1. Briefly describe how findings from this same data set are presented in various modes, identifying similarities and differences in the documents and report. 2. Explain what conclusions could be made from the data in each presentation, what conclusions could be made from all the documents collectively and what are the limitations of the data (what conclusions can NOT be made).

This course presents the broad scope and methods of quantitative research. Students will be introduced to and supported to use generally accepted methods for quantitative data organization and management. Students will employ specific analytical approaches in interpreting data. Students will be introduced to several quantitative methodologies and required to articulate the ways that researchers organize and execute quantitative inquiry to inform organizational inquiry and transformation.

Note: It will be assumed that students have prior knowledge of some basic statistics terminology and applications to fully understand the concepts introduced in this course. Advanced computational mathematics and statistics will not be required to complete the course assignments, but a foundational understanding of applied statistics concepts may be necessary. Students may gain this knowledge with recommended supplemental readings embedded within the course modules.

Student Learning Outcomes:

  1. Articulate beliefs about quantitative research relative to a personal research epistemology.
  2. Recognize and apply quantitative data collection and analysis techniques to support empirical systematic inquiry.
  3. Interpret data reports that include preliminary statistical modeling techniques for selected datasets.
  4. Communicate and report technical information about data and analyses to support research and evaluation activities.
  5. Analyze and interpret a wide range of statistical results.
  6. Communicate findings of a quantitative study to appropriate audiences.
  7. Describe how a leader can use quantitative research methodologies to strategically support and develop organizations.
  8. Use peer review and critique to improve and refine research and leadership skills.

Assignment Guidelines for writing:

Deadline:  September 12th, 2018  10PM eastern time EST – DO NOT PROCRASTINATE

 

IF YOU HAVE QUESTIONS PLEASE DO NOT WAIT UNTIL THE LAST HOUR/DAY TO TELL ME – LET ME KNOW IMMEDIATELY

http://cgps.une.edu/assets/CGPS-Student-Handbook/cgps-student-handbook.pdf

https://nces.ed.gov/surveys/annualreports/

http://instructionaldesign.org/books/

https://www.ed.gov/

 

DO NOT PLAGIARIZE   

 

 

-Do not give write fragments, runs ons, vague, wordy sentences.  Check, check, check – for proper grammer, spelling, and make sure the content is correct, make sure it flows and back up statements with proper examples. Check, before submitting draft – proof read!

 

**In graduate courses, you are expected to support your viewpoints with academic evidence (citing and referencing your sources using APA style.  Reference the link https://owl.english.purdue.edu/owl/resource/560/01/  – Use Proper APA Format**

 

– APA 6 format throughout (e.g., title page, running head, in-text citations, headings, references) Double spaced, Times New Roman Size 12 font, 1″ margins.

– Quotes must be something that could not have been paraphrased by you (because of its eloquence)  The APA manual indicates that page numbers are required for all direct quotes and page numbers are optional for paraphrased material.  

 

  • APA format documents can be attached so that proper APA format is used, if needed
  • APA 6th Edition Quick Reference Guide
  • Proper APA Style
  • APA Formatting
  • Basic citation styles
  • Introduction to APA Style
  • Paraphrasing
  • Proofreading Tip
  • Your writing must be professional and appropriate for the target audience. DO NOT use I, we, our, you. Do NOT refer to your paper (ex. In this paper…). USE PROPER writing mechanics, grammar, spelling, sentence structure, etc.Attached is a document called:

 

– NO REDUNDENCY OR WORDINESS:

https://writingcenter.fas.harvard.edu/pages/strategies-essay-writing

https://owl.english.purdue.edu/exercises/6/9

https://www.oxford-royale.co.uk/articles/clumsy-phrases-avoid.html

I want to put emphasis on using appropriate academic sources, APA formatting, writing clarity, and the ability to synthesize information into a thoughtful and cohesive paper

The work must be above average and truly exceptional. The paper:

  1. It not only fulfills the assignment but does so in a fresh and mature way. The paper is exciting to read; it accommodates itself well to its intended audience.
  2. The evidence is detailed and used persuasively and where appropriate; citations are used effectively where appropriate and are formatted correctly.
  3. The organization gives the reader a sense of the necessary flow of the argument or explanation. Paragraphs are fully developed and follow naturally from what precedes them; the conclusion reinforces the reader’s confidence in the writer’s control of the argument. Organizational guides are used as appropriate.
  4. The prose is clear, apt, and occasionally memorable. The paper contains few, if any, errors of grammar, mechanics, word choice or expression, none of which undermines the overall effectiveness of the paper.
  5. Try not to write sentences in the passive voice. With the active voice, the subject performs the action. This style can provide more clarity, brevity, responsibility, or certainty than passive voice. In the passive voice, the actions are performed upon the subject by someone or something else. When the subject is more important than the actor, the passive voice is a useful style. If the active voice makes sense, use it.
  6. Your writing has a clearly defined purpose and it makes a definite point. You are able to supports that point with specific information. The information is clearly connected and arranged and the words are appropriate, and the sentences are concise, emphatic, and correct.
  • QUALITY:Review/use the applicable required resources below and do your own research to ensure that they create and give QUALITY work.

 

  • LENGTH:Your responses should be at minimum 300 words in length.

