ETEC 500

Methodological Critique
Rough Draft 1

Research is at the forefront of all advancements to the field of education. A well-defined

task, approaching research and literature is a methodical process in which one engages,
analyzes and evaluates previous research to identify gaps and needs for future studys to
be conducted. In order to maximize the potential benefit of research much work is
completed before the study begins from creation of a question worth examination to
analysis of work completed in the field, the method at which a study is created is of
utmost importance. This is typically described as a set of procedures employed in an
intellectual discipline [] as a mode of investigation and inquiry (method, n., 2014).
The selected articles by Hamre and Pianta (2005) and Sleeter (2009) present two different
research methodologies. While the subjects and research focus differs, both studies
describe the impact of teachers on the learning environment and content presented to
students. My aim is to compare and contrast the major differences between quantitative
and qualitative research as presented in the articles in order to identify the integral
elements to include within a study and examine the methodology which best suits the
needs of my own research question.
Part 1:
The purpose of the methodological critique is to examine the similarities and differences
between Hamre and Piantas (2005) quantitative study and Sleeters (2009) qualitative
study. Differing in methodological approach, each of these studies provides unique
additions to the advancement in the field of educational research.
Hamre and Pianta (2005)
Hamre and Piantas (2005) research seeks to examine the relationship of
instructional and emotional interventions on the improvement of at risk students school

ETEC 500

Methodological Critique
Rough Draft 1

performance at the primary level. From the onset, Hamre and Pianta state that the goal of
the study is to suggest through longitudinal data collection that incorporation of more
direct support of first grade students (instructional and emotional support) narrows the
academic gap between at risk students and their low risk peers. Specifically, Hamre and
Pianta examined whether children at risk of early school failure experiencing high levels
of instructional and emotional support in the first grade displayed higher achievement and
lower levels of student-teacher conflict than did their at-risk peers who did not receive
this support (2005, 33).
Hamre and Pianta conduct their quantitative study in a three part national study
comprised of Woodcock-Johnson Phycho-Educational Battery (conducted at 54 months
and first grade), Student-Teacher Relationship Scale and Classroom Observation System
for First Grade. Methods were carried out in a national study of 910 at risk students (aged
5 and 6) from 32 states. Numerical data was collected in order to explain the relationship
between in class support and achievement (Gay et al. DATE, 630). Interest for this
qualitative study stemmed from a noted gap in achievement scores between at risk
students and their lower risk peers. Hamre and Pianta dedicate a large section of their
study to framing their research within academic literature. By examining the relationship
between a supportive classroom environment providing at-risk students more academic
benefits, Hamre and Pianta articulate the need for further research to be conducted to
support that students everyday instructional and social interactions with teachers in the
classroom may themselves ameliorate the risk of school failure (2005, 33).
Hamre and Piantas select methodology helps to support their findings through
explicit and consistent modes of evaluation and data collection placed in relation to their
academic colleagues. Their large target population and consistency of data collection

ETEC 500

Methodological Critique
Rough Draft 1

helps to generalize their findings within the field of educational research. Hamre and
Pianta are careful to not make over generalizations in concern to the research conducted.
In their conclusion, they position their findings in relation to other research and discuss
inadequacies presented through their method from modes of data collection to timeframe
in which the study was conducted.
Sleeter (2009)
Sleeter (2009) uses a qualitative approach to structure her research. In an
individual case study, through collection, analysis, and interpretation of comprehensive
narrative and visual data, Sleeter examines a second year teacher in a graduate-level
course examining multicultural curriculum. Sleeters (2009) case study was conducted to
measure the growth of a new teacher and her understanding of multicultural elements
within the curriculum. Specifically, Sleeter sets out to examine how do [] teachers
thinking about curriculum develop in the context of teacher education coursework, and
how might an analysis of a novice teachers learning to think more complexly inform
teacher education pedagogy (51). The study was composed of five different methods of
data collection including: papers, unit plan, journals (by researcher), two teacher
observations and one 40-minute interview. Interest for this study originated from
inadequate attention dedicated to beginning teachers and their questioning of the state
mandated curriculum guidelines.
Sleeter positions her reasoning for conducting a case study within academic
literature in order to support the value of individual findings when examining the
progression of one individual. Although I see value in the role individual case, I find fault
in the selection of the participant and the bias presented through examining an individual

ETEC 500

Methodological Critique
Rough Draft 1

enrolled in her own course. I believe that Sleeter also fails to frame her question within
academic literature takes away from the overall value of the study.
Despite my concern with the research methodology, I agree with Sleeters
selection of qualitative research to examine the relationship of a beginning teacher and
the exploration of curriculum. She identifies that case studies are designed in order to
gage and understand the complexities of one individual and their development with
exposure to select information. Although this method takes away from the ability to
generalize to a larger audience, the case study allows the opportunity to take an in depth
analysis of one teachers thought process. Through development of studies conducted in
this field, they will be able to make further generalizations and propose changes to the
state curriculum standards.
Part 2:
In particular, I believe that it is of importance to create a framework positioned
within academic literature for both quantitative and qualitative research methodology
(Gay, 2012, PAGE). As exemplified in Hamre and Paintas (2005) study, academia plays
a key role in the generalization of the studies findings.
Quantitative research allows researchers to expand their target population
drastically. By utilizing the quantitative approach, Hamre and Pianta (2005) are provided
the opportunity to conduct a nation-wide longitudinal study. The use of pre-existing
standardized methods of evaluation allowed Hamre and Pianta to examine growth
amongst participants. In contrast, qualitative research provides a much more personalized
and specific approach to examining a given topic. Within qualitative studies, it is
important to articulate individual opinions and bias in order to validate study. In a study

ETEC 500

Methodological Critique
Rough Draft 1

that uses a qualitative approach, the researcher is often more involved in the observations
and collection of data, therefore running the risk of imposing individual bias on the
studies results.
Quantitative and qualitative approach to a study affords the researchers many
benefits, from surveys (primarily quantitative) to interviews and observations (primarily
qualitative). Looking specifically at the way in which multimodal learning in conjunction
with information technology works to engage elementary school students in language
learning, both quantitative and qualitative methodology offer suitable approaches. To
provide a comprehensive analysis of student engagements, I believe that there needs to be
a focus on both student and teacher approach along with teacher observations. In order to
meet the needs of the question, there needs to be a combination of both quantitative and
qualitative research collected at the beginning, middle and end of study to gage
individuals overall experience shifting to a multimodal method of instruction.

References
"method, n.". OED Online. December 2014. Oxford University Press.
http://www.oed.com/view/Entry/117560?rskey=OTDoVV&result=1 (accessed March 10,
2015).