Week 6th Discussion two Essay

RunningВ Head: В ResearchВ DesignВ AnalysisВ В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В 1В

ResearchВ PlanВ OutlineВ

ShamikaВ CockfieldВ

StrayerВ UniversityВ

Dr . В BrianВ StarkВ

EducationalВ ResearchВ MethodsВ EDU508В

08В­10В­2014В

RunningВ Head: В ResearchВ DesignВ AnalysisВ В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В 2В

EducationalВ researchВ involvesВ aВ decisionВ toВ studyВ orВ describeВ something. В AllВ educationalВ В inquiryВ requiresВ thatВ someВ typeВ ofВ dataВ beВ collected, В thatВ theВ dataВ beВ analyzedВ inВ someВ way, В andВ В researchersВ comeВ toВ someВ conclusionВ orВ interpretation. В TheВ largestВ distinctionВ thatВ canВ beВ madeВ В inВ classifyingВ researchВ isВ theВ distinctionВ betweenВ quantitativeВ andВ qualitativeВ research. В В QuantitativeВ researchВ isВ appliedВ toВ describeВ currentВ conditionsВ andВ studyВ causeВ­effectВ В phenomena. В QuantitativeВ approachesВ consistВ ofВ survey, В correlation, В causalВ­comparative, В andВ В experimentalВ research. В

SurveyВ researchВ involvesВ collectingВ numericalВ dataВ toВ answerВ questionsВ aboutВ theВ currentВ situationВ ofВ theВ subjectВ ofВ studyВ (Gay, В Mills, В & В Airasian, В p. В 29). В SurveyВ researchВ isВ usedВ byВ aВ varietyВ ofВ differentВ groups. В SurveyВ researchВ soundsВ veryВ simpleВ butВ thereВ isВ moreВ toВ surveyВ researchВ thanВ askingВ questionsВ andВ reportingВ answers. В WhenВ constructingВ surveyВ questionsВ theyВ needВ toВ beВ consistentВ andВ beВ clarifiedВ forВ respondents. В WithВ myВ researchВ topicВ surveyВ researchВ canВ beВ usedВ toВ surveyВ preschoolВ teachers. В InВ myВ surveyВ participantsВ willВ needВ toВ completeВ aВ 50В­itemВ questionnaireВ thatВ assessedВ multipleВ variable. В TheВ formatВ ofВ theВ questionnaireВ wouldВ useВ theВ followingВ variables: В (a)В SchoolВ InformationВ (10В items)НѕВ (b)В Teacher/ClassroomВ InformationВ (20В items)НѕВ (c)В TransitionВ PracticesВ AfterВ EnteringВ PreschoolВ (1В itemВ withВ 20В subВ­componentsВ eachВ representingВ aВ barrierВ toВ transition)НѕВ (d)В BarriersВ toВ transitionВ (1В itemВ withВ 15В subВ­componentsВ eachВ representingВ facilitatorsВ toВ transition)НѕВ (e)В FacilitatorsВ ofВ TransitionВ (1В itemВ withВ 10В subВ­componentsВ eachВ representingВ facilitatorsВ toВ transition)НѕВ andВ (f)В InformationВ ResourcesВ (3В items). В InformationВ obtainedВ fromВ surveyВ willВ greatlyВ impactВ myВ researchВ topicВ " TheВ EffectivenessВ ofВ prekindergartenВ programsВ onВ schoolВ readiness”. В WithВ thisВ surveyВ IВ wouldВ beВ ableВ toВ collectВ dataВ andВ assesВ transitionВ practicesВ fromВ preschoolВ teachersВ asВ wellВ asВ identifyВ

RunningВ Head: В ResearchВ DesignВ AnalysisВ В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В В 3В

assessedВ barriersВ andВ facilitatorsВ forВ transitionВ toВ preschool. В RuralВ andВ urbanВ preschoolВ teachersВ canВ haveВ differentВ viewsВ onВ transitionВ practicesВ inВ preschoolВ andВ withВ thisВ surveyВ researchedВ itВ allowsВ statisticsВ ofВ practicesВ toВ beВ viewedВ fromВ urbanВ andВ ruralВ areas. В TheВ purposeВ ofВ thisВ studyВ wouldВ beВ toВ examineВ theВ useВ ofВ transitionВ practicesВ atВ entryВ toВ preschoolВ forВ childrenВ inВ ruralВ andВ urbanВ communitiesВ andВ schools. В TheВ useВ ofВ transitionВ practicesВ hasВ beenВ linkedВ toВ higherВ achievements. В TheВ directionalВ hypothesisВ thatВ isВ thatВ thatВ achievementВ ofВ preschoolВ studentsВ thatВ areВ exposedВ toВ moreВ transitionalВ practicesВ isВ significantlyВ differentВ thanВ theВ studentsВ whoВ receiveВ lessВ transitionalВ practices. В ItВ clearlyВ identifiesВ aВ relationВ orВ differenceВ betweenВ variablesВ (transitionalВ practices). В TheВ nonВ­directionalВ hypothesisВ isВ preschoolersВ whoВ areВ exposedВ toВ moreВ transitionalВ practicesВ haveВ higherВ achievementВ thanВ preschoolersВ withВ lessВ transitionalВ practices. В ItВ statesВ theВ directionВ ofВ theВ relationВ orВ difference. В TheВ nullВ hypothesisВ isВ thatВ theВ achievementВ ofВ preschoolersВ whoВ receivedВ moreВ transitionalВ practicesВ isВ notВ significantlyВ differentВ thanВ preschoolersВ whoВ receivedВ lessВ transitionalВ practices. В NullВ hypothesisВ showsВ thatВ thereВ isВ noВ significantВ relationВ orВ differenceВ betweenВ variables. В В CorrelationВ researchВ isВ definedВ asВ researchВ thatВ involvesВ collectingВ dataВ toВ...

References: Homosexual, В L. 3rd there’s r., В Mills, В G., В @В Airasian, В P. W. В (2011). В В EducationalВ Research: В CompetenciesВ forВ

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R. В (2010). В ClosingВ theВ gapВ inВ academicВ readinessВ andВ achievement: В theВ roleВ ofВ earlyВ

childcareВ В MarieВ­ClaudeВ GeoffroyВ etВ al. В Childcare, В socioeconomicВ background, В andВ

academicВ readinessВ В andВ achievement. В JournalВ OfВ ChildВ PsychologyВ & В Psychiatry, В

51(12), В 1359. В doi: 12. 1111/j. 1469В­7610. 2010. 02316. xВ

Griffith, В A., В DuppongВ Hurley, В K., В Trout, В A., В Synhorst, В L., В Epstein, В M., В & В Allen, В E. В (2010). В В

Murphy, В M. В A., В McCormick, В K. В M., В & В Rous, В B. В S. В (2013). В RuralВ InfluenceВ onВ theВ UseВ ofВ В

TransitionВ PracticesВ byВ PreschoolВ Teachers. В RuralВ SpecialВ EducationВ Quarterly, В 32(1), В

Pelletier, В J., В & В Corter, В C. В (2005). В Design, В Implementation, В andВ OutcomesВ ofВ aВ SchoolВ ReadinessВ

ProgramВ forВ DiverseВ Families. В (Undetermined). В SchoolВ CommunityВ Journal, В 15(1), В

89В­116. В SpiekerВ S, В NelsonВ E. В M., В Condon, В M. В (2011). В ValidityВ ofВ theВ TASВ­45В asВ aВ

measureВ ofВ toddlerВ­parentВ attachment: В preliminaryВ evidenceВ fromВ EarlyВ HeadВ Start



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