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Institutional Planning & Management, M. Ed.

School Calendar

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A school calendar is a schedule that outlines the important dates and events for an academic year, including the start and end dates, holidays and breaks, class schedules, teacher workdays, testing schedules, and school events.

The purpose of a school calendar is to provide a framework for organizing and managing the academic year, ensuring that students, teachers, and staff are all aware of important dates and events.

It helps to ensure that instructional time is maximized and that students have adequate time for learning and studying. School calendars are typically determined by the local school district or state education department and may vary from year to year.

School calendars typically have the following characteristics:

  1. Duration: A school calendar specifies the length of the academic year. This can vary depending on the school or district, but typically ranges from 170 to 180 days.
  2. Start and end dates: School calendars specify the first day of school and the last day of school. These dates are usually determined by the school district and can vary from year to year.
  3. Holidays and breaks: School calendars typically include holidays and breaks throughout the academic year, such as Thanksgiving, Christmas, winter break, spring break, and summer vacation.
  4. Class schedules: School calendars outline the daily or weekly schedule of classes, including start and end times, class periods, and any special events or activities.
  5. Teacher workdays and professional development: School calendars may also include teacher workdays and professional development days, which are days when teachers are not in the classroom but are instead working on curriculum development, lesson planning, and other professional development activities.
  6. Testing schedules: School calendars may include testing schedules for standardized tests, such as the SAT or ACT, as well as state-mandated tests for various subjects.
  7. School events: School calendars may also include school events, such as parent-teacher conferences, school plays, and other extracurricular activities.

Also Read : Optimal Analysis

Overall, school calendars provide a structure for organizing the academic year, ensuring that students, teachers, and staff are all aware of important dates and events. They also help to ensure that instructional time is maximized and that students have adequate time for learning and studying.

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School Calendars Characteristics
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Advance Educational Research, M. Ed., NET, Paper 2, Unit 6 Research in Education

Types of Educational Research

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The three main types of educational research according to purpose are fundamental, applied, and action research.

Fundamental research:

Fundamental research, also known as basic research, is focused on generating new knowledge and understanding of fundamental principles and concepts in the field of education. This type of research is primarily concerned with advancing theoretical knowledge and developing new concepts, theories, and models that can be used to inform educational practices. It is often conducted in universities and research institutions, and it involves the use of various research methods such as surveys, experiments, and case studies.

Fundamental research is important for laying the groundwork for applied research and for advancing the knowledge and understanding of key educational concepts and principles. It helps researchers and practitioners to better understand the underlying factors that contribute to successful educational outcomes and to develop new approaches and strategies for addressing educational challenges.

Applied research:

Applied research, also known as practical research, is focused on solving real-world problems and addressing specific issues in the field of education. This type of research is designed to produce practical and useful knowledge that can be applied in educational settings. It is often conducted in educational institutions, government agencies, and non-profit organizations, and it involves the use of various research methods such as surveys, experiments, and case studies.

Applied research is important for developing evidence-based practices and policies that can improve educational outcomes. It helps to identify effective strategies and interventions for addressing educational challenges and improving student learning. Examples of applied research include studies on the effectiveness of teaching methods, interventions for improving student motivation, and assessments of educational programs and policies.

Action research:

Action research is a type of research that is conducted by educators in their own classrooms or educational settings. The aim of action research is to improve teaching and learning outcomes by identifying and implementing effective strategies and practices. This type of research involves a cyclical process of planning, action, observation, and reflection, with the goal of improving educational practices and outcomes.

Action research is important for empowering educators to take an active role in improving educational outcomes in their own settings. It helps to build capacity among educators for identifying and addressing educational challenges and for implementing evidence-based practices. Examples of action research include studies on the effectiveness of different teaching strategies, the impact of technology on student learning, and the effectiveness of different assessment methods.

Also Read : Exploratory Method

Types of Research according to purpose

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Advance Educational Research, M. Ed., NET, Paper 2, Unit 6 Research in Education

Characteristics of Educational Research

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Educational research is a type of research that focuses on the investigation of educational processes, policies, and practices. It is a systematic and scientific inquiry that uses a variety of research methods to generate knowledge and improve educational outcomes. Here are some of the key characteristics of educational research:

