Session+2

**LINK TO EDF689 SESSION 2**

**Activity 1: Quiz 1 - Types of research. **

Choose from the letter choices below. Each letter is used only **once.** A. Group comparison experiment, B. Survey, C. Co relational study, D. Content analysis E. A case study; F. Ethnography; G. A historical study; H. A single subject experiment

D – Hidden Biases, reading between the lines. – Interviews, Journals, text broken down into categories on variety of levels - word, word sense, phrases, and theme then content analysed – conceptual and relational analysis.
 * 1) Diplomatic relationships between Mexico and the United States from 1960 to 2010.

G– Information from past analysed to better understand what took place. Qualitative, Focus on specific individuals, documents and artifacts primary source, data compiled, (Books are a secondary source) This is probably a stumbling block!
 * 1) Images of women in Asian history textbooks.

C – Associational research on existing relationships. Quantitative - (Relationship between two variables and how one may affect the other, focused on nature and direction of relationship) One group on two variables. Correlation does not imply cause. Ie. Low student attendance does not necessarily Imply poor achievement – external influences may prevail.
 * 1) The relationship between student attendance and achievement in chemistry class.

B – Collection of descriptive data, Quantitative, describe current conditions, large sample, survey or questionnaire, focused on practice or concern, numerical in nature.
 * 1) The number of unmarried mothers collecting social services assistance in Taipei.

F – Qualitative research interpreting participants in naturally occurring activities. Qualitative, Shared practice of a particular culture observed, conducted in the natural setting performing activities, cyclical nature=daily.
 * 1) The daily activities of a hospital operating room in a Nigerian hospital.

A – Intervention, Comparison of two groups given specific treatments. Experimental in nature examining the effects of inquiry v lecture. Intervention not specified but comparison is.
 * 1) A comparison of the inquiry method and the lecture method in teaching high school biology.

<span style="color: #ff0000; font-family: 'Times New Roman','serif';">E – Association, examines cause (praise) on developmental outcome (behavior). Mental behavior, time consuming data recorded over a sustained period of time, difficult to obtain data over a broad sample of people.
 * 1) <span style="font-family: 'Times New Roman','serif';">Changing impulsive behavior through the use of praise.


 * <span style="color: #001af9; font-family: 'Times New Roman','serif'; font-size: 21.3333px;">Activity 2 **

<span style="color: #001af9; font-family: 'Times New Roman','serif';">Quiz 2 Take the quiz below. Share your answers on the discussion board and then comment about another student’s posting as you did with Quiz #1 in this session.

General Research Types

Are the following Descriptive, associational or intervention research?

1. A study of the possible relationship that may exist between class size and learning in remedial mathematics courses. associational research (correlations)

2. A survey of the attitudes of parents in a large urban school district toward the advanced placement courses offered by the district. Descriptive (content analysis)

3. A study designed to compare the effectiveness of two methods of teaching spelling to first graders. Intervention.

4. An investigation by a researcher in an attempt to confirm that abstract concepts can be taught to six year olds. descriptive (qualitative)

5. A historical study of high school graduation requirements. Descriptive

6. A detailed ethnographic study of the daily activities of a teacher in an inner city high school. Descriptive

7. A comparison of inquiry and lecture methods of teaching 11th grade history. Intervention research

8. A study designed to compare the attitudes of male and female students toward chemistry. Associational (causal comparative)

Activity 3
 * [[image:Correlation_-_years_v_cars.jpg]] || [[image:Positive_Correlation_cars_v_driving.jpg]] ||

<span style="font-family: 'Times New Roman','serif';">Steps to Research or  The Research Process
 * Activity 4 **

__<span style="color: #c00000; font-family: 'Times New Roman','serif';">Artistic youth __ <span style="color: #c00000; font-family: 'Times New Roman','serif';">Whilst the impact of talent development on student behavior and academic attitude is well documented, little information exists about its impact specifically on economically disadvantaged students from diverse cultural backgrounds. This research aims to focus on talent development amongst these students. <span style="color: #c00000; font-family: 'Times New Roman','serif';">What impact do obstacles such as economic, external support and exposure to arts involvement have on the development of students’ identity, work habits, attitudes toward school, future opportunities and the choices they make?
 * 1) <span style="font-family: 'Times New Roman','serif';">Identify a research problem
 * 1) <span style="font-family: 'Times New Roman','serif';">State a research question

