Assignment
Task 1
Research fundamentals
Competency 2000.1.12: data collection - the graduate differentiates among the major methods of data collection, including their strengths and limitations in the selection of an appropriate method of data collection.
Data collection instrument
Introduction:
For this task, you will design a short questionnaire or survey to collect data on an educational topic of your choice.
Requirements:
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual
Source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the turnitin originality report available in taskstream as a guide for this measure of originality.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Identify an education-related research topic for which you can build an instrument (i.e., survey or questionnaire) to collect data. You can choose your own education topic or one of the following topics:
• Attitudes toward portfolio assessment
• Differentiated instruction
• Team-based learning
• Cooperative learning
• Parent involvement
• Inclusion for children with disabilities
• Common core state standards
• Teaching english language learners
• Tracking according to student ability
• Problem-based learning
B. Develop an original data-collection instrument based on the identified topic from part a.
Note: you will need to review the relevant literature to begin planning your instrument.
1. Identify the audience, purpose, and type of data being collected (i.e., qualitative, quantitative, or mixed).
2. Design 8-10 items that adhere to the requirements in the attached "guidelines of research instrument construction."
C. Identify the ethical issues that are important to consider in creating your instrument and describe how you have handled these issues appropriately.
D. Acknowledge sources, using apa-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
Task 2
Research fundamentals
competency 2000.1.7: quality of research results - the graduate analyzes the characteristics of research quality and the potential threats to the quality of results in qualitative, quantitative, mixed methods, and action research studies. Competency 2000.1.9: data analysis - the graduate evaluates and selects appropriate basic data analysis techniques for quantitative, qualitative, mixed methods, and action research scenarios.
Research Study Critique
Introduction:
In this task you will select one of the following empirical research articles (i.e., a study where data were collected and reported) and conduct a comprehensive critique of all facets of the study:
• "the use of expanded microteaching for reducing pre-service teachers' teaching anxiety about mathematics"
• "what did they take away?: examining newly qualified u.s. teachers' visions of learning and teaching science in k-8 classrooms"
Links to these studies can be found in the web links section below.
Requirements:
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual
Source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the turnitin originality report available in taskstream as a guide for this measure of originality.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Evaluate one of the provided empirical research studies by doing the following:
1. Identify the research purpose and research questions.
2. Discuss the alignment of the research purpose with the research questions.
3. Discuss how the literature review and sources in the study support the research purpose and research questions.
B. Identify the research method (i.e., quantitative, qualitative, mixed method, or action research) used in the study, and include specific examples from the design of the study to support your claim.
1. Discuss the appropriateness of the research method, including specific examples to support your position.
C. Describe the data-collection methods and instruments used in the study.
1. Evaluate the alignment of the data-collection instruments with the research purpose and questions in the study, including evidence from the study to support your position.
D. Identify the specific data-analysis techniques used in the study.
E. Discuss the results of the study in relation to the research questions. Be sure to identify the specific results as part of your discussion.
1. Evaluate the research findings with regard to the validity of the study (in quantitative research), the trustworthiness of the study (in qualitative research), the legitimation of the study (in mixed methods research), or a possible combination of the three (in action research).
F. Acknowledge sources, using apa-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
Guidelines for Research Instrument Construction
Requirements
1. Keep in mind that appearance matters. The overall look of your instrument should be professional, readable, and clear.
• Number all items consecutively from beginning to end. Do not renumber any subsections.
• Use a readable font size and type.Stick to commonly used font types such as Times New Roman or Arial. The standard font size for a professional document is 12 point.
• Use an additional style, such as bolding, to create emphasis. However, too much emphasis can detract from readability, so use emphasis sparingly.
2. Include a title.
• A title informs the respondents up front about the topic and purpose of the instrument.
• Use section titles or headings with longer instruments or when the organizational structure needs additional clarity.
3. Provide clear instructions.
• Add instructions to clarify the nature of a ratings scale questions, such as those used on a Likert scale.
• If you use screener or contingency questions, make sure the respondent knows where to go or what to do next.
• Use lead-ins for new or lengthy sections to orient and guide the respondent. Do not assume respondents can tell if you are switching directions or topics.
4. Use concise questions.Balance the length of the questions with the amount of information to be gained. It may be tempting to write long, detailed questions, but concise questions will help respondents interpret and understand what is being asked.
5. Use closings. Include a closing statement such as "Thank you for your time" or "We appreciate your participation." Closings allow respondents to be aware that they are finished.
Additional Guidelines
Note: These guidelines are good guidelines to follow when constructing your instrument. While they are not requirements for this assessment, they are relevant real-world principles that will increase the effectiveness of your instrument.
1. Include page numbers. Using page numbers is a simple way to enhance the look and clarity of your instrument. This is even more important when you use contingency questions that require a participant to jump to different pages in the instrument.
2. Use plenty of white space to help create an instrument that is easy to read, even if it means you will have more pages.
3. Carefully consider the placement of each question and related questions.
• Where a question appears is important. Do not put sensitive questions at the beginning of the instrument. Respondents are more likely to respond to these types of questions if given time to feel comfortable.
• Use warm-up questions at the beginning of the instrument. Avoid beginning with the most difficult or time-consuming questions. This may help to avoid a reduced response rate.
4. List response categories for closed-ended questions vertically rather than horizontally (rating scales are the possible exception).
5. If you have a series of questions with the same response choices or anchors, use a matrix design rather than repeating the response choices for each item. This reduces redundancy and allows respondents to work more quickly and easily through the instrument. Also, it allows researchers to spot response sets quickly in a particular instrument.
6. Avoid multiple-response questions, which require respondents to select multiple correct answers.
7. When using open-ended questions, it is best not to supply lines in the response area. Simply leave that area as white space. White space adds to the clean look of the instrument and does not limit the amount of feedback you receive, as lines may do.
8. Do not "break" your questions. Never carry a question or its response choices from one page to the next. This forces respondents to flip between pages, which increases error. Additionally, many respondents may miss a possible response alternative if it appears on the next page.
Attachment:- Templates.rar