Descriptive Research

1
Descriptive Research

• determines and describes the way things are
• is the basis for all other forms of research
• is predominant in the social sciences and
  education
• does not always have independent variables

2
Descriptive Research Methods

• Behavior Observation Research
• Survey Research

3
Observation research

• You can observe a lot by watching.
• Yogi Berra

4
In direct observation of behavior, the researcher
must

• (1) identify the behavior(s) of interest
• (2) create an operational definition of the
  behavior(s) to be observed
• (3) train observers who will conduct the
  observations
• (4) devise a systematic procedure for
  identifying, categorizing, and recording the
• behavior(s) in either natural or contrived
  situation.

5
Operational definition of disruptive behavior

• Occurs when student talks out of turn (not
  recognized by teacher), makes extraneous or
  offensive noises, throws objects, gets out of
  seat without permission, or distracts the
  attention of other students in class.

6
Data recording procedures (1)

• (1) Duration recording how long does the
  behavior last?
• (2) Frequency-count recording how many times
  does the behavior occur?
• (3) Interval recording count the number of times
  or measure the duration of the behavior every nth
  sec./min.
• (4) Continuous recording keep on counting!

7
Data Recording Procedures (2)

• Anecdotal records snippets of behavior
• Running records extended anecdotes

8
Types of observers

• Participant observer observer is part of the
  situation in which s/he is conducting the
  observations. More typical of qualitative
  research.
• Non-participant observer the major type of
  quantitative observational research. Observer not
  directly involved in the situation to be
  observed. May observe in naturalistic or
  contrived situation.

9
Can you operationally define these behavioral
variables?On-task behaviorOff-task
behaviorProblem-solving
10
Evaluating behavior observation procedures

• High or low-inference behaviors observed?
• Observers trained?
• Inter-observer reliability high?
• Length of observations?
• Observers conspicuous or unobtrustive?

11
Live observers vs. videotape

• Is it live or is it Memorex?
• Each method has advantages and disadvantages.

12
Peer involvement in bullying Insights and
challenges for intervention

• OConnell, P., Pepler, D., Craig, W. (1999).
  Journal of Adolescence, 22, 437-452.

13
Definition of bullying

• Negative actions which may be physical or
  verbal, have hostile intent, are repeated over
  time, and involve a power differential.
  Bullying may involve one or more perpetrators
  and recipientsand may also be indirect rather
  than direct, andoften involves peers.

14
Research questions

• What percent of bullying interactions occur in
  the context of a peer group?
• To what extent do peers model the bullys
  behavior by joining the bullying in abusing the
  victim?
• To what extent do peers passively watch?
• To what extent do peer support the victim?

15
Results

• Peers actively reinforce bullying 20 of time.
• Peers were passive reinforcers of bullying 54 of
  time.
• Peer intervened to assist victim only 25 of
  time.
• Boys more likely than girls to join bully, girls
  more likely to help victim.

16
Critique

• STRENGTHS
• theoretically-driven
• naturalistic observations
• extensive observations
• careful training of observation coders

• WEAKNESSES
• descriptive data
• no interviews of peers to support observations