Research in Child

and Adolescent
Development
Andumang, Jane C.

Research is a very reliable means for teachers to learn

about Child and Adolescent Development
Research is to see
what everybody
else has seen and
to think what
nobody else has
thought
  - Albert
Szent  Gyorgyi
(Nobel Peace Prize winner)
 TEACHERs as Consumer or
end user of research 
gives teachers and policy makers important knowledge to use in decision making for the
benefit of the learners and their families. 

Well informed teachers are able to use and integrate the most authoritative research
findings 

 research enables teachers to come up with informed decisions on that to teach ang how
to teach (educational policies curriculum, and effective teaching ang learning processes) 

helps teachers to be knowledgeable about how to fit our teaching with the
developmental levels of our learners. 
Teachers as researcher 
• Research is not only for thesis
and dissertation writers, it is
also for students and teachers
• Research principles, methods
and designs that focuses on
child and adolescent
development.
 The SCIENTIFIC METHOD
It is important to adhere to the scientific method since research is a systematic and logical process. 
                DEWEY’s 5 steps scientific method: 
1. Identify and define the problem 
2. Determine the hypothesis (stating tentative answer: hypothesis or educated guess)
3. Collect and analyze data 
          EXPERIMENTAL RESEARCH: If research problem is determining the cause of an effect or a                   
 phenomenon- gather and analyze data derived from experiment. 
          DESCRIPTIVE RESEARCH: if research problem is concerned with describing data and characteristics about
the subject or phenomenon you are studying, no need to perform an experiment. 
4. Formulate decision
5. Apply conclusion to original hypothesis
           Compare your conclusion to your hypothesis if it is correct or not. 
                        If YES it agrees then affirm your hypothesis 
                        If no if it disagrees then reject your hypothesis 
RESEARCH
DESIGN:
• Researches that are done
with high level of quality and
integrity provides us with
valuable information about
child and adolescent
development. In order to
conduct quality research, one
must know different research
designs and data-gathering
techniques .
 DATA-GATHERING TECHNIQUES
Research Design Description Strengths Weakness
Case Study An in-depth look at an It provides information Need to exercise caution
Individual. about an individual (fear, when generalizing from the
hope, fantasies, traumatic information, the subject of a
experiences, upbringing, case study is unique, with a
family relationships, health) genetic makeup and
and anything that a experiences no one else
psychologist can use to shares, involves judgements
understand a person’s of unknown reliability.
development.

Correlational Study determines associations Useful because the more Because correlational
strongly two events are research does not involve
correlated. The more we can the manipulation of factors,
predict one from the other. it is not a dependable way to
isolate cause.
Experimental -Determines the cause- The only true reliable -limited to what is
and- effect relationship method of establishing observable, testable and
-It involves manipulating cause and effect manipulatable
one variable to determine
if changes in one variable -failure to achieve
will cause change to randomization may limit
another variable. the extent to which the
- relies on controlled study sample is
methods, random representative of the
assignments and the parent population and
manipulation of variables with-it generalizability of
to test the hypothesis. the findings of the study.

- Subject may change their

behavior or respond in a
specific manner simply
because of the awareness
of being observed-
Hawthorne effect

Naturalistic Observation Focuses on children’s It allows the researcher to It is difficult to determine

experiences in a natural directly observe the subject the exact cause of behavior
setting in its natural environment. and outside variables can’t
be controlled.
Longitudinal To study and follow a Allows to record and -Expensive
single group over a monitor developmental -time consuming
period of time, usually trends -the longer the study,
several years of more. some subjects drops-
out, gets sick or lost
interest.
Cross sectional Individuals of different Allows to record It gives no information
ages are compared at developmental trends. about how individuals
one time Researcher does not change or about the
have to wait for the stability of their
subject to grow up or characteristics
become older
Sequential -Combination of Cross- Allows researcher to -complex
sectional and record and monitor -expensive
Longitudinal in order to developmental trends -time consuming
learn about life-span And provides information  
development that is impossible to
- starts with cross- obtain if both designs are
sectional study, done alone
individuals with different
ages are studied for
months or years then
tested again with the
longitudinal design
Action Research A reflective process of Appropriate in a Usually takes place in an
progressive problem- particular setting when organization only in a
solving led by individuals the purpose of the study particular time and could
working with other teams is to create changes and not be interpreted within
to improve the way they gain information on diff. orgs. Thus, making
address issues and solve processes and outcome of research hard to
problems the strategies used. generalize
     
-in a teaching context (it -used different methods -if participants do not feel
stems from their own   they understand their
questions about and -stakeholders are “own” this could lead to a
reflections on their included throughout so potential conflict.
everyday classroom researcher is more likely
practive) to make a difference
 DATA-GATHERING TECHNIQUES
TECHNIQUES DEFINITION
Observation Can be made on either a lab or materialistic setting. In a naturalistic observation, behavior
is observed in a real world like a classroom

Physiological Measures Measures certain indicators of children’s development such as heart rate, hormone level,
bone growth. Body weight and brain activity

Standardized test Prepared test that assesses one’s performance in different domains
Administered in a consistent manner.

Interviews and Asking individuals to provide personal information based on the questionnaire.
Questionnaires Can be conducted through print, phone, mail, in person, or online

Life-History Records Life chronology of events and activities.

