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Correlational research
Research on adhd at school
Correlational research
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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. First Article Summary The purpose of this ... ... middle of paper ... ...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) References 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.
By incorporating the theories of Piaget and Maslow into lesson planning, I can choose realistic and meaningful instructional strategies and designate assignments at the appropriate challenge level. My goal is to motivate my students to strive for their best and provide them an environment where they can successfully prepare for college and life. Mary Kay Ash was phenomenal at motivation and said it best: “Don't limit yourself. Many people limit themselves to what they think they can do. You can go as far as your mind lets you. What you believe, remember, you can achieve.” (Ash). Knowing that each class will be different and that what works for one class may not work for another will aid me in being an effective, efficient
When conducting these surveys, you must know whom your target audience is and how you want to structure your survey so there isn’t any wasted space. Once the structuring of the survey is complete and results are gathered, be sure to include your management team and how you want to dissect the results. The parameters (Action, Belief, Understanding, Satisfaction, and Participation) are the keys to use when analyzing your results. “The Definitive Guide to HR Communication” suggests that you take your time and analyze your results with your management team to decide how to go about future changes based on your
Yan, W. & Lin, Q. (2004, February 24). The effect of Kindergarten program types and class size on early academic performance. Education Policy Analysis Archives, 12(7). Retrieved March 26, 2004 from http://epaa.asu.edu/epaa/v12n7/.
There are several school-level processes that may affect student outcomes either as direct effects of instructional practice or indirectly through support of students’ social-psychological needs (Rowan, B., Chiang, F.-S., Miller, R. J., 1996).
...ualized plan due to time constraints, it is reasonable to treat each student as they do have an individualized education. Teachers should know their students well enough to individualize the classroom activities so all students have strengths in each lesson. Through collaborative efforts, teachers can gain knowledge about the students and new ways to teach according to different learning styles. Working together, each student can receive an individualized education where their full potential is used.
During cognitive development it is important that teachers allow time for students to have breaks in between classroom tasks such as recess and other extracurricular activities. Learning large amounts of material is easier for children to understand when it is taken in as chunks. Assign children with short tasks and switch from demanding activities to less demanding activities (Biehler & Snowman, 2000).
There are several different types of surveys and questionnaires that can be used to collect data. The most common is the electronic survey because it can be given to a lot of people quickly and is viewed as more anonymous. However, there are some draw backs with surveys. According to Marril (n.d.), surveys can elicit responses that are socially acceptable instead of the truth. In addition, surveys are impersonal and leave little room to clarify responses (Cummings & Worley, 2009).
The second study is the correlational one. It has both the dependent and independent variable. The two primary variables measured in the study include the change in the weight of the children after introducing television to help with their weight reduction and the general weight of the children before introducing the television as an exercising aid in
We as educators must always plan, create, update information, learn new things, observe other teachers, meeting the student where they are. If we don’t take the time out to teach them they will never know. Giving back to our students what was giving to us. The Bible tells us in Deuteronomy 11:19-20 says ”And ye shall teach them your children, speaking of them when thou sittest in thine house, and when thou walkest by the way, when thou liest down, and thou risest up”www.biblegateway.com. It’s our duty to teach them everything we know. Even when they don’t want to learn it. We must teach even when we don’t feel like it. They must know. God will hold us accountable for what we have not given them. Our lesson plans must be in order to get them to work, learn and come away with an understanding and skills they need in life to make it. To give our students what they need to go to the next phase or level in their life. We are part of the puzzle. We are the one piece they need to move ahead. Teaching them how to problem solve. “Teachers should provide opportunities for students to be successful in completing tasks they value and see as challenging. Teachers who are intentional about involving students in goal setting and self-assessments will enhance student’s motivation to learn” (McCullough, 2008). We they learn this they will become independent. It’s like reaching their goals and objectives when they get it
In correlational methods, researchers are only looking at the relationship between variables without manipulation. Researchers are looking at natural occurring variables. Researches measure two or more variables and determine if one is related to the other.
Perhaps the way to define what survey research is, is best done by understanding what is it not. Survey research is not design although some have argued that it contains aspects very similar to design. Some scholars have even called it art rather than a science. I tend to agree with them because the management of the various component of survey research is crucial to it yielding valid data. To this end, Trochim and Donnelly (2008) note that one of the means researchers utilize to collect data is via survey research. Considered to be premier in applied social research, survey research is critical in this field of psychology because it information regarding research questions are collected from the first hand source. Thus, social scientists tend to embrace survey research because it enables them to gather and analyze data concerning relevant topics/issues as it relates to applied science (Meltzoff, 1998; Trochim and Donnelly, 2008). Additionally, the flexibility of survey research coupled with it broad methods for collecting data make it both researcher and participant friendly....
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
The words instructional planning are at the top five most important words in relation to teaching. I open with this statement because while instructional planning is crucial for the classroom to run smoothly, it is also difficult to do well everyday, every week and every month. I was introduced to instructional planning the summer of 2014, during a week long professional development session for Oakland math teachers. Before coming to the training, I worried about what I would teaching and how I would teach it. After a couple of hours, I learned that the district had curriculum for each grade level that had been written by a group of Oakland teachers and math specialists. As I enter my third year of teaching, I continue to use Oakland Unified’s
Classroom instruction is the “purposeful direction of the learning process” (Huitt, Dr. William G). Having teachers set up classroom instruction throughout the semester is essential toward to them and the students. Athens High School requires teachers to have essential questions and plans made before the course even starts. This is required to help students prepare for upcoming assignments in the future. From a personal experience with teachers doing this procedure, being able to plan accordingly for upcoming assignments helps tremendously with organizing a busy schedule like mine. The board of education for Athens City Schools requires teachers to attend monthly meetings and workdays about classroom instruction. For instance, pre-AP teachers attend the Laying the Foundation program for extra instruction to come up with ideas of improvement of student instruction within the classroom. Teachers from Athens High School have publicly mentioned the importance this program. Ms. Stacy Kirby, pre-AP English teacher at Athens High School, said this program has “taught me numerous ways to engage students in discussion.” She also mentions that due to the active discussion she gets in class, thanks to the Laying the Foundation program, her students grades have all trended positively in recent weeks. Although this is a small sample size of results, the program, teachers are using is not
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity