by Nick Eastmond ¹

• ¹ Utah State University

In this Research for the Classroom Teacher course, Dr. Eastmond uses a model for teaching called Guided Design. This course teaches classroom teachers how to design and carry out research according to this method.

Course Goals and Objectives

A. Demonstrate awareness of a scientific, cognitive and other approaches to obtaining knowledge. The student's responses to written and/oral questions and statements during discussion shall indicate understanding that:

• Research is a process that can produce data helpful to classroom teachers.
• Research is a knowledge acquisition process that involves:
• inductive inferences based upon data
• objective observation (i.e., observations that can be repeated by other normal persons)
• frequently, the quantitative expression of observation
• tentatively that allows all conclusions to be subjected to re-evaluation based on new or more reliable findings
• Basic steps that include the definition of a problem, the design of a study based on a review of relevant theory and research, the gathering and analysis of data, and the careful drawing of conclusions.

B. Demonstrate the ability to locate and use research literature relevant to one's classroom interests and knowledge problems. The student should be able to:

• Define a problem with sufficient specificity to serve as the initial basis for a literature search.
• Use appropriate methods for a literature search, both in the university library or over the world wide web:
• Use Utah's Pioneer system to access online resources to include SIRS Researches and World Book Encyclopedia.
• Locate relevant resources using Utah State University's Library Homepage.
• Participate in planning and conducting a computer search of preliminary sources-listed in (a) of articles and papers.
• Locate relevant research articles, papers, dissertations and books.
• Prepare bibliographic citations and note cards or computer files located in

C. Demonstrate the ability to design and conduct research appropriate to the classroom setting (i.e. "Teacher research")

• Design a basic quantitative study
• Design a basic qualitative study
• Design a needs assessment study
• Design a formative evaluation study
• Distinguish between types of studies and demonstrate ability to design and conduct a study with applicable to one's own setting

D. Demonstrate sophistication with handling objections and problems in conducting research to include:

• Design of measures, attending to questions of reliability and validity.
• Dealing with concerns of objectivity and observer bias
• Obtaining financial and institutional support for research

E. Affective:

• Demonstrate an attitude of openness to a variety of kinds of research
• Demonstrate a willingness to engage in research to find answers to problems