<span style="color: #c00000; font-family: 'Times New Roman','serif';">Profiles of talent development: <span style="color: #c00000; font-family: 'Times New Roman','serif';">Csikzentimihalyi uses the term ‘flow’ (total absorption in an activity) <span style="color: #c00000; font-family: 'Times New Roman','serif';">Baum, Owen & Oreck refer to self- regulation of their own learning <span style="color: #c00000; font-family: 'Times New Roman','serif';">Once students reach adolescence they develop strong bonds with similarly talented peers in order to form a sense of identity (Reilly suggests that this is the way that they visualize how they will fit into the adult world) <span style="color: #c00000; font-family: 'Times New Roman','serif';">Obstacles of talent development: <span style="color: #c00000; font-family: 'Times New Roman','serif';">Family circumstances, safety concerns, lack of affordable or appropriate instructional opportunities <span style="color: #c00000; font-family: 'Times New Roman','serif';">Success factors: <span style="color: #c00000; font-family: 'Times New Roman','serif';">Family support, high quality instructional opportunities, community and school support
 * 1) <span style="font-family: 'Times New Roman','serif';">Review the research literature

<span style="color: #c00000; font-family: 'Times New Roman','serif';">Prolonged exposure to artist talent development programs can play a crucial role in overcoming obstacles and helping students achieve their educational and personal potential. <span style="font-family: 'Times New Roman','serif';">5. Select a research design <span style="color: #c00000; font-family: 'Times New Roman','serif';">Qualitative, descriptive multiple – case study incorporating field observations and extended interviews (with students, parents and families, arts instructors and former academic teachers), in school and professional settings, and including collection of academic data with a view of identifying factors that affect students’ creative behavior. <span style="color: #c00000; font-family: 'Times New Roman','serif';">A variety of data collected over the 2 – year study period of a selected sample of 23 talented students aged 10 -26, (different stages of talent development - music and dance). Data sources included:
 * 1) <span style="font-family: 'Times New Roman','serif';">State the hypothesis
 * 1) <span style="font-family: 'Times New Roman','serif';">Gather the data
 * <span style="color: #c00000; font-family: 'Times New Roman','serif';">In-depth structured interviews with students and their families, as well as arts instructors.
 * <span style="color: #c00000; font-family: 'Times New Roman','serif';">Field observations of auditions, talent development lessons and performances
 * <span style="color: #c00000; font-family: 'Times New Roman','serif';">Collection of standardized achievement test scores and progress evaluations
 * <span style="color: #c00000; font-family: 'Times New Roman','serif';">Student self-evaluation, awards, questionnaires and focus group feedback

<span style="color: #c00000; font-family: 'Times New Roman','serif';">Triangulation of the above data collected used to either confirm or reject hypothesis. .
 * 1) <span style="font-family: 'Times New Roman','serif';">Analysis and interpretation of data

<span style="color: #c00000; font-family: 'Times New Roman','serif';">The findings revealed a set of interrelated factors and outcomes that were common across cultural groups and socioeconomic levels. Found correlation of parental support, instructional opportunities and personal commitment. However, the group studied highlights the impact of these factors as it relates to diverse, economically disadvantaged, urban populations.
 * 1) <span style="font-family: 'Times New Roman','serif';">Present findings

<span style="font-family: 'Times New Roman','serif';">Read one quantitative study and one qualitative study from the articles in the session’s resources. Discuss differences with your group mates. If you are working alone choose a partner to discuss the articles through a Skype meeting. (we want you to interact with people during the course from your own section). Working with your new online partner, Identify the steps shown below in each of the articles.
 * <span style="font-family: 'Times New Roman','serif';">Assignment 4: Reading research and identifying the pieces. **

