Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

Research Methods in Education

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

We acknowledge with deep gratitude, generous and extensive help with previous versions of this manuscript from Sue Ashford, Michael Cohen, Dan Denison, Jane Dutton, Les Gasser, Joel Kahn, Rod Kramer, Peter Manning, Dave Meader, Debra Meyerson, Walter Nord, Linda Pike, Joe Porac, Bob Quinn, Lance Sandelands, Paul Schaffner, Howard Schwartz, Kathie Sutcliffe, Bob Sutton, Diane Vaughan, Jim Walsh, Rod White, Mayer Zald, and the anonymous reviewers for Administrative Science Quarterly.

Collective mind in organizations: Heedful interrelating on flight decks.

In this article we examine the meaning of team process. We first define team process in the context of a multiphase episodic framework related to goal accomplishment, arguing that teams are multitasking units that perform multiple processes simultaneously and sequentially to orchestrate goal-directed taskwork. We then advance a taxonomy of team process dimensions synthesized from previous research and theorizing. a taxonomy that reflects our time-based conceptual framework. We conclude with implications for future research and application.

https://www.jstor.org/stable/pdfplus/259182.pdf

A Temporally Based Framework and Taxonomy of Team Processes

Several theories and much experimental research on relational tone in computer-mediated communication (CMC) points to the lack of nonverbal cues in this channel as a cause of impersonal and task-oriented messages. Field research in CMC often reports more positive relational behavior. This article examines the assumptions, methods, and findings of such research and suggests that negative relational effects are confined to narrow situational boundary conditions. Alternatively, it is suggested that communicators develop individuating impressions of others through accumulated CMC messages. Based upon these impressions, users may develop relationships and express multidimensional relational messages through verbal or textual cues. Predictions regarding these processes are suggested, and future research incorporating these points is urged.

Interpersonal Effects in Computer-Mediated Interaction: A Relational Perspective

Effectiveness of feedback to teachers as a function of source.

HARVEY, Hunt, and Schroder’s (1961) classification of individuals according to the level of integrative complexity of their personality structure has led to the accurate prediction of the individual’s diversity of perceptions (Driver, 1962), reaction to attitude refutation (Streufert, 1962), and attitude change in a sensory deprived and isolated environment (Suedfeld, 1964). The classification system, when used to compare homogeneous groups, has made possible the prediction of sensitivity to feedback (Lawrence, 1962) and group structure and performance on a variety of measures in a simulated environment (Tuckman, 1964). This evidence provides validity for the classification scheme and its underlying theory, as well as the measure used for identifying the individual’s level of integrative complexity. The measure used for this purpose has been the Sentence Completion Test (SC) developed by Schroder and Streufert (1962), a projective instrument, which can be considered to have been validated by the above studies. The purpose of this study was to evaluate an objectively-scored device to measure integrative complexity by determining the extent to which it was useful in predicting creativity, a characteristic

Integrative Complexity: Its Measurement and Relation to Creativity

Measuring educational outcomes: Fundamentals of testing

Two experiments were conducted to determine the relative effectiveness of increasing students' incentive motivation for studying and prescribing a text-processing strategy for them to use in studying. The incentive motivation condition involved administering a weekly quiz, and the learning strategy condition involved homework assignments that required students to identify key terms in their textbook chapters, write definitions of them, and generate elaborations of their definitions. The 1st experiment spanned a 5-week period in an educational psychology course and included a control group. On the achievement posttest, students in the incentive motivation condition substantially outscored the learning strategy group and the control group. The 2nd experiment involved the same course in a subsequent term, but this time over a 15-week period. Also, students were divided into high, medium, and low groups on the basis of prior grade point average (GPA). As in the 1st experiment, the incentive motivatio...

Bruce W. Tuckman

Papers

Effectiveness of feedback to teachers as a function of source.

Integrative Complexity: Its Measurement and Relation to Creativity

Measuring educational outcomes: Fundamentals of testing

The Relative Effectiveness of Incentive Motivation and Prescribed Learning Strategy in Improving College Students' Course Performance.

Evaluating instructional programs