Descriptive Research determines and describes “the way things are” is the basis for all other forms of research is predominant in the social sciences and.

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Presentation transcript:

Descriptive Research determines and describes “the way things are” is the basis for all other forms of research is predominant in the social sciences and education does not always have independent variables

Descriptive Research Methods Behavior Observation Research Survey Research

Observation research “You can observe a lot by watching.” –Yogi Berra

In direct observation of behavior, the researcher must: (1) identify the behavior(s) of interest; (2) create an operational definition of the behavior(s) to be observed; (3) train observers who will conduct the observations; (4) devise a systematic procedure for identifying, categorizing, and recording the behavior(s) in either natural or contrived situation.

Operational definition of “disruptive behavior”: Occurs when student talks out of turn (not recognized by teacher), makes extraneous or offensive noises, throws objects, gets out of seat without permission, or distracts the attention of other students in class.

Data recording procedures (1) (1) Duration recording: how long does the behavior last? (2) Frequency-count recording: how many times does the behavior occur? (3) Interval recording: count the number of times or measure the duration of the behavior every nth sec./min. (4) Continuous recording: keep on counting!

Data Recording Procedures (2) Anecdotal records: snippets of behavior Running records: extended anecdotes

Types of observers: Participant observer: observer is part of the situation in which s/he is conducting the observations. More typical of qualitative research. Non-participant observer: the major type of quantitative observational research. Observer not directly involved in the situation to be observed. May observe in naturalistic or contrived situation.

Can you operationally define these behavioral variables? On-task behavior Off-task behavior Problem-solving

Evaluating behavior observation procedures: High or low-inference behaviors observed? Observers trained? Inter-observer reliability high? Length of observations? Observers conspicuous or unobtrustive?

Live observers vs. videotape Is it live or is it Memorex? Each method has advantages and disadvantages.

“Peer involvement in bullying: Insights and challenges for intervention” O’Connell, P., Pepler, D., & Craig, W. (1999). Journal of Adolescence, 22,

Definition of bullying: “Negative actions which may be physical or verbal, have hostile intent, are repeated over time, and involve a power differential. [Bullying] may involve one or more perpetrators and recipients…[and] may also be indirect rather than direct, and…often involves peers.”

Research questions What percent of bullying interactions occur in the context of a peer group? To what extent do peers model the bully’s behavior by joining the bullying in abusing the victim? To what extent do peers passively watch? To what extent do peer support the victim?

Results Peers actively reinforce bullying 20% of time. Peers were passive reinforcers of bullying 54% of time. Peer intervened to assist victim only 25% of time. Boys more likely than girls to join bully, girls more likely to help victim.

Critique STRENGTHS: –theoretically-driven –naturalistic observations –extensive observations –careful training of observation coders WEAKNESSES: descriptive data no interviews of peers to support observations