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| 1 | |
The greatest project the human mind can undertake, as maintained in "Back from Chaos," is to: |
| | A) | understand the meaning of God in life. |
| | B) | understand how history has shaped modern life. |
| | C) | reconcile the sciences and humanities. |
| | D) | prove the superiority of the sciences over the humanities. |
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| 2 | |
According to "The Connection between Research and Practice," the reason why educational research is not often adopted by practitioners is: |
| | A) | a mystery to investigators. |
| | B) | now well understood by researchers. |
| | C) | due to resistance from experienced teachers. |
| | D) | because researchers are often reluctant to share their findings outside their field. |
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| 3 | |
Decisions made now in the field of qualitative research, as explained in "Evolution of Qualitative Research Methodology: Looking Beyond Defense to Possibilities," are important because they may affect: |
| | A) | future project development. |
| | B) | the vocabulary used to define these methods. |
| | C) | public opinion of qualitative research. |
| | D) | university support for complex qualitative projects. |
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| 4 | |
The overall purpose of the quantitative research methods described in "Quantitative Research Approaches" is to: |
| | A) | guide study questions in the direction the researcher determines. |
| | B) | help the researcher to analyze the relationship among variables in the study. |
| | C) | ensure the reproducibility of the study. |
| | D) | help to control or eliminate all possible variables that could distort the study's findings. |
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| 5 | |
The current debate over acceptable research in the field of education, as presented in "What Is (and Isn't) Research?" began over: |
| | A) | recent criticisms of frivolous research projects. |
| | B) | a lack of consistent findings in educational research. |
| | C) | a novel submitted as a research project. |
| | D) | videotaped interviews presented as research. |
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| 6 | |
The most serious criticism of the Tuskegee Syphilis Study, as identified in "Human Subjects and Informed Consent," was that: |
| | A) | study subjects were exclusively African-American men. |
| | B) | researchers offered the men no information on preventing the spread of the disease. |
| | C) | participants were denied effective antibiotic treatment for their disease. |
| | D) | participants did not clearly understand the nature and consequences of their disease. |
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| 7 | |
The process of synthesizing and reviewing research reports, as explained in "Types of Errors in Synthesizing Research in Education," include all of the following steps except: |
| | A) | collecting research reports for inclusion in the review. |
| | B) | analyzing the collected reports. |
| | C) | generalizing from the reported results in the review. |
| | D) | opening the review to outside professional critique. |
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| 8 | |
Some of the greatest changes in educational research, as maintained in "Ethics, Institutional Review Boards, and the Changing Face of Educational Research," have come about as a result of: |
| | A) | the development of institutional review boards. |
| | B) | an increase in qualitative research. |
| | C) | recent reports of fraudulent research methods. |
| | D) | concern over the exploitation of research subjects. |
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| 9 | |
There is great uncertainty among historians about when the truth of a past event is truly understood, as reported in "Standards of Evidence in Historical Research: How Do We Know When We Know?" in part because: |
| | A) | some sources turn out to be inaccurate or fraudulent. |
| | B) | new evidence is always coming to light about past events. |
| | C) | the field of historical research can be fragmented and relativistic. |
| | D) | interpretations of events are sometimes contested and refuted. |
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| 10 | |
The review of literature often required of advanced-degree students, as explained in "Research Students' Early Experiences of the Dissertation Literature Review," is frequently problematic for students because they: |
| | A) | encounter difficulty in finding primary-source material. |
| | B) | do not devote enough time to researching the review. |
| | C) | view the review process in varying ways. |
| | D) | do not find the review relevant to their work. |
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| 11 | |
Counselor education, as reported in "The Best Kept Secret in Counseling: Single-Case (N=1) Experimental Design," has often been faulted for: |
| | A) | inadequately protecting the privacy of research subjects. |
| | B) | not providing extended studies of effective techniques. |
| | C) | failing to train counselors adequately in practical research methods. |
| | D) | relying on outdated research methods. |
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| 12 | |
Participatory action research methodologies, as explained in "Issues in Teaching Participatory Action Research," are especially well suited to students of: |
| | A) | education. |
| | B) | public health. |
| | C) | psychology. |
| | D) | social work. |
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| 13 | |
According to "Practical Issues for Teachers Conducting Classroom Research," the most important benefit of teacher-conducted research in education is: |
| | A) | increased enthusiasm from teachers. |
| | B) | gaining public interest in education. |
| | C) | increased learning of students. |
| | D) | closing the gap between researchers and practitioners. |
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| 14 | |
When research subjects are videotaped, as presented in "Videotaped Behavioral Observations: Enhancing Validity and Reliability," one of the possible difficulties is: |
| | A) | subject hostility to the technology. |
| | B) | a lack of subject confidentiality. |
| | C) | the subject reacting to the fact of the videotaping itself. |
| | D) | the videotaping process influencing the researcher's behavior. |
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| 15 | |
According to "The Future of Focus Groups," in recent years focus groups have increasingly been used by: |
| | A) | nonprofit and public-sector organizations. |
| | B) | marketing and advertising companies. |
| | C) | educational researchers. |
| | D) | corporate lobbyists. |
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| 16 | |
For professionals, as described in "Self-Assessment at Work: Outcomes of Adult Learners' Reflections on Practice," the goal of reflective practice is to use an awareness of past events to: |
| | A) | reduce risk taking. |
| | B) | enhance one's career. |
| | C) | shape current decisions and actions. |
| | D) | avoid careless mistakes. |
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| 17 | |
The main issue to be resolved when using electronic mail to conduct survey research, as stated in "Using Electronic Mail to Conduct Survey Research," is related to: |
| | A) | confidentiality. |
| | B) | layout and presentation of the survey. |
| | C) | editing and analyzing the responses. |
| | D) | the demographics of the research sample. |
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| 18 | |
