This glossary indexes frequently used research terms.
Sources of glossary entries come from:
- Shank, G., & Brown, L. (2013). Exploring educational research literacy. Routledge. Link
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The part of a primary research article that comes after the Title and before the Introduction. It is the job of the Abstract to provide a short review of the article, following specific rules and conventions.
ACM Digital Library
The ACM Digital Library is an online database of articles and papers from journals, magazines, conference proceedings and newsletters published by the Association for Computing Machinery (ACM). It covers topics related to computer science and information technology. The library provides access to over 2 million articles and other resources from more than 50 years of content. Users can search for specific keywords or browse through different categories to find relevant materials.
A form of Qualitative Research that emphasizes working with participants to bring about specific improvements.
A teaching and learning approach that “engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert. It emphasizes higher-order thinking and often involves group work.” (Freeman et.al. 2014)
A systematic process of examining and/or testing Data. It is usually grounded in the Research Questions.
Shorthand for "analysis of variance." An Inferential Statistics technique designed to test if there are differences among three or more Treatment groups.
Research targeted to address specific practical issues or problems. As opposed to Basic Research.
A coherent set of claims to support asking a Research Question. These arguments can either set up the question, support the question, or both set up and support the question.
Asynchronous instruction is the idea that students learn similar material at different times and locations. The term is often associated with online learning where students complete readings, assignments, or activities at their own pace and at their own chosen time. This approach is particularly useful when students are spread across different time zones or may have limited access to technology.
Assessments in which student learners demonstrate learning by applying their knowledge to authentic, complex, real-world tasks or simulations. Proponents of authentic assessment argue that these types of knowledge checks “help students rehearse for the complex ambiguities of the ‘game’ of adult and professional life” (Wiggins, 1990, p.1).