Does Gualtieri Draw A Conclusion About A Cause-And-Effect?

Whether research is experimental or developmental, there are no guarantees of perfect study processes or results, since both random and systematic errors are expected. Errors and uncertainties of a study’s outcomes surface almost every time. Faulty, aged or incorrectly calibrated instruments, during an experiment, can lead to important alterations of results. Distracting environments definitely influence the outcome. Finally, the human parameter in the sense of having ability to properly operate instruments and correctly interpret measurements definitely consist another factor of imperfect research (Bell 7-9).

After the school approved this research, all three teachers of 433 math were contacted for the possibility of the study being conducted in their classrooms. All three happily agreed to take part in this study. Approximately, three days before data collection, the teachers passed out an Opt-Out form (see Appendix I) to the students. This form allowed the students and their parents to choose not to participate in the study. All students who do not return the form participated in the Do-Now. The teacher received a manila folder with two different variations of the Do-Now, fluent and disfluent (see Appendix II and III). The folder contained the exact number of papers as students in the class. Within the folder, there was an equal number of fluent

Consider the following situation: A car is driving past the local elementary school on a hot and sunny July afternoon. As the car approached the school the driver notices some unusual things. Students are outside with the teachers for recess, and it looks as if school is in session. The school is on a year-round schedule. The driver is intrigued and decides to do some research. From the research, this person found that students are achieving more academically and the teachers are well rested.

Five hundred sixty five students ranging from grade 7 to grade 11 took part in this study. All students enrolled in an

This research plan is important as we are seeing an increased interest in the program, but before we can enroll additional students, we need to see if this program is making a difference in the completion rate. Moreover, the research will assist in deciding if it is beneficial to budget for additional user licenses if more students would be participating. This evaluate of the high school online learning software (APEX) will determine the effectiveness of the online program and in increasing high school graduation rates in this school district.

6. The absence of a control group is a crucial downfall. There is no comparison that can be done between the groups. The researchers could have at least included compared scores of a neighboring school for reference. Although this is a research article, the lack of a control group makes this not a true experimental

They first introduced the concept of blocked scheduling and summarized other studies. This was followed by a detailed descriptions of their methods. Even in this method portion of the article, there were subcategories, they outlined the setting, participant selection, procedure, and data analysis. Then they detailed the results, they seperated this into four main categories: planning, instruction, learning environment, and student learning. Again, each of these categories with subcategories. After the method, there was a discussion of the study. This discussion consisted the reasoning behind results and why it is relevant. The professors ended the article with a conclusion. This organization allowed the article to flow and gave the authors credibility within the article. This piece was much more informing and more trustworthy than the other article. The information in this article is reliable, the professors created statistics from the study, “87% agreed… Fifty-three percent of teachers… 93%...” (30). There is no bias in this article, the purpose is to merely share perceptions of teachers, thus there are perceptions outlined for both sides of the

Statistical data can be effectively used to make informative decisions about school improvement and student learning. Below you will find statistical tests identified as it relates to particular hypothesis questions concerning the criteria of independent and dependent variables. A sample of 50 students were taken from second graders and the data comprised of type of instruction, scores from math and language arts, and their averages of Case 21 assessments.

The purpose of this study is to evaluate the causes for the attrition of males in the AVID program by examining the traits between those males who remain in the program with those who don’t. In this descriptive study, we will survey the 60 original male students that entered the AVID program in SY 2011-2012 and compare the student responses from those who remained in the program to those that did not remain to examine characteristics that one group may exhibit that the other may not. The qualitative aspect of the survey will provide insight on the perception of the AVID program. The quantitative aspect of the survey will provide insight on the student’s academic achievement. I will expect to find that the males who did not

In contrast, the second article was written not only using academic language but while reading the article the many data points and references showed that the quantitative approach was used. The researchers describe their attempt to connect their findings to the research that has been done in the areas of educational, developmental, social and cognitive psychology. A key point I noted while reading this article was the emphasis in proven research theory studies and not just on perceptions regarding ideas. The bibliography included references to credible journals such as Cognition & Instruction, Journal of Research in Science Teaching and Educational

A two way analysis of variance (ANOVA) was used to analyze the data. There were some instruments that were not administered in this study therefore bias and error was not eliminated. For example, there were limitations to the study, as stated in the text, there was no control for teacher expectancies and how this would influence student setting their goals. The second limitation was that only one subject area was used in the study. The scores on the measures of this research are both valid and reliable because the researcher has attended to potential threats of validity

Students use a variety of software on a regular basis to reinforce skills in reading, math and language arts. Although most of these programs are drill and practice research these types of software can improve student achievement. This philosophy is based on the research cited below.

The experiment questioned how far the students would obey Mr. Jones and if the structure of discipline and uniformity were a need. The independent variable would be the different types of discipline that he taught his students and the dependent variable would be their

These classes were located in a low-SES community, meaning that half of the student body was eligible to receive free or reduced priced lunches. Students completed the work in their classrooms using laptops provided by the school. The researchers used a mixed method of quantitative and qualitative methods to collect data. Of the four classes, two classes were higher achieving and the other two lower achieving; the researchers used this to their advantage and scaffold one of the higher level classes and one of the lower level classes, but did not scaffold the other two classes. The classes that were scaffold were to use the Connection Log during their unit and the other non-scaffold classes were not allowed to use Connection Log. In order to determine what students needed help with the researchers conducted an instructional analysis. Then, the students that were scaffold began creating their argument through Connection Log. Students put the problem in their own words, decide on and record important information, organize this information according to how it affects the stakeholders, presented a possible solution, and lastly compile their relevant data to build their argument. The non scaffold students organized their arguments as the normally

According to the document, a Canadian trade diplomat in Mexico demanded to live in the former residence of the ambassador of New Zealand who had decided to relocate to less expensive accommodations (Richard Ivey school of business,