  1. Empirical: Educational research is empirical in nature, meaning that it is based on observations and data collected through systematic methods. This data is used to support or refute theories, concepts, or hypotheses related to educational practices.
  2. Systematic: Educational research is systematic in its approach, meaning that it is conducted using a well-defined research process. This includes clearly defining research questions or hypotheses, selecting appropriate research methods, collecting and analyzing data, and drawing conclusions.
  3. Objective: Educational research is objective in nature, meaning that it strives to be free from personal biases or prejudices. Researchers should strive to maintain a neutral and unbiased perspective throughout the research process.
  4. Generalizable: Educational research should be generalizable, meaning that the findings should be applicable to a larger population beyond the sample used in the research. This requires appropriate sampling methods and statistical analysis to ensure that the findings are representative of the larger population.
  5. Ethical: Educational research must adhere to ethical principles and guidelines, including informed consent, protection of participants’ rights and confidentiality, and the avoidance of harm.
  6. Practical: Educational research should have practical applications and be relevant to educational practice. The findings should be useful to educators and policymakers in making decisions related to curriculum, teaching methods, and other educational policies and practices.
  7. Collaborative: Educational research is often conducted collaboratively, with multiple researchers working together to design and conduct studies and analyze data. Collaboration can help to ensure the quality and rigor of the research, as well as facilitate the dissemination and application of the findings.
Characteristics of educational Research
Characteristics of educational Research
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Advance Educational Research, M. Ed., NET, Paper 2, Unit 6 Research in Education

Descriptive Method of Research

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The descriptive method is a research method used to describe or document a phenomenon or behavior. This method involves observing and documenting the characteristics and features of a particular group or population without attempting to explain or establish causality.

Descriptive research is often used in the early stages of research when little is known about a particular phenomenon or behavior. It is also used when a researcher wants to gain a deeper understanding of a particular group or population. The data collected in descriptive research can be qualitative or quantitative, or a combination of both.

There are several techniques used in descriptive research, including:

  1. Observational research: This involves observing and recording behaviors or characteristics of a group or population in their natural setting.
  2. Case studies: This involves conducting an in-depth investigation of a single individual or group in order to describe their experiences, behaviors, and characteristics.
  3. Surveys: This involves collecting data from a large number of individuals through questionnaires, interviews, or other forms of self-report.
  4. Archival research: This involves analyzing pre-existing data or documents, such as historical records or public records.
  5. Cross-sectional studies: This involves collecting data at a single point in time from different groups or populations.

Descriptive research can be useful in a variety of fields, including psychology, sociology, and marketing. It can help researchers gain a better understanding of a particular group or population, identify patterns or trends, and generate new hypotheses for future research. However, descriptive research is limited in its ability to establish causality or determine the underlying causes of a particular behavior or phenomenon.

Also Read : Scientific Method

Descriptive Method in Research

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Advance Educational Research, M. Ed., NET, Paper 2, Unit 6 Research in Education

Exploratory Method

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Exploratory research is a type of research method used to investigate a phenomenon or problem in an initial or preliminary way, with the goal of generating insights and developing hypotheses for further investigation.

  • It is often used when little is known about a particular topic or when the research question is broad and undefined.
  • Exploratory research typically involves a combination of qualitative and quantitative methods, such as interviews, focus groups, surveys, case studies, and observational research. Data collected through these methods are often analyzed using qualitative techniques such as content analysis, thematic analysis, or grounded theory.
  • One key feature of exploratory research is that it is flexible and adaptable to new information as it arises. The research process is iterative, with researchers continuously revising their research questions and methods based on emerging data and insights.
  • Exploratory research can have several goals. For example, it can help researchers identify potential variables or factors that may be influencing a phenomenon, or it can help researchers develop hypotheses or theories that can be tested in later studies. It can also help researchers identify gaps in the existing literature or suggest new areas of inquiry.
  • Exploratory research is particularly useful in the early stages of research when the topic is still being defined and the research questions are still being refined. By generating preliminary data and insights, exploratory research can help guide the development of more focused and rigorous research studies in the future.

Exploratory research is a type of research method that is characterized by several key features:

  1. Flexibility: One of the key features of exploratory research is its flexibility. Researchers using this approach are able to adjust their research questions and methods based on emerging data and insights. This enables them to more effectively explore a phenomenon and develop new hypotheses or theories.
  2. Qualitative and quantitative methods: Exploratory research typically uses a combination of qualitative and quantitative methods to collect data. These may include interviews, focus groups, surveys, case studies, and observational research.
  3. Open-ended questions: Exploratory research often involves open-ended questions, which allow participants to provide detailed and nuanced responses. This can help researchers gain a more complete understanding of a phenomenon and identify potential areas for further investigation.
  4. Iterative process: Exploratory research is often an iterative process, with researchers collecting data, analyzing it, and then refining their research questions and methods based on their findings. This process may continue until the researcher feels that they have gained a sufficient understanding of the phenomenon they are studying.
  5. Non-representative sampling: Because exploratory research is often used to investigate phenomena that are not well understood, researchers may use non-representative sampling methods to select participants. This allows them to gain insights from individuals who may have unique perspectives or experiences related to the phenomenon being studied.
  6. Emergent design: In exploratory research, the research design often emerges during the research process, rather than being predetermined. This allows researchers to adapt to new information and insights as they arise, and to develop new research questions and methods based on their findings.

These features of exploratory research enable researchers to gain a more complete understanding of a phenomenon and to generate new hypotheses or theories that can be tested in future research. While exploratory research is not typically used to test specific hypotheses or establish causality, it can be a valuable tool for generating insights and identifying new areas of inquiry.

Exploratory Method in Research

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