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

Two instructional treatments, individualized and traditional, were used with 44 students in each group. Students were classified at concrete or abstract by a forced-choice measure, the Interpersonal Topic Inventory (ITI). It was hypothesized that abstract students would prefer and perform better in the individualized approach, while concrete students would prefer and perform better in the traditional setting. No significant differences were found in their preference or achievement. However, the differentiated-outcome hypothesis was supported as students in the individualized setting manifested significantly more search initiative, spent more time in transfer problem solving, and had more correct solutions than those in the traditional institution.

Differentiated Outcomes Resulting from Individualized Instruction at a Two-Year College.

Teachers are evaluated by supervisors whose evaluations reflect their preferences for teaching styles. This study examined the teaching styles of vocational teachers (rated on the Tuckman Teacher Feedback Form, or TTFF) who were judged or rated as either of high or low teaching competence by their supervisors. The 31 teachers judged more competent in teaching were rated by a trained observer to differ most greatly from 31 judged less competent on the dimensions of organized demeanor (organizational and control) and creativity with no significant difference on warmth and acceptance. A correlation of .68 was obtained between scores of organized demeanor on the TTFF and ratings on the Pedagogic Competency Instrument (PedaComp) as compared to correlations less than half that size for the other three teaching style dimensions

Teaching Styles of Vocational Teachers Judged as More and Less Competent

The apparent contradiction of studies predicting conforming behavior based on response biases or styles may be resolved by recognizing that social desirability (SD) responding is predictive of conforming behavior while acquiescence responding is not. Marlowe and Crowne (3) found that high SD scorers commented favorably on a meaningless laboratory task, spool packing, while Strickland (6) found that high SD scorers were yielders in an Asch-type social conforming situation. In contrast, Foster (2) using the Gage Information-True Test found that the true score, i.e., acquiescence response bias, did not predict conforming behavior in an Asch-type situation. McGee (4) used several acquiescence measures but found no predictive validity for Ss' attitudes after spool packing or shifts in Sherif's autokinetic problem after being exposed to an Asch-type social pressure situation. Many studies have reported negative correlations berween SD and acquiescence responding. These range from -0.12 (5) to -0.46 ( 1 ) . The purpose of this study was to investigate two hypotheses: (1) Chronic rulebreakers (high school boys) would have a higher total true score on extremely difficult tests than rule-obeyers. (2) Chronic rule-breakers would take less time to complete their tests than the rule-obeyers. Male high school students between the ages of 14 and 19 yr. were given difficult, achievement-type, true-Ealse tests designed to elicit response bias. The 139 students were divided into rwo groups (Ns = 70, 69) based on the behavioral criterion of breaking, as opposed to complying with, high school rules. Groups were matched for verbal intelligence as measured by the VR subtest of the DAT, reading speed and comprehension level as measured by the Davis Reading Test, chronological age, grade level and SES as measured by the Warner Scale. Analysis of variance of the true scores for the two groups yielded F = 9.75 (df = 1/138, p < .01). Rule-breakers, as expected, responded true more frequently than nonrule breakers which was operationally defined as being more acquiescent. An analysis of variance of the total time scores for the two groups yielded no differences.

Bruce W. Tuckman

Papers

Differentiated Outcomes Resulting from Individualized Instruction at a Two-Year College.

Teaching Styles of Vocational Teachers Judged as More and Less Competent

Rule-breaking behavior and acquiescence response bias