Collecting data every day from research participants, as stated in "Daily Data Collection: A Comparison of Three Methods," can be particularly valuable when: |
| | A) | research conditions change frequently. |
| | B) | researchers wish to ask different questions during different time periods in the study. |
| | C) | researchers want to investigate relationships between a number of different behaviors. |
| | D) | there is the possibility of a high drop-out rate over the course of the study. |
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| 19 | |
According to "Quantitative Attitudes Questionnaire: Instrument Development and Validation," measuring graduate students' attitudes towards quantitative research methods is valuable because: |
| | A) | instructors can determine whether a particular student would be more comfortable with quantitative or qualitative research. |
| | B) | the assessment itself can encourage an appreciation of quantitative methodology. |
| | C) | instructors will gain a better understanding of the particular needs of their students. |
| | D) | the students themselves may not realize that preconceived attitudes about research are influencing their research projects. |
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| 20 | |
Research students in the social sciences, as presented in "Misconceptions about Sample Size, Statistical Significance, and Treatment Effect," generally believe that the reliability of statistical significance: |
| | A) | depends on the effect to be determined. |
| | B) | can be established no matter what the size of the sample is. |
| | C) | is increased in studies with large sample sizes. |
| | D) | is impossible to determine until several similar studies are available for comparison. |
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| 21 | |
The writing process in qualitative research is currently of great interest, as explained in "On Writing Qualitative Research," because: |
| | A) | it has stagnated in recent years. |
| | B) | it is now moving into areas generally thought of as belonging to other forms of writing. |
| | C) | research institutions are less likely to accept written research reports that do not fit into an established form. |
| | D) | many research students are confused about the writing process. |
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| 22 | |
Survey research, as presented in "A Primer in Survey Research," is highly appropriate for researchers in the field of adult education because: |
| | A) | most of their research would concern adults, who are as a group most likely to respond positively to surveys. |
| | B) | they tend to take a practical, practice-oriented approach to their work. |
| | C) | survey subjects are easy to locate within the institution. |
| | D) | a similar group of study subjects, such as a single class, reduces the likelihood of errors. |
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| 23 | |
According to "The New Frontier in Qualitative Research Methodology," the new frontier in qualitative research in education is involved in all of the following except: |
| | A) | merging traditional forms of qualitative and quantitative research methods to form a new hybrid. |
| | B) | new assumptions about cognition and learning. |
| | C) | understanding what research is and what it means. |
| | D) | broadening and complementing traditional research methods by
incorporating new strategies. |
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| 24 | |
In order to improve the learning of at-risk students, as described in "Action Research: Empowering Teachers to Work with At-Risk Students," teachers focuses on presenting: |
| | A) | graphical cues. |
| | B) | reading and writing strategies. |
| | C) | lessons in which students could become actively involved. |
| | D) | lessons to smaller groups of students at a time. |
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| 25 | |
Ethical codes of conduct for human-research studies, as stated in "The Need for Better Ethical Guidelines for Conducting and Reporting Research," were first established: |
| | A) | in the time of the ancient Greek philosophers, who were the first to understand the potential dangers of research. |
| | B) | at the end of the nineteenth century, when psychology became popular. |
| | C) | after World War II, when evidence concerning the research done by Nazi scientists came to light. |
| | D) | only in the past several years. |
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| 26 | |
As maintained in "Education Should Consider Alternative Formats for the Dissertation," the traditional dissertation format may be impractical for doctoral students of education in part because it: |
| | A) | requires significant investments of time that could be better spent in classrooms. |
| | B) | does not effectively deter those students who are unsuited for the field of education. |
| | C) | does not involve the creation of original research. |
| | D) | is not readily accessible to professionals working in the field. |
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| 27 | |
A test of statistical significance, as explained in "Chance and Nonsense," will tell a researcher: |
| | A) | what the most important finding of a study is. |
| | B) | if a result occurred only by chance. |
| | C) | what the likelihood is that the study contains statistical error. |
| | D) | the probability that a result occurred by chance. |
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| 28 | |
The most significant recommendation of the Task Force on Statistical Inference, as reported in "Statistical Methods in Psychology Journals: Guidelines and Explanations," was for the American Psychological Association to: |
| | A) | screen applicants more carefully. |
| | B) | require its approval on studies submitted for publication. |
| | C) | revise the statistical sections in the publication manual. |
| | D) | explain the presentation of research studies more carefully. |
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| 29 | |
Often ignored in the field of education and social-science research, as maintained in "The Social Consequences of Bad Research," is the: |
| | A) | issue of researcher bias. |
| | B) | practical application of research findings. |
| | C) | development of new methodologies. |
| | D) | relationship between research reports and later funding. |
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| 30 | |
One of the most important steps for researchers to take now, as identified in "Future Directions in Qualitative Research," is for them to: |
| | A) | sharpen the distinctions between various disciplines. |
| | B) | engage in debate and critique of various methods. |
| | C) | work together to eliminate some of the harshest criticisms from quantitative researchers. |
| | D) | restore public confidence in qualitative studies. |
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| 31 | |
In order to increase the scientific basis of sociology research, as explained in "Rethinking Sociology: Applied and Basic Research," researchers should focus their efforts on: |
| | A) | laboratory experiments. |
| | B) | statistical analysis. |
| | C) | investigating social structures. |
| | D) | individual behaviors. |
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| 32 | |
Without the inclusion of some qualitative data, as described in "Salvaging Quantitative Research with Qualitative Data," quantitative data runs the risk of being: |
| | A) | redundant. |
| | B) | uninteresting to the reader. |
| | C) | ambiguous and inconclusive. |
| | D) | too rigidly tied to a particular theory. |
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