Running Head: QUANTITATIVE RESEARCH ARTICLE CRITIQUE

Quantitative Research Article Critique
Corey J. Ivany (MUN ID#: 009435660)
Education 6100
Memorial University of Newfoundland

Abstract
This paper is an academic critique of an article written by de Jager, Reezigt, and Creemers (2002) titled: The effects of teacher training on new instructional behaviour in reading comprehension. The authors undertook a research study to examine the results of teacher inservicing on practical teacher behaviours. My examination systematically focuses on specific aspects of the article in terms of process and validity of research methods and results. I have attempted to develop a cohesive and unified explanation which not only expounds the particulars of the research but which also formulates a clear interpretation of that research throughout. I suggest that the size of the sample and the method of selecting subjects for the experimental groups makes the research externally invalid and thus greatly reducing generalizability to the ultimate, and perhaps even to the immediate, population.

Quantitative Research Article Critique
In their article, The effects of teacher training on new instructional behaviour in reading comprehension, de Jager, Reezigt, and Creemers (2002) outline a quasi-experimental research design involving three sample groups (two experimental and one control) which were drawn from an immediate population of eighty-three primary school teachers in the northern part of the Netherlands. In their introduction to the article, the authors state that “teachers need suitable instructional models that provide them with guidelines for new types of instruction and they must have access to inservice training, which helps them to successfully implement these models in their regular lessons” (de Jager et al., 2002, p. 832).