 

  • REFERENCES AND IN-TEXT CITATIONS:Your MUST include citations for information cited in the essay.  Use APA formatted citations.  You must cite any data or research.
Citation Machine Warning

Here is a review of some basics to help you maximize your points:

 

JOURNAL ARTICLE – https://owl.english.purdue.edu/owl/resource/560/07/

Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. http://dx.doi.org/xx.xxx/yyyyy

Scruton, R. (1996). The eclipse of listening. The New Criterion, 15(3), 5-13.

BOOK – https://owl.english.purdue.edu/owl/resource/560/08/

Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.

Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association.

VIDEO – http://libguides.gwumc.edu/c.php?g=27779&p=170348

Author Surname, First Initial. Second Initial. OR Author screen name. (Year, Month Day {of video post}). Title of video [Video file]. Retrieved from URL of specific video.

Norton, R. (2006, November 4). How to train a cat to operate a light switch [Video file]. Retrieved from http://www.youtube.com/watch?v=Vja83KLQXZs

CHAPTER IN AN EDITED BOOK – https://owl.english.purdue.edu/owl/resource/560/08/

Author, A. A., & Author, B. B. (Year of publication). Title of chapter. In A. A. Editor & B. B. Editor (Eds.), Title of book (pages of chapter). Location: Publisher.

Note: When you list the pages of the chapter or essay in parentheses after the book title, use “pp.” before the numbers: (pp. 1-21). This abbreviation, however, does not appear before the page numbers in periodical references, except for newspapers.

O’Neil, J. M., & Egan, J. (1992). Men’s and women’s gender role journeys: A metaphor for healing, transition, and transformation. In B. R. Wainrib (Ed.),Gender issues across the life cycle (pp. 107-123). New York, NY: Springer.

WEB PAGE

It all depends on the type of webpage from which you are referencing info. See the following for a helpful list of examples: https://owl.english.purdue.edu/owl/resource/560/10/

Refworks, https://refworks.proquest.com/ a fantastic tool for making style-correct citations. What follows is a quick, barebones tutorial on using Refworks to generate citations. Refworks has many other tools that are helpful for students doing any sort of research project.

READING AND RESOURCES – DO NOT HAVE COPIES

Students are introduced to basic concepts of quantitative research design, methodology, and interpretation of results. Students analyze data sets to become adept at interpreting a wide range of statistical results. Quantitative analysis and interpretation are applied to typical local based samples and large databases. This set of conceptual and methodological skills is applied to proposed research designs.

Required Course Text

Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (5th ed.). Upper Saddle River, NJ: Pearson.

NOTE: The 4th edition (2012) of this text is available and may be selected if students individually wish to do so. The concepts and ideas in both texts are very similar, but page numbers may vary. It will be the student’s responsibility to determine corresponding assigned readings, since instructors will only be using the required 5th edition text.

Other required reading will be provided within the weekly course modules

Recommended Course Texts

Agresti, A. & Finlay, B. (2013). Statistical methods for social sciences: International edition. Essex, England: Pearson Education Limited

Khan Academy. Probability and Statistics. https://www.khanacademy.org/math/probability

Salkind, N. J. (2013). Statistics for people who (think they) hate statistics (4th ed.). Thousand Oaks, CA: Sage Publications.: This text is a good introductory source that is useful for completing many of the assignments throughout the course and for those who may conduct quantitative studies. A 2017 5th edition is available; however, earlier editions are substantially similar to the latest edition, are much cheaper (e.g. search Amazon.com, etc.), and should suffice for the purposes of this course.

Publication Manual of the American Psychological Association (6th ed.). (2009). Washington, DC: American Psychological Association.

The Online Writing Lab website at Purdue University https://owl.english.purdue.edu

LECTURE

Overview

This week, you will begin to put some of the concepts and strategies you have been exploring into action. You will delve into the following questions:

  • How should statistical results of quantitative research data analysis be interpreted?
  • What are various ways to publish or report quantitative data as well as quantitative research findings and conclusions?
  • What considerations must be embraced when publicly sharing (quantitative) data reflecting the contexts, situations and experiences of humans?

Student Learning Outcomes

  • Interpret data reports that include preliminary statistical modeling techniques for selected datasets.
  • Communicate and report technical information about data and analyses to support research and evaluation activities.
  • Analyze and interpret a wide range of statistical results.
  • Communicate findings of a quantitative study to appropriate audiences.
  • Describe how a leader can use quantitative research methodologies to strategically support and develop organizations.

 

Readings & Online Resources:

  • Examine these four documents exploring a relationship between student poverty and achievement seen in quantitative data and use for the Class Discussion:
    • SPSS Poverty – Achievement Output
    • DataGraph Poverty – Achievement Scatterplot
    • Sandra Moon Poverty – Achievement Data Mapping Visualization
    • Silvernail et al. (2014) “The Relationship between School Poverty and Student Achievement in Maine”
  • Read summary report: Nellie Mae Education Foundation “Centered on Results: Assessing the Impact of Student-Centered Learning”

 

Prompt:

Examine the four documents (SPSS output, scatterplot, map & report) exploring a relationship between student poverty and achievement evident using quantitative data.

  1. Briefly describe how findings from this same data set are presented in various modes, identifying similarities and differences in the documents and report.
  2. Explain what conclusions could be made from the data in each presentation, what conclusions could be made from all the documents collectively and what are the limitations of the data (what conclusions can NOT be made).
  3. Explore how the various presentations may have different purposes, audiences, central messages or perspectives.
  4. Write a brief reaction to some of the other data visualizations in the galleries you viewed.