<span style="font-family: 'Times New Roman','serif';">Steps to Research or  The Research Process

<span style="font-family: 'Times New Roman','serif';">Reducing Teacher Stress


 * 1) **<span style="font-family: 'Times New Roman','serif';">Identify a research problem **

<span style="font-family: 'Times New Roman','serif';">Teacher occupational stress exists on many levels and is a serious threat to mental health. This concern is based on the researcher’s belief and the extensive descriptive and co-relational studies that exist but lack scientific design. Emotional, environmental and personality factors are identified as a blend (of varying concentrations) that gives rise to stress. A holistic intervention treatment is assumed necessary over a futile univariate treatment to treat stress.


 * 1) **<span style="font-family: 'Times New Roman','serif';">State a research question **

<span style="font-family: 'Times New Roman','serif';">To what extent does a multivariate holistic intervention treatment reduce teacher occupational stress?


 * 1) **<span style="font-family: 'Times New Roman','serif';">Review the research literature **

<span style="font-family: 'Times New Roman','serif';">Much of the research available was descriptive and co-relational and highlighted common threads for plausible causes of stress in in-service teachers without proof or scientific evidence. Little scientific research existed to support the development and validation of the holistic treatment and its outcome as hypothesized by the researcher.


 * 1) **<span style="font-family: 'Times New Roman','serif';">State the hypothesis **

<span style="font-family: 'Times New Roman','serif';">Null hypothesis: No difference between the groups will be detected.

<span style="font-family: 'Times New Roman','serif';">A holistic treatment (using the most promising strategies) will significantly reduce symptoms of stress among in-service teachers suffering high levels of stress.


 * 1) **<span style="font-family: 'Times New Roman','serif';">Select a research design **

<span style="font-family: 'Times New Roman','serif';">A scientific experimental quantitative design is used to establish a relationship between cause (holistic treatment) and effect (reduced stress levels) thus leading to the validation of the holistic treatment that employs the most promising strategies. The sample group split into two groups to test the null hypothesis – That the treatment has no effect. Group 1 (experience the treatment) and Group 2 (Control group – no treatment).


 * 1) **<span style="font-family: 'Times New Roman','serif';">Gather the data **

<span style="font-family: 'Times New Roman','serif';">Pre treatment results identified in-service teachers suffering high stress levels. <span style="font-family: 'Times New Roman','serif';">Sample group split into two groups; Group 1 (experience the treatment) and Group 2 (Control group – no treatment). Both groups stress levels monitored during the course of the experiment.

<span style="font-family: 'Times New Roman','serif';">Participants – Three self report measures (pre and post-treatment) covering 39 variables. <span style="font-family: 'Times New Roman','serif';">i) Environmental, Emotional and Personality <span style="font-family: 'Times New Roman','serif';">ii) Occupational Stress, Psychological Strain, Coping Resources <span style="font-family: 'Times New Roman','serif';">iii) Further 70 variables tested

<span style="font-family: 'Times New Roman','serif';">Clinicians – Structured Clinical Stress Interviews carried out before and after treatments establishing a level benchmark for all participants that additionally probed beyond self reporting in the context of environment, emotional and personality.

<span style="font-family: 'Times New Roman','serif';">Independent clinician – carried out SCSI ratings on teachers selected randomly from both groups to ensure a reliability check.


 * 1) **<span style="font-family: 'Times New Roman','serif';">Analysis and interpretation of data **

<span style="font-family: 'Times New Roman','serif';">Post test scores compared to pretest scores to establish if a difference existed between the control and treatment group.

<span style="font-family: 'Times New Roman','serif';">External factors considered - End of year therefore stresses higher. This analysis indicated whether the treatment group improved or the control group deteriorated.

<span style="font-family: 'Times New Roman','serif';">Comparing post-treatment, pretreatment scores with participant’s post treatment feedback to determine refinements in treatment.


 * 1) **<span style="font-family: 'Times New Roman','serif';">Present findings **

<span style="font-family: 'Times New Roman','serif';">Treatment group demonstrated substantial reductions in stress levels over the control group.

