Research

in Child and
Adolescent
Development
 Table of contents

01 Scientific Method

02 Research Designs

03 Data-gathering techniques

04 Ethical Principles
Teachers as Consumers/ End Users of
Research
Research gives teachers and also policy-makers
important Knowledge to use in decision-making for the benefit of
learners and their families. Well-informeed teachers are able to
use and integrate the most authoritative researcch findings.
Research enables teachers to come up with informed decisions
reated to educational policies , curriculum, effective teacheing-
learning process, and eve those involving research, too It can help
us, teachers, to be more knowledgeable about how to fit our
teaching with the developmental levels of our learners.
Teachers as Researchers

The conduct of research does not only belong to thesis

and dissertation writers. It is for students and teachers, too. Let us
learn how to conduct research by finding out the diferent
research principles and the research methods and designs with
focus on child and adolescent development.
 01
The Scientific Method
The Scientific Method
One important principle in research is adherence to the scientific
method since research is a systematic and a logical process. As such
researchers basically follow scientific method.

Dewey’s five steps of Scientific Method:

01 Identify and define the problem

02 Determine the hypothesis

03 Collect and analyze data

04 Formulate conclusions

05 Apply conclusions to the original hypothesis

See notes
 02
Research Design
Research Design
Researches that are done with high
level of quality and integrity provide us
with valuable information about child
and adolescent development.

To be able conduct quality research, it

is important that you know various
research designs and different data-
gathering technique.
Research Design
Research Design Description Strengths Weaknesses

Case Study An in-depth look at an It provides information Need to exercise caution

individual about an individual’s when generalizing from
fears, hopes, fantasies, the information; the
traumatic experiences, subject of a case study is
upbringing, family unique, with a genetic
relationships, health, make-up and
and anything that helps experiences no one else
a psychologist shares; involves
understand that judgements of unknown
person’s development reliability, in that usually
(Santrock, 2002) no check is made to see
if other psychologists
agree with other
observations (Santrock,
2002)
 Research Design
Research Design Description Strengths Weaknesses

Experimental A research design that The only true reliable Experimental research is limited to
determines cause-and- method of what is observable, testable and
effect relationships. The establishing cause and manipulable.
experimental method effect.
involves manipulation one Failure to achieve randomization
variable to determine if may limit the extent to which the
changes in one variable study sample is representative of
cause changes in another the parents population and, with it,
variable. This method relies generalizability of findings of the
on controlled methods, study.
random assignment and
manipulation of variables to Experimentation with humans is
test a hypothesis subject to a number of external
influences that may dilute the
study results (Donna,2000)
Research Design
Research Design Description Strengths Weaknesses

Correlational A research design that Useful because the more Not involve the manipulation of
determines associations strongly two events are factors, it is not a dependable way
Study correlated, the more we to isolate cause (Kantowitz, et al,
can predict one from the 2001 cited by Santrock, 2002)
other.

Longitudinal The Research design Allows them to record They are expensive and time-
studies and follows and monitor consuming.
through a single group developmental trends. The longer the study lasts, the
over period of time. The more subjects drop out – they
same individuals are move, get sick, lose interest, etc.
studied over a period of Subjects can bias the outcome of a
time, usually years or study, because those who remain
more. may be dissimilar to those who
drop out.
Research Design
Research Design Description Strengths Weaknesses

Naturalistic A research design that One of the advantages of Not involve the
focuses on children’s this type of research is manipulation of factors, it
Observation experiences in natural that it allows the is not a dependable way to
settings. researcher to directly isolate cause (Kantowitz,
This does not involve any observe the subject in a et al, 2001 cited by
intervention or manipulation natural setting. Santrock, 2002)
on the part of the researcher.
This technique involves
observing subjects in their
natural environment. This
type of research is often
utilized in situations where
conducting lab research is
unrealistic, cost-prohibitive,
or would unduly affect the
subject’s behavior
 Research Design
Research Design Description Strengths Weaknesses

