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YOUR DESIGN

YOUR DESIGN. What do you plan to do in your study and why? Who might your participants be, and why might you chose them? What kinds of questions might you ask on a survey or in an interview? Is this research design plausible? Logical? How can this plan be enriched or strengthened? .

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YOUR DESIGN

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  1. YOUR DESIGN • What do you plan to do in your study and why? • Who might your participants be, and whymightyou chose them? • What kinds of questions might you ask on a survey or in an interview? • Is this research design plausible? Logical? How can this plan be enriched or strengthened?

  2. RESEARCH DESIGN → Develop a strategic design to collect data to help you understand nature of situation /problem OR to study “treatment” of problem. Thus you imagine how and why you are planning to collect certain data (or not) ESTABLISHING VALIDITY

  3. Data Sources

  4. SELECTING YOUR DATA

  5. Data Collection • Where might you collect each type of data? • When might you collect each type of data? • For how long might you collect the data?

  6. TRIANGULATION • is a data design and collection strategy…as a way of getting closer to the complexities of understanding educational situations

  7. PLANNING HOW TO ANALYZE YOUR DATA • How might you use the data you collect to inform your study in an ongoing way? • How might you organize your data as you collect it? • At what points in the data collection process will you review/analyze it? • What method will you use to analyze your data and develop your findings?

  8. CREATING A TIME LINE FOR YOUR STUDY • When might you collect your data • When might you analyze your data? • When might you draft your findings and conclusions? • When might you share your work with others for feedback? • When might you revise for a final draft? • When might you submit for publication/conference?

  9. TIMELINE IN IRA PROPOSAL • September 7, 2010. Gather assessment data on all 1st and 2nd grade students in our building (approximately 250 students). Form trios and set up schedules for meeting daily with the students in need of intervention (the lowest quartile of students). • October 2010-May 2011. Collect data daily as we work with trios. Data analysis will occur at the end of each day in order to plan for the next day’s instruction. • May-June 2011. Review data from each student we worked with during the year to determine overall impact of LLI in regard to student achievement and cost-effectiveness.

  10. One study: • Consider what you have learned about research design, and as you read the article, note places in the text where you observe data collection, types of data collected, a time-line, data analysis, and triangulation on the part of the teacher/researcher and the students. • Research discussion protocol

  11. Research with students • WHAT ARE SOME TOPICS YOU MIGHT HELP YOUR STUDENTS RESEARCH? • WHAT KINDS OF DATA MIGHT BE AVAILABLE TO CHILDREN FOR RESEARCH? • WHAT ARE SOME METHODS THAT MIGHT WORK FOR CHILDREN WHO ARE COLLECTING, ORGANIZING, AND ANALYZING DATA?

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