in classrooms of low support. In a causal-comparative study, the researchers observe the factors as they have happened. This would mitigate any significant ethical issues. Qualitative Example: Analysis of Methodology

The purpose of Sleeters case study was to study the complexity with which teachers understand and plan curriculum, specifically around multicultural issues. Moreover, she was interested in examining the relationship between a teachers learning, a researchers teaching strategies in the university coupled with a classroom visit.

Sleeter outlines the rationale for using a case study approach for her study. She asserts that a case study is useful because they offer a glimpse at a specific situation within an individual case. Within this particular study, Sleeter was interested in focusing on a beginning teacher who was relatively new to multicultural education, open to education, and taught in a diverse classroom. This would allow her to draw conclusions for other teachers in similar situations.

Although there are benefits to focusing on one specific person for a case study, within a qualitative study there is the ability to broaden the study. In this example, it may have been beneficial to compare a beginning teacher to a more experienced teacher. If the researcher is interested in seeing which factors prompt growth in teachers cultural understandings, then more participants could have been included. A range of teacher experiences may have validated some of her findings regarding implications for teacher-education programs and the teaching profession at large.

Other Notable Differences Between Qualitative and Quantitative Example

Comparing the two studies illustrated just how different the two research approaches are. Because the quantitative study was examining two factors related to at-risk students, a significant portion of the article was needed to report on the pertinent literature. Moreover, Hamre and Pianta were careful to define the terms used in the study so that there would not be any confusion whatsoever regarding their findings related to demographic characteristics and levels of educational and emotional support. Finally, the care in which they laid out the rationale behind their approach showed the considerations that researchers need to take in quantitative research to mitigate any threats to validity.

In contrast, Sleeters study focused on her own work and thus relied less on a basis of a literature review. Rather, she outlined some of the key components relevant to her area of interest in this particular study gave an effective rationale for using a case study in her research. Moreover, in discussing the results, she provided a synopsis of the information, along with a few key quotes from the participant, which allowed for a quick dissemination of the pertinent data. Then, Sleeter discussed the implications of her study for teacher education and highlighted the key ideas that emerged from her case study. In her conclusion, Sleeter seemed to issue a challenge to novice teachers to question institutionalized assumptions. Overall, Sleeter seems quite confident of her study and its implications.

Hamre and Pianta did not seem as willing to make such bold statements about their own research findings. Again, with their quantitative research there was a lot more data to present and they did so in great detail. While Sleeter indicated confidence in her study, Hamre and Pianta seemed a bit reticent to read too much into their findings. They were careful to note any oddities or issues that may cloud some of the data. Moreover, in their discussion of the findings, they considered the limitations of the study and also accounted for one competing hypothesis to their data. Finally, rather than a call to significant action within classrooms, Hamre and Pianta issue a call for further longitudinal studies to measure classroom methodologies.

Implications for Personal Research

Having looked in great detail at both a quantitative and qualitative research sample, the value and challenges in using either approach is clearer. Both approaches require careful planning, clearly defined terms of research, and the use of meaningful measuring instruments.

In using a quantitative approach to research, there needs to be a significant amount of planning particularly if one is planning to study demographic factors and instructional support over a period of time. The study by Hamre and Pianta is one example of how a study needed considerable planning before the children even entered school. Their study also showed that in order to maintain objectivity, there might be a need to train other people to do meaningful, objective observations.

Other factors include accounting for some variances in data. In order to account for these variances, the researchers had to adjust the data using analysis for covariance. This factor, along with all of the data tables, shows that to make effective use of quantitative studies I would need to become more educated with statistical analysis and how to measure and adjust data in order to account for various unexpected issues. As a humanities-minded individual, mathematical analysis seems a bit daunting, but the benefits for educational research cannot be overlooked.

The qualitative study had more characteristics familiar to me as an educator. Again, careful planning was needed with clear goals in mind. As an educator, I frequently use rubrics in my assessment including classroom observations of group dynamics. As such, creating a rubric, such as Sleeters, does not seem as daunting as statistical analysis. Conducting observations, taking careful notes, and engaging in a meaningful interview all require planning in a qualitative study but these, at this point in my career, seem to be a bit more manageable.

However, I could not simply base doing future research on the easiest approach. The value in gaining meaningful, objective data cannot be overlooked. It does seem to me that a balance between the two methodologies may be the most appealing for my own research interests. Conducting a significant quantitative study seems beyond my capabilities at this time. Yet, using some of the instrumentation tools such as surveys, academic achievement tests, etc. would have great value in informing my own practice. At the same time, observational data is something that I am able to do daily and with which I am familiar with doing, albeit with a different focus. Given that for the foreseeable future I will likely be working in the classroom, it seems more feasible to conduct qualitative research. Conclusion

Doing a full critique of a quantitative and a qualitative study has been a beneficial experience to me as new educational researcher. There are pros and cons to utilizing either method, but both methods require purposeful planning in order to achieve meaningful results. I am likely to use a blending of the two methodologies within an action research setting. Having considered these methods, I can do so with a more informed perspective.

BibliographyHamre, B.K., & Pianta, R.C. (2005). Can instructional and emotional support in the first-grade classroom made a difference for children at risk of school failure? In L.R. Gay, G.E. Mills & P. Airasian, Educational research: Competencies for analysis and applications (10th ed.) (pp. 33-50). Upper Saddle River, New Jersey: Pearson Education Inc.Sleeter, C. (2009). Developing teacher epistemological sophistication about multicultural curriculum: A case study. In L.R. Gay, G.E. Mills & P. Airasian, Educational research: Competencies for analysis and applications (10th ed.) (pp. 51-59). Upper Saddle River, New Jersey: Pearson Education Inc.