M3 Research Design Critique Report
Correlational research and causal-comparative research are two widely used research designs of a variety of types. An example of correlational research would be if the district benchmark scores would predict the success of the STAAR test. An example of causal-comparative research would be how does Attention Deficit Hyperactivity Disorder (ADHD) affect students’ STAAR results. Causal-comparative research is used to compare groups and observe the differences based on a variable. This research will basically be observing a cause and effect relationship. Correlational research determines whether or not a relationship exists between variables. Although they are approaching research differently, they are both the same in the sense that they have a variable.
In order to design a quality survey it is important that the questions are worded so that the group you are targeting can easily understand what you are asking. Jargon must be avoided at all costs. Depending upon your study, answer choices must be available for all types of situation or categories. When asking open ended questions that require a typed response be sure to address only one topic through the question. It is not a quality question if you’re asking someone to describe the positive and negative aspects of their job within the same question. Questions need to be direct and specific. When providing someone with a survey the directions and the purpose of the survey must be clearly stated prior to beginning the survey. To boost participation make sure the directions or the description provides information as to why this survey is beneficial and what the results are going to be used for.
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...ning” are pleased with the results. Teachers are encouraged and more motivated to create deeper, more meaningful lesson plans. "Our curriculum was becoming almost like middle school; there was so much to cover in each subject, that after planning my week out, I wasn't having enough time to plan creative things to do, or go into anything deeply," she said. "Now I get to do stuff I wouldn't get time to do in [a] self-contained [classroom]." Gewertz, C. (2014)
Gewertz, C. (2014). 'Platooning' on Rise in Early Grades. Education Week, 33(21), 1-17.
McGrath, C.J., & Rust, J.O. (2002, March). Academic achievement and between-class transition time for self-contained and departmental upper-elementary classes [14 paragraphs]. Journal of Instructional Psychology [Online serial], Available:http://findarticles.com/p/articles/mi_m0FCG/is_1_29/ai_84667407.