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The document outlines the principles of research in child and adolescent development, emphasizing the role of teachers as both consumers and producers of research. It details various research designs, data-gathering techniques, and ethical principles for conducting research with children. Additionally, it discusses the impact of teachers' involvement in research on their professional development and teaching practices.

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3 views

-lModule-4-Research-in-Child-and-Adolescent-Development-pptx

The document outlines the principles of research in child and adolescent development, emphasizing the role of teachers as both consumers and producers of research. It details various research designs, data-gathering techniques, and ethical principles for conducting research with children. Additionally, it discusses the impact of teachers' involvement in research on their professional development and teaching practices.

Uploaded by

juleskobebaldonado
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© © All Rights Reserved
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You are on page 1/ 24

THE CHILD AND

ADOLESCENT
LEARNER AND
LEARNING
PRINCIPLES (FTC1)
COLLEGE OF EDUCATION, Tiwi Community College
BACHELOR OF ELEMENTARY EDUCATION (BEED)
BACHELOR OF SECONDARY EDUCATION (BSED)
Prepared by: Jules Kobe Baldonado (Instructor 1) Mar Clerigo (Instructor
2)
MODULE 4:
RESEARCH IN
CHILD AND
ADOLESCENT
DEVELOPMENT
AT THE END OF THIS LESSON, YOU
SHOULD BE ABLE TO
 Explain the basic principles of research;
 Demonstrate appreciation of the role of
teachers as consumers and producers of
developmental research; and
 Read researches on child and adolescent
development and make simple research
abstracts out of researches read.
ACTIVITY

YES? NO?
TEACHERS AS CONSUMERS/
END USERS OF RESEARCH
 Use and integrate the most
authoritative research findings
 Informed decision on what to
teach and how to teach
 Educational policies,
curriculum, effective teaching-
learning processes
 Teaching with developmental
levels of learners
TEACHERS AS
RESEARCHERS
THE SCIENTIFIC METHOD
1. Identify and define the
problem
2. Determine the
hypothesis
3. Collect and analyze the
data
4. Formulate conclusions
5. Apply conclusions to the
original hypothesis
RESEARCH DESIGNS
CASE STUDY
 Description: in-depth look at an individual
 Strengths: Provides information about an individual’s
fears, hopes, fantasies, traumatic experiences,
upbringing, family relationships, health, and anything
that helps a psychologist understand that person’s
development (Santrock, 2002).
 Weaknesses: Generalization, the subject of a case
study is unique, unknown reliability (Santrock, 2002)
RESEARCH DESIGNS
CORRELATIONAL STUDY
 Description: determines associations
 Strengths: Useful because the more strongly two
events are correlated, the more we can predict one
from the other.
 Weaknesses: Because correlational research does
not involve the manipulation of factors, it is not a
dependable way to isolate cause (Kantowitz et al.,
2001, cited by Santrock, 2002)
RESEARCH DESIGNS
EXPERIMENTAL
 Description: determines cause-and-effect; involves
manipulation; relies on controlled methods, random
assignment and manipulation of variables to test
hypothesis
 Strengths: only true reliable method of establishing cause
and effect
 Weaknesses: limited to what is observable, testable and
manipulable; randomization issues; experimentation
w/humans subject to external influences; Hawthorne effect
RESEARCH DESIGNS
NATURALISTIC
OBSERVATION
 Description: focuses on children’s experiences in
natural setting; does not involve intervention or
manipulation; conducted due to lab research
limitations
 Strengths: direct observation of the subject in
natural setting
 Weaknesses: difficulty determining exact cause of
behavior; lack of control of outside variables
RESEARCH DESIGNS
LONGITUDINAL
 Description: studies and follows through a singe
group over a period of time
 Strengths: record and monitor developmental
trends
 Weaknesses: expensive and time-consuming
RESEARCH DESIGNS
CROSS-SECTIONAL
 Description: individuals of different ages are
compared at one time
 Strengths: record and monitor developmental
trends
 Weaknesses: It gives no information about how
individuals change or about the stability of their
characteristics (Santrock, 2002).
RESEARCH DESIGNS
SEQUENTIAL
 Description: combined cross-sectional and
longitudinal approaches to learn about life-span
development (Schaie, 1993, cited by Santrock, 2002)
 Strengths: record and monitor developmental trends;
provides information that is impossible to obtain from
cross-sectional or longitudinal approaches alone
(Santrock, 2002)
 Weaknesses: complex, expensive and time-consuming
RESEARCH DESIGNS
ACTION RESEARCH
 Description: reflective process of progressive problem-
solving; in teaching, it stems from teacher’s own
questions and reflections on classroom practice
 Strengths: appropriate “to create changes and
information on processes and outcome of strategies
used” (Hunt, 1987); uses different methods;
stakeholders are included
 Weaknesses: generalization issues; potential conflict of
interest
DATA-GATHERING
TECHNIQUES
1. Observation
2. Physiological
measures
3. Standardized tests
4. Interviews and
questionnaires
5. Life-history records
ETHICAL PRINCIPLES
*for researches conducted with young children and other vulnerable population
by NAEYC

1. Research procedures must never harm


children, physically or psychologically.

2. Children and their families have the right


to full information about the research in
which they may participate, including the
possible risks and benefits. Note: informed
consent
ETHICAL PRINCIPLES
*for researches conducted with young children and other vulnerable population
by NAEYC

3. Children’s questions about the research


should be answered in a truthful manner and
in ways that children can understand.

4. There should be respect for privacy.


Information obtained through research with
children should remain confidential.
ETHICAL PRINCIPLES
For more detailed ethical principles, look for the following documents
accessible online:

1. Ethical Standards of the American


Educational Research Association
2. Ethical Standards for Research with
Childen-Society Research in Child
Development (USA)
3. Standards of the American Psychological
Association Concerning Research
IMPACT OF TEACHERS’
RESEARCH INVOLVEMENT TO
TEACHERS
1. Teachers who have been involved in
research may become more reflective,
more critical and analytical in their
teaching, and more open and committed to
professional development (Oja & Pine,
1989; Henson, 1996; Keyes, 2000; Rust,
2007).
2. Participating in teacher research also helps
teachers become more deliberate in their
IMPACT OF TEACHERS’
RESEARCH INVOLVEMENT TO
TEACHERS
3. Teacher research develops the
professional dispositions of lifelong learning,
reflective and mindful teaching, and self-
transformation (Mills, 2000; Stringer, 2007).
4. Engaging in teacher research at any level
may lead to rethinking and reconstructing
what it means to be a teacher or teacher
educator and, consequently, the way
teachers relate to children and students.
IMPACT OF TEACHERS’
RESEARCH INVOLVEMENT TO
TEACHERS
3. Teacher research has the potential to
demonstrate to teachers and prospective
teachers that learning to teach is inherently
connected to learning to inquire (Borko,
Liston, & Whitcomb, 2007).
ANY QUESTIONS?
ACTIVITY Problem
Research
Methodology

 Work on your own.


 Look for a research article
related to child and adolescent
development.
 Read and understand the
Source:
research and supply the Findings
(bibliographical
Conclusions
entry format)
information on the matrix given
on the right side of this slide. 
 Encode on a short bond paper
with the following format:
Calibri 12, single spacing, one-
inch margin on all sides

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