“Traditional” and “Classroom” Research Unit 3 A: page 12 of 19
 

Traditional and Classroom research are compared for the sake of characterizing two “points of possibility.” One is not advocated over the other and it’s an oversimplification to view them as independent. Traditional research is often performed in classrooms. Classroom research may be enhanced by traditional methods and measures, especially if the results are for publication in national journals. For example, use of an “off the shelf” assessment instrument with widely accepted validity may be preferable to a “home grown” test or survey with unknown validity. Using someone other than the person who determines grades to collect potentially sensitive data from students is also a traditional method that may enhance a classroom research effort (and make it compliant with the local human subjects policy!)

  Traditional Classroom
Origin State of present educational literature Professor’s teaching practice
Purpose Contribute to existing state of educational theory
 Obtain practical knowledge applicable in limited circumstances
Requirement Specialized training / broad grasp of pertinent literature
 Specialized training not essential but developmental scaffolding may be
Benefit Field and researcher
 Students and professor

 

 

“Classroom research is not about finding universal truth but rather contextualized truth.”
Tom Angelo

 

A key point is that classroom research is a good point of embarkation for the typical faculty member using materials at hand and without specialized training in educational research methods. Classroom research is usually directed at local teaching issues or questions of specific interest to the teacher.