Combination of data records on education, work, family, and residences.
Includes public records, historical documents or interview.
ETHICAL PRINCIPLES
• It serves as a reminder for
researchers that we
should strive to protect
the subjects of our study
and to maintain the
integrity of our research. 
• Teacher researchers are
subject to ethical
principles, just as we have
the code of ethics that
governs the behaviors of
teachers. 
ETHICAL PRINCIPLES 
•   American Educational Research Association ​
        - founded in 1916  is concerned with improving the
educational process by encouraging scholarly inquiry related
to education and evaluation and by promoting the
dissemination and practical application of research results.
• Society for research and child development​ 
       - advances the developmental sciences and promotes
the use of developmental research to improve human lives.
       -SRCD’s mission is rooted in an understanding of child
development as an integrated part of lifelong development
•  American Psychological Association 
      - to promote the advancement, communication, and
application of psychological science and knowledge to
benefit society and improve lives.
Research procedures Children and family Their decision to
includes possible
must never harm have the right to full participate must be
health risk
children (physically or information about based on “informed
and benefits 
psychologically). the research consent” 

Children’s questions
Privacy should be
should be answered in
Researchers should be respected! All
a truthful manner and
clear and honest Information should
in ways that children
remain confidential. 
can understand. 
Impact of Teachers' Research Involvement on Teachers
Research  has proven that teachers have everything to gain
l. teachers who have been involved in research may become more reflective, more critical and
analytical in their teaching, and more open and committed to professional development

 2. participating in teacher research also helps teachers become more deliberate in their decision-
making and actions in the classroom. 

3. teacher research develops the professional dispositions of lifelong learning, reflective and
mindful teaching, and self-transformation 

4. engaging in teacher research at any level may lead to rethinking and reconstructing what it
means to be a teacher or teacher educator and, consequently, the way teachers relate to children
and students. 

5. teacher research has the potential to demonstrate to teachers and prospective teachers that
learning to teach is inherently connected to learning to inquire.
 REMEMBER:
• Quality research adheres to the scientific method. 
• For research on child and adolescent development to serve its
ultimate purpose, researchers must be governed by ethical
principles. 
• There are various research designs and data-gathering
techniques. Which research design and data-gathering
technique to use depends on the nature of the research
problem and objective/s of the research.  Teacher involvement in the conduct of
•  Teachers are both producers of knowledge when they teacher research shows a shift from
conduct research and are consumers or end users of
knowledge when they utilize research findings to improve thinking about teacher research as
instructions something done to teachers
•  Research has a transformative effect on teachers' self- to something done by teachers       
understanding and on their classroom practice. It enables  - T.r-ichner 1999; Lampert 2000
teachers to develop a better understanding of themselves,
their classrooms, and their practice through the act of
reflective inquiry.
 Research Abstract 
 a brief summary that appears at the beginning of the article.
Parts: 
Title:
Researcher/s:
 Date of Research: 
 Introduction: intoduces the problem or issue that is being studied. It includes a concise review
of research relevant to the topic, theoretical ties, and one or more hypotheses to be tested.
 Methods:consists of a clear description of the subjects aaluated in the study, the measures
used and the procedures that were followed.
 Findings/Results of the Study:reports the analysis of the data collected
 Conclusions and Recommendations: state the author/s' answers to the specific problems of
the study and suggestions for next step
 References: include bibliographic information for each source cited in the research report.
Research Rubrics 
• Descriptive Scoring System
• Most often associatd with the
field of measurement
• Provides a set of Guidline or
Criteria
• May be characterized as
general or task-specific and
may use an analytic or holistic
scoring system
 Performance
RUBRIC for Research Paper 
Distinguished Proficient Intermediate Novice Highest score
Element (4) (3) (2) (1) possible score

Purpose and Established and maintain Focused on purpose, An attempt to establish and Limited awareness of audience 4
Focus evidences of distinctive voice evidence of voice maintain purpose and purpose
and tone suitable tone communication with audience
Development Depth and complexity of Depth of ideas Unelaborated idea Minimal idea development and 4
Ideas Ideas, supported by rich, development development; repetition of limited unrelated details
engaging pertinent details, supported by details
evidence of analysis, elaborated and
reflection and insight relevant details
References Use of references indicates Use of references Some references  Few references 4
substantial research indicates ample
research
Organization Careful and suitable Logical organization Lapse in focus and coherence Random weak organization 4
organization
Sentence Variety of sentence structure Controlled and varied Simple awkward sentences Incorrect or lack of topic, word 4
Structure and length sentence structure sentence structure and wording

Language Precise rich language Acceptable effective Simplistic or imprecise language Incorrect or lack of topic, 4
language word sentence structure
and wording
Grammar and Control of surface features Few grammatical Some errors in grammar and Errors in grammar and format 4
Formatting errors format but does not interfere
with communication
Total Points 28
Undergraduate Research presentation Rubric
standards Exemplary Satisfactory Unacceptable Score Weight Total
5-4 3-2 1-0 score
organization Has clear opening Opening statement No opening X2
statement that catches relevant to topic. Provides statement, leaves
audience's interest road map listener wondering.
content Demonstrate substance Fulfills topic, current issues No adequate X2
and depth, mastery of and appropriate sources coverage of topic,
material lacks sources
Quality of Delivers a well- Summarize presentation's None or poor X2
conclusion documented and main points conclusion
persuasive conclusion
delivery Natural delivery, modulates Has appropriate pace and Hard to understand, X 1.5
voice, has enthusiasm uses easily understood has distracting
body language manners
Use of media Uses slides effortlessly to Looks at slides to keep Relies heavily on X 1.5
enhance presentation track slides, no eye
contact
Response to Demonstrates full Shows ease in answering Shows a little grasp X1
question knowledge of topic.  but does not elaborate of info and unclear
answer