Cross-sectional A research strategy in which the Allows them to record and It gives no information
individuals of different ages are monitor developmental about how individuals
compared at one time. trends. The researcher change or about the
does not have to wait for stability of their
the individuals to grow up characteristics
or become older. (Santrock, 2002)
Sequential This is the combined cross-sectional and Allows them to record and It is complex, expensive
longitudinal approaches to learn about monitor developmental and time-consuming.
life-span development. This start with a trends. It provides
cross-sectional study that includes information that is
individuals of different ages. A number of impossible to obtain from
months or years after the initial cross-sectional or
assessment, the same individuals are longitudinal approaches
tested again- this is the longitudinal alone (Santrock, 2002)
aspect of the design. At this later time, a
new group of subjects is assessed at each
grade level.
 Research Design
Research Description Strengths Weaknesses
Design

Action Action research is a reflective Appropriate in a particular Typically takes place in one organization
process of progressive setting when the purpose of only at a particular time and could not
Research problem- solving led by study is to create changes and be interpreted within different
individuals working with gain information on processes organizations in the same way.
others in teams or as part of and outcomes of strategies Therefore, research findings are hard
a “community of practice” to used (Hunt, 1987) (impossible) to generalize.
improve the way they
address issues and solve Uses different methods, can If research participants do not feel they
problems get the best out of the understand and own the research
different methods employed, if project, this could lead to a potential
In the context of teaching, done well. conflict of interest between the
action research of teachers researcher and those participating in the
stem from their own Stakeholders are included organization, but also between the
questions about and throughout and so researchers researchers with some participants on
reflections on their everyday are more likely to make the one hand and other members of the
classroom practice. difference. organization.
03
Data gathering
technique
 Data gathering technique

Data gathering technique Definition / Description

Observation can be made in either laboratories or materialistic settings. In

1. Observation naturalistic oabservation, behavior is observed in real world like
classroom, home in neighborhood.

Certain indicators of children’s development such as, among others, heart

2. Physiological Measures rate, hormonal levels, bone growth, body wweight and brain activity are
measured.

These are prepared tests that assess individuals’ performance in different

3. Standardized Test
domains. These tests are adminiterd in a consistent manner.
 Data gathering technique
Data gathering technique Definition / Description

Involve asking the participants to provide information about themselves

based on the interview or questionnaire given by the researcher.

Gathering of data may be conducted through a printed questionnaire,

4. Interviews and Questionnaires over the telephone, by mail, in person, or on-line

Information is obtained by utilizing standardized procedures so that

every participant is asked the same questions in the same manner. It
entails asking participants for information in some structured format

These are records of infromation about a life time chronology of event

and activities. They often involve a combination of data records on
5. Life-History Records
education, work, family, and residence. These include public records or
historical documents or interviews with respondents.
 04
Ethical Principle
 Ethical Principle

Just as we have the Code of Ethics that governs the

behavior of teachers, there also exist ethical standards that guide
the conduct of research. These ethical standards serve as
reminders that as researchers, we should strive to protect the
subjects of our study and aim to maintain the integrity of our
research.
Ethical Principle
Common Considerations for Researches Conducted with young Children and other
vulnerable population (enumerated by NAEYC National Association for the Education of Young Children)
● Research procedures must never harm children, physically or psychologically.

● Children and their families have the right to full information about the research in
which they may participate, including possible risks and benefits. Their decision to
participate must be based on what is called “informed consent”. There must be
informed consent procedures with research participants

● Children’s questions about the research should be answered in a truthful manner and
in ways that children can understand. Researchers must be honest and clear in their
communication.

● There should be respect for privacy. Information obtained through research with
children should remain confidential. Researchers should not disclose personal
information or the identity of participants in written or oral reports and discussions
Impacts of Teacher’s Research
Involvement on Teachers
Teachers who have been involved in research may become more reflective, more critical
1 and analytical in their tecahing, and more open and committed to professional
development. (Oja & Pine, 1989; Keyes 2000; Rust 2007)

2 Participating in teacher research also helps teachers become more deliberate in their
decision-making and actions in the classroom.

3 Teacher research develops the professional dispositions of lifelong learning, reflective

and mindful teaching, and self-transformation (Mills 2000; stringer 2007)

Engaging in teacher research at any level may lead to rethinking and reconstructing
4 what it means to be a teacher or teacher educator and, consequently, the way
teachers relate to children and students.

Teacher research has the potential to demonstrate to teachers and prospective

5 teachers that learning to teach is inherently connected to learning to inquire (Borko,
Liston & Whitcomb 2007)
END OF PRESENTATION