This Report of the 1968 American Educational Research Association

DOCUMENT RESUME ED 027 282 SP 002 423 1968 AERA Research TrainingPresessions Program. American Educaticinal Research Association,Washington, D.C. Spons Agency-Office of Education(DHEW), Washington, D.C. Bureau of Research. Pub Date 68 Grant- 0EG-0-8-00010-17393(010) Note- 380p. EDRS Price MF-$1.50 HC-$19.10 Descriptors-Educational Research, *EducationalResearchers, *Program Descriptions, *ProgramEvaluation, Ouestionnaires, Rating Scales, Research Methodology,*Research Skills, *Training Identifiers-AERA Research Training PresessionsProg, American Educational Research Association This report of the 1968 AmericanEducational Research Association(AERA) Research Training Presessions Program,designed to train educationalresearchers in fundamental researchskills,includes introductory sections onbackground and planning and a major section consistingof descriptions and evaluations of 'eachof the eleven 5-day ..-essions. The training areasin educational researchincluded in the programare:readingskills;educationalresearchmanagementprocedures; anthropological field methodology inthe study of education (emphasizingclassroom behavior and school administration); nonparametricmethods in educatioal research; design and analysis of comparativeexperiments; new concepts in the scope,strategy, and purposes of evaluation; the computerand natural language; instructionalproduct research (concerning the systematicdevelopment of education products thatachieve prespecified instructional objectives); on-line computerapplications in educational research; multivariate design andanalysis in educational research(applied multiple linear regression); and development processesin college students.(SM) Li--...*tharirarsmarrimmitisiawilissigegyffiralgh- U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE T-otoo OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. CO C\/ 1968 AIRA RESEARCH MINING 'ESESSIO11 PROGRAM Director Gene V. Glass Laboratory of Educational Research University of Colorado Sponsored by the American Educational Research Association (AERA) Supported in part by the Research Training Branch, Division of Higher Education and Research, Bureau of Research, U.S. Office of Education Grant 0EG-0-8-000W-1793(010) - TABLE OF CONTENTS Page INTRODUCTION 1 HISTORY OF THE AERA PRESESSIONS PROGRAM 2 EVALUATION OF LONG-RANGE EFFECTS OF A 1967 RESEARCH TRAINING PRESESSION 5 SELECTING THE PRESESSIONS PROGRAM 9 PRESESSIONS PLANNING MEETING 13 PUBLICITY 16 APPLICATION PROCEDURES AND THE APPLICANTS 20 DESCRIPTION OF THE APPLICANTS 25 PRESESSION I: RESEARCH IN READING Introduction 30 Staff and Instruction 31 Participants 33 Schedule of Activities 36 Materials Utilized During the Presession 38 Results of Staff Questionnaire 41 Results of Participant Questionnaire 44 Summary and Recommendations 49 PRESESSION II: EDUCATIONAL RESEARCH MANAGEMENT PROCEDURES Introduction 50 Presession Outline 51 Schedule of Activities 52 Participant Evaluation of the Presession 53 Summary ofStaif Reports 61 Director's Report 62 Summary 63 Appendix A: Participants List' 65 Appendix B: Presession Critique for Staff Members 68 PRESESSION III: ANTHROPOLOGICAL FIELD METHODOLOGY IN THE STUDY OF EDUCATION Staff 70 Participants 71 Schedule 73 Materials Distributed 77 Responses to Participant Questionnaire 77 Participants' Comments 81 Responses to Staff Questionnaire 82 Evaluation 84 NONPARAMETRIC METHODS ANDRELATED POST HOCPROCEDURES PRESESSION IV: 86 Presession Objectives 87 Staff 88 Participants Selection of the 89 Applicants of TheirAdmission to the Presession Notification to 89 Participants Description of the 94 Participants 96 Proceedings 97 Course Outline 98 Time Schedule 99 Materials Study and Reference 100 Evaluation Materials 100 Evaluation By Staff 101 Evaluation By Parcicipants 110 Summary 1, 2, 3 112 Evaluation Materials -Sample of Examinations Appendix A: 130 Appendix B: List of Handouts OF COMPARATIVEEXPERIMENTS IN EDUCATION PRESESSION V: DESIGN AND ANALYSIS 131 Introduction andObjectives 132 Staff 133 Participants 144 Schedule 145 Materials Study and Reference 149 Outcomes 150 Participant Critique STRATEGIES FOR EVALUATION OF PRESESSION VI: CONCEPTS, CONTEXT, AND EDUCATIONAL PROGRAMS 155 Staff 156 Participants 166 Participants and TheirNeeds Description of 169 Schedule Tentative Presession 170 Revised Schedule ofActivities 172 Presession Materials ----- 173 for Staff Members Presession Critique 175 Form Participant Evaluation 181 Studies Evaluation of Participants 183 Unobtrusive Measures 184 Director's Narrative Report THE COMPUTER ANDNATURAL LANGUAGE PRESESSION VII: 185 Introduction 186 Organization and Contentof the Presession 188 Calendar Content Outline and 191 Staff 