Week 3 Data Collection and Analysis

1. Week 3Data Collection and Analysis January 31, 2005

2. Questions from a positivist paradigm • Refer to Creswell Ch 5, 6, 8 • Refer to powerpoint slides from Creswell Chapters 5, 6, 8 on my homepage. • Questions from a positive paradigm seek to describe a variable or establish relationship between two or more variables • The relationship can be cause-effect or correlation.

3. Steps in Developing Research Design Example from EDT 661 class 1. Articulate clear question: • What effect does type of reward system (extrinsic or intrinsic) have on student performance? In this study, we are manipulating the independent variable to examine the effect on the dependent variable.

4. Steps-continued 3. Identify the condition for the independent variable Reward system: instrinsic and extrinsic: Identify the measure of student performance

5. Steps-cont’d 4. Design analysis procedures that are consistent with study and measures for variables. For example, describing variables, you may report percentages, measures of central tendency. For cause-effect, or impact, you may compare results on dependent variables between two groups. For correlation, or relationship, you will analyze for correlation co-efficient.

6. Steps-cont’d • Using our example of motivation and student performance, what analysis procedures make sense?

7. Steps-cont’d 5. Determine how results will be displayed. Graphs? Bar graphs showing performance of the two groups?

8. Steps-cont’d 6. Determine how you will interpret your results. Will you compare two groups?

9. Role of hypothesis testing • In many studies from a positivist paradigm, researchers state a hypothesis against which results are tested. This process enables the researcher to generalize results from the sample to the population. This is not the purpose of teacher research, therefore, we will not be designing studies with that in mind.

10. Questions from a interpretivist paradigm • Refer to Creswell Ch 5, 7, 9 • Refer to powerpoint slides from Creswell Chapters 5, 7, 9 on my homepage. • Questions from an interpretivist paradigm seek to explore or explain a phenomenon

11. Steps in Developing Interpretivist Research Design Example from EDT 661 class 1. Articulate a clear question. How do home visits with families of low socioeconomic status young children influence parent/teacher rapport?

12. Steps-cont’d 2. Determining relevant data. What are the places? What events occur? What people are involved? What interactions? What physical evidence or artifacts?

13. Steps – cont’d 3. Determining how to collect the relevant data. Interviews? Observation? Artifacts?

14. Steps-cont’d 4. Designing analysis procedures that align with the data. Refer to H & P ch 4 Themes? Categories? Patterns? Data that don’t fit patterns? Memos Constant comparison method –H & P p. 114-115

15. Steps-cont’d 5. Determine how results will be communicated. Telling the story using direct quotes from data? Photos? Your journal? Memos?

16. Steps-cont’d 6. Determine how you will interpret your results. What does the story tell you? Tell your audience?

17. Putting it all together in proposal format • Refer to Structure and Content of Proposal handout • Refer to examples on my homepage • Many proposals on homepage do not have extensive introduction sections. You will need to include a more expansive theoretical framework. How is what you are reading informing your research? You may add to this after you turn in your proposal.

18. Questions?