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by: Naomi Block


Naomi Block
GPA 3.78


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Class Notes
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This 6 page Class Notes was uploaded by Naomi Block on Thursday October 22, 2015. The Class Notes belongs to ED 201D at University of California Santa Barbara taught by Staff in Fall. Since its upload, it has received 41 views. For similar materials see /class/227193/ed-201d-university-of-california-santa-barbara in Education and Teacher Studies at University of California Santa Barbara.

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Date Created: 10/22/15
ED201B Survey Research Design Week 2 Handouts Outline of the Research Process 1 Select research problem A Describe topic and its originssource casual observation deductions from theory current issues etc B Explain signi cancerationale why is the topic or problem worth studying e g knowledge of enduring practice theory testing current issues etc 11 Review literature A Describe and justify relevant research B Review existing theory disciplines C Review existing empirical literature III Specify research questionshypotheses except ethnographic research IV Develop research design A Select and justify type of research design B Select subj ectssites population of interest basis of selection sampling from population procedures C Decide what information to collect variablesdomains of interest knowledge beliefs values behaviors attributes sources of data observations interviews questionnaires testsinventories etc procedures for collecting D Describe procedures for analyzing data E Discuss problemslimitations of the design t p IIV 39 d in research proposal V Collect Data VI Analyze Data VII Interpret findingsdraw conclusions IX Summary and implications ED201B Survey Research Design Week 2 Handouts Example of a Conceptual Framework BACKGROUND SCHOOL ENGAGEMENT EDUCATIONAL ACHIEVEMENT Social Engagement Educational Stabili attendance 0 school stability 0 social behavior enrollment stability Student Characteristics Educational Commitment 39 cooperation grades dropout Educational Attainment 39 39ty 0 educational aspirations years of schooling 0 English pro ciency educational stability oeducational background enroll on time Academic Engagement 0 academic selfconcept academic behavior 0 work habit grades Academic Achievement academic grades 0 test scores credits completed diploma earned Family I School I Community Figure 2 Conceptual Model of Educational Achievement Source Rumberger Russell W amp Larson Katherine A 1998 Toward Explaining Differences in Educational Achievement Among Mexican American Language Minority Students Sociology of Education 71 699 ED201B Survey Research Design Week 2 Handouts Illustration of Multi Level Growth Modeling A Grouplevel growth rates 55 a 50 a 45 a 40 e E 35 a 0 E 30 7 Mean group 1 0 g 25 7 Mean group 2 lt 20 a 15 e 10 a 5 0 Time 1 Time 2 B Individuallevel growth rates 55 a 50 a 45 a Student 11 40 e v vk v Student 12 g 35 7 lStudent13 g 30 7 xStudent14 E 25 7 x Mean group1 2 20 7 o Student 21 15 Student 21 Student 23 10 7 Student 24 5 7 o Mean group 2 0 Time1 Time 2 SOURCE Rumberger R W 2003 The advantages of longitudinal designs In G D Haertel and B Means Eds E iauafhg Educationa Techno09y New York Teachers College Press Figure 83 EDZOlB Survey Research Design Week 2 Handouts Advantages and Disadvantages of Alternative Methods of Collecting Survey Data Advantages Disadvantages Face to face interviews better cooperation response rates good for long surveys m ore costly requires local interviewers and supervision time consuming measurement error with sensitive questions Telephone interviews response rates comparable to face toface interviews less costly faster better access for some populations good for short surveys lower coding errors CATI potentially biased sample eg refused to answer difficult to provide aids etc measurement error with sensitive questions Group administered questionnaires better cooperation easy to answer questions cost effective more accurate responses to sensitive questions more difficult administration procedures timing and cooperation potentially biased sample eg Mail questionnaires lower cost than facetoface but higher cost than telephone or web can reach broad population more accurate responses to sensitive questions difficult to reach certain populations e g mobile difficult to secure cooperation Web based questionnaires low cost more accurate responses to sensitive questions lower coding errors difficult to reach certain populations e g requires computer access difficult to secure cooperation requires webdesign expertise EDZOlB Survey Research Design Week 2 Handouts Assignment 1 Locate a published research study that is based on a survey research design Review the study and describe the key features of the study using the following format Format for Analyzing Empirical Research Studies V Study citation 2 Purpose of Study descriptive exploratory explanatory evaluation 3 Questions and0r Hypothesises Addressed 4 Research Design Employed 5 Population Sampling Procedure Sample Selection and Size 6 Key Variables and0r Domains Studied Dependent Independent 1 V Sources of DataProcedures for Collecting 8 Methods of Analyzing Data 0 V Controls Controlled Extraneous Variables if applicable 10 Findings 1 l Author39ss39 Conclusions 12 What factors lead you to have con dence or not have con dence in the conclusions ED201B Survey Research Design V 4 V Week 2 Handouts Sample Analysis of Survey Research Study Study citation Rumberger Russell W 1995 quotDropping out of middle school A multilevel analysis of students and schoolsquot American Educational Research Journal 32583625 Purpose of Study descriptive exploratory explanatory evaluation Explanatory Questions and0r Hypothesises Addressed 1 What factors in uence a student s decision to drop out of middle school 2 How do these factors differ among ethnic groups and highrisk students 3 What factors in uence middleschool dropout rates Research Design Employed Survey hierarchicallongitudinal Population Sampling Procedure Sample Selection and Size Population Eighth grade schools and students in 1988 Sampling procedure Stratified random sample of schools and students with oversampling of some schools and students Sample selection all students who were surveyed in 1988 and 1990 all schools surveyed in 1988 with weights and nonmissing data Sample size 981 schools 17 424 students Key Variables and0r Domains Studied Dependent student level likelihood of dropping out from 8Lh to 10111 grades school level dropout rates from 8 to 10 grades Independent student level array of demographic family background academic background attitudes and behaviors in 8th grade academic performance in 8Lh grade variables school level array of student composition structural organizational variables


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