192 Materials Study and Reference 195 Participants 202 Evaluation of the Presession 210 for Staff Members Presession Critique 212 Participant Evaluation Form 214 General Comments bythe Director PRESESSION VIII: INSTRUCTIONAL PRODUCT DEVELOPMENT Introduction and Objectives 216 StAff 218 Participants 219 Instructional Program and Materials 224 Schedule 225 PreseGsion Materials 226 Evaluation Results 227 Presession Critique for Staff Members 229 Participant Evaluation Form 231. Appendix A: Criterion Tests 233 PRESESSION IX: ON-LINE COMPUTER APPLICATIONS IN EDUCATIONAL RESEARCH Introduction 260 Objectives 260 Staff 261 Description of Participants 262 Lit,t of Participants 263 Participant Information 265 Contacts 266 Schedule of Events 267 Materials 268 Evaluation 272 Summary 27S AppendixI: Memorandum to Presession Participants dated 1/22/68 280 AppendixII: Memorandum to Applicants Selected to Participant in Presession dated 12/15/67 285 AppendixIII: Instructions 286 AppendixIV: Formative Evaluation - 1, Actual Responses 302 AppendixV: Formative Evaluation - 2, Actual Responses 304 AppendixVI: Presession Critique for Staff Members 307 AppendixVII: Participant Evaluation Form 310 AppendixVIII: Form Letter to Participants 312 PRESESSION X: THEORETICAL ISSUES AND RESEARCH PROBLEMS IN THE DEVELOP- MENTAL PROCESSES OF COLLEGE STUDENTS Introduction 313 Staff 314 Sequence of Events 315 Participants 321 Evaluation 324 Results of Participants Evaluation Form 328 Results of Staff Evaluation Form 331 Comments 333 PRESESSION XI: MULTIVARIATE DESIGN AND ANALYSIS IN EDUCATIONAL RESEARCH Introduction 335 Staff 337 Participants 338 Presession Schedule 341 Matftrials Distributed 343 Evaluation Results 345 Presession Critique for Staff Members 351 Participant Evaluation 352 Some Educational Application of the Fixed X Multiple Linear Regression Model 358 Director's Comments 362 Appendix: Application Form 364 1 INTRODUCTION On February 3 through 7, 1968, the American Educational Research Association conducted a program of eleven training sessions for approx- imately 700 educational researchers prior to the Annual Meeting of the organization. The costs of the program were borne by AERA, the U. S. Office of Education, and the participants themselves. This document is a report to the funding agency and the officials of AERA concerning the research training presessions program. 2 HISTORY OF THE AERA PRESESSIONS PROGRAM The American Educational Research AssociationResearch Training Presessions Program has evolved over the past four to five years to where it now occupies a prominent position among the activitiesof the organization. The Presessions Program grew out of informal meetingsof one or two days duration involvingonly a few selected researchers in AERA with rather narrow, common interests in 1964 mld1965 to a compre- hensive program of eleven five-day sessions serving over 700researchers (both members and non-members of AERA) and representing a total invest- ment by the U. S. Office of Education, institutionsof higher education, and individuals of nearly a quarter million dollars in 1968. In 1964 and 1965, one or two small groups of researchers usedthe occasion of the Annual Meeting of AERA to meet and discuss theirmutual interests. These meetings were not widely publicized and did not havethe training of researchers as their function. They can, however, be regarded as the precursors of the AERAResearch Training Presessions Program because it was in 1966 that the prototypal "Presession" was held as oneof a group of three meetings in the tradition of these "special preconventionmeetings." That one Presession that set a pattern subsequently adopted forthe Presessions Program was the 1966 Presession on Experimental Design underthe direction of Richard E. Schutz. The 1966 Presession on Experimental Design was full of "firsts". It was the first five-day Presession sponsored by AERA. It was the first formal research training programcompleted under Title IV of the Elementary and Secondary Education Act of 1965. It was the first Presession in connection with a professional meeting that wasformally and fully evaluated with respect to the achievement of its objectives. Encouraged by the success and acceptance of the 1966 Presession on Experimental Design and the growing interest of researchers in thepossi- bility of expanding and formalizing the other pre-convention meetings, AERA presented six courses as the 1967 Presessions Program under the directionof Richard E. Schutz. The sessions and their directors were as follows: 1. Bayesian Statistical Analysis Donald Meyer, Syracuse University 2. Curriculum Research and Evaluation Robert L. Baker, Arizona State University

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