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Please check, just in case…

Please check, just in case…. Announcements:. Next week is Fall Break – no class ( awww !) Julia will not be checking email during Fall Break – get your questions in ahead of time.

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Please check, just in case…

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  1. Please check, just in case…

  2. Announcements: • Next week is Fall Break – no class (awww!) • Julia will not be checking email during Fall Break – get your questions in ahead of time. • Please send your PowerPoint presentations and handouts to Julia 24 hours in advance of your presentation so she can post them to the web site. • Still, bring a copy on a flash/USB drive to class.

  3. Announcements: • Office hour appointments filling up – get yours today! • Don’t delay on getting started on next TWO assignments.

  4. APA Tip of the Day: Heading levels “Regardless of the number of subheadings within a section, the heading structure for all sections follows the same top-down progression. Each section starts with the highest level of heading, even if one section may have fewer levels of subheading than another section.…The introduction to a manuscript does not carry a heading that labels it as the introduction. (The first part of a manuscript is assumed to be the introduction” (APA, 2010, pp. 62-63).

  5. APA Heading levels - example First Level is Centered, Bold, Upper and Lowercase Second is Flush Left, Bold, Upper and Lowercase Following text starts on a new line with regular paragraph indentation. Third is indented, bold, lowercase, end with a period and have text follow. Like this and you don’t enter in a paragraph return, just keep typing after the final period of the heading. Fourth is indented, bold, lowercase, italics, end with a period and have text follow. Like this… Fifth is indented, not bold, lowercase, italics, end with a period and have text follow. Like this…

  6. Today’s Topic: Critical concepts in quantitative designs

  7. Quantitative Nonexperimental Designs • Descriptive? • Correlational? • Comparative?

  8. Descriptive Research How many? • What percentage of students in a given school district are from different ethnic groups? • How many students nationwide are identified with autism? • What is the average number of disability labels students are identified with?

  9. Correlational and Comparative These types of studies compare the relationships between two or more variables. • Sample variables: • Ethnicity • Gender • Grade level • Disability • SES • Test scores • Physical performance • Ancillary services • Funding (i.e. “D” level) • Behavioral ratings

  10. Independent vs. Dependent Variables: • Independent variable – the “influencing” variable. • i.e. age • Dependent variable – it “depends on, or is influenced by, the independent variable. • i.e. average distance able to run in 15 minutes.

  11. Ethnicity Gender Grade level Disability SES Test scores Physical performance Ancillary services Placement (i.e. “D” level) Behavioral ratings Independent vs. Dependent Variables:

  12. Correlational Studies This type of research seeks to predict relationships between variables. For example: • Do students with more disability labels receive more ancillary services? • Which variable or combination of variables best predicts student placement (“A”, “B,” “C,” or “D” level)? SES, ethnicity, disability label, or gender?

  13. Comparative Studies This type of research seeks to compare different groups on a specified variable. For example: • Are students from particular ethnic groups identified with disabilities at the same rate as students from other ethnic groups?

  14. Important!!!!! Correlation does not prove causality!

  15. Quick Write Who are you to be evaluating published research? If an article is published, that means the results are facts, no? Consider your standpoint on these ideas.

  16. Small Group Activity: Get into your cooperative research design groups. Discuss the evaluation criteria provided in chapters 1 and/or 2 of McMillan and Wergin. Which ones do you think that you need to keep for your paper and presentation. Are there any that you want to add that are specific for your kind of study? Consider the information presented over the previous few class sessions as well.

  17. Looking ahead… • No class next week – Fall Break! • Julia’s class outlines start up again for week #12.

  18. Mid-semester class evaluation: • Anonymous • Formative • Important!

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