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Making numbers make sense : Analyzing Quantitative Data

Making numbers make sense : Analyzing Quantitative Data. Dr. Patricia Brady, Director Illinois New Teacher Collaborative at the University of Illinois at Urbana-Champaign. Overview. Introductions Overview of research process Activity #1: Reducing/summarizing data

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Making numbers make sense : Analyzing Quantitative Data

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  1. Making numbers make sense: Analyzing Quantitative Data Dr. Patricia Brady, Director Illinois New Teacher Collaborative at the University of Illinois at Urbana-Champaign

  2. Overview • Introductions • Overview of research process • Activity #1: Reducing/summarizing data • Activity #2: summarizing, compiling, and interpreting data • Potential activity: designing a quantitative survey • Small group feedback on your own data

  3. Introductions • Name • District / organization • Role • What data do you have?

  4. What is quantitative data? • Numbers; anything that can be counted • Benefits: easy to compare; can be persuasive • Drawbacks: can only explain so much

  5. Types of quantitative data-collection instruments • Surveys • Documents and artifacts • Classroom observations • Interviews

  6. Basic steps of an evaluation project

  7. Analyzing quantitative data • Reducing • Summarizing / compiling • Averages, ranges (min/max), disaggregating • Triangulating • Interpreting

  8. Activity #1: Reducing and summarizing data For the research question: • Which survey items would you focus on? • Would you compare responses on two or more items? • How might you summarize / organize the data? • Could you triangulate?

  9. Activity #2: Summarizing/compiling data • Research question: What factors are correlated with new teachers’ plans to remain in the classroom? • Data charts: • CP2: How long do you plan to be a classroom teacher? • SC1: School climate

  10. Chart 1

  11. Chart 2

  12. Chart 3

  13. Sample quantitative charts • Research question: What factors are correlated with new teachers’ plans to remain in the classroom? • Data charts: • CP2: How long do you plan to be a classroom teacher? • Induction program supports

  14. Chart 4

  15. Chart 5

  16. Quantitative data analysis activity #2 • Look over the charts • What correlations do you notice? • Are some charts more helpful than others? • How would you start answering the research question?

  17. Your own research • Find a new partner • Share some context about your program and your role • Discuss the issues in your program • Plan what impacts you will investigate • Formulate a research question and research strategies

  18. Case study: Hosta Grove • Read through the case study • Select one research question • Create a quantitative survey (or other data-collection instrument) • Decide when and how Hosta Grove should use the instrument

  19. Case study: Hosta Grove (continued) • Consider your data collection for Hosta Grove • What demographic data should you collect? • Would you use any pre/post data? • Would you use control groups? • How would you ensure confidentiality?

  20. Contact information Program Impact Evaluation Workbook Free download from intc.education.illinois.edu Dr. Patricia Brady, Director 217.244.7376; pbrady@illinois.edu

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