Discuss how data for a phenomenological study are typically collected and why it is one of the more difficult types of qualitative research to conduct.
What will be an ideal response?
Ans: Answer would ideally include: Data for phenomenological research are typically collected through the use often lengthy, in-depth, semistructured, or unstructured one-on-one interviews, where the participant clearly does most of the talking and the researcher does most of the listening. The ultimate goal of the analysis, then, is for the researcher to attempt to identify and describe aspects of each participant’s perceptions--and the associated meanings--in detail. It is one of the most difficult types of qualitative research to conduct since the researcher must get the participants to accurately relive the experience in their minds, recalling their associated reactions and perceptions.
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You can become a critical thinker about research in child development if you
A. seek out divergent opinions from credible sources on topics that interest you. B. rely upon your own life experiences because they are your best source of information. C. reject ideas that are new or different from the way we have thought about a topic in the past. D. agree with what most people think about a topic.
Of the following, what is the best description of learning objectives?
a. Statements that describe the activities teachers design to promote deep understanding of a particular topic b. Statements that describe the techniques teachers use to help students learn specific knowledge or skills c. Statements that specify what students should know or be able to do with respect to a topic d. Statements that specify the strategies that teachers will use to promote students' interest in a topic
The probability or likelihood that an interval estimate will contain an unknown population parameter is called ______.
A. proportion of variance B. confidence interval C. level of significance D. level of confidence
After a child's diagnostic testing is completed, the classroom teacher
A) is not involved in designing and implementing an intervention program for the child. B) does not need to review or become familiar with the diagnostic test content and subtests. C) can assume that the diagnostic testing results are more important than classroom observations and informal assessments. D) should compare the results of the testing to her classroom observations and informal assessments.