<span style="font-family: 'Times New Roman','serif';">Some negligible reductions in DSP average measures indicated for pre to post treatment recordings in the control group that were overwhelmed by significantly high increases in stress according to SCSI measures.

<span style="font-family: 'Times New Roman','serif';">Treatment group recorded higher stress levels pre-treatment than control group allowing adjustments to be made to level the two groups for comparison during data analysis.

Qualitative – Open ended, gut feeling, intuitive, anecdotal and more subjective that focuses more on the significance of observations over raw data. Qualitative research tends to cover a broader area of research with multiple focal points where volumes of data collection is less structured and seeks out the why rather than the how. Its purpose is used to gain insight into peoples attitudes, behaviours, value systems, concerns, motivations and aspirations
 * <span style="color: #001af9; font-family: 'Times New Roman','serif'; font-size: 26.6667px;">Posting# 4 **
 * Jill Duncan’s preference**

Quantitative – More scientific and experimental in nature, objective in seeking hard evidence to prove hypothesis beyond doubt. Data is stringently gathered and vetted for accuracy and tested against control data to eliminate errors. Measures are benchmarked, checked and cross-referenced against null hypothesis. Data verified externally and scientific method strictly recorded with observational notes so that experiment can be replicated. Quantitative research tends to cover a narrower area of focus with less variables and tends to seek out the how rather than the why.
 * Andreas Christodoulou’s preference**


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 * media type="youtube" key="vmulkCjHqqw" height="167" width="294" ||  ||   ||

**Summary and notes from Session 2--** We are pleased with how all of you are asking important questions to help clarify your answers. All of you had the majority of the items from your quizzes correct. For some of you it seemed rather basic. Don’t feel compelled to look beyond the information we provide. If you don’t understand, we will clarify the confusions in the next session.

These quizzes are meant as self-checks for your understanding. They should alert you to what you have understood and where the confusions lie. We provide the answers below with an explanation for each.

We are extremely pleased with the high level explanations you are providing to each other. We feel that this is the best way for all of you to grapple with the concepts. We are enjoying the discussions and know that all of us will gain from these discussions as the sessions progress. If you read all the material provided in the resources, you should have been able to answer each question posed.

As we see it, the main confusion for some of you was between content analysis and historical research. The confusion arose because a history book was mentioned. Examining images in any book is in this situation a way of looking for biases. If women were only represented as being heavy rather than shown the range of appearance, one could surmise a bias on the part of the photo editor. It really has nothing to do with history.

Content analysis requires some content other than people to explore. The purpose is to find the subtext or biases or hidden threads. Historical research uses photographs as primary sources but the question would be historical in nature.

Another confusion was between case study research and single subject research. Case study research uses a variety of data to understand a phenomenon. In single subject research, there is an intervention aimed at changing behavior of the subject. Quantitative data is collected to measure change. Single subject research is a rigorous quantitative design. See the word document //Types and purposes of research// for a full explanation.

Some of you confused the understanding of the idea of ethnographic research. We like how you discussed the idea of studying the culture of something—not to be confused with ethnic groups and anthropology. Ethnography comes out of the natural sciences when researchers decided to understand a phenomenon they needed to go out in the field to where it was happening--hence the idea of field research. In social science we have adopted this method. We become first hand observers of the phenomenon as it is taking place in order to understand the culture of that event. You experienced this method in the scavenger hunt when we sent you to the cafeteria to study its culture. You observed, took notes, and made inferences. Many of you thought the hospital study was a case study. Case study research does not have to include observations where the phenomenon is occurring. It usually includes 6-12 subjects. Data are collected using interviews, document analysis, photographs, etc.

The article //Teachers in a Bar// is another example of an ethnography. The article about the arts was not an ethnography but a longitudinal case study. We used many sources to conclude "truths" about the effect and process of talent development in urban youth. We hope that this discussion helps.

See answers with short explanations below Types of Research 1. Diplomatic Relationships between China and the United States from 1960 and 2001. - G This is a fine example of historical research--studying what was in a systematic way.

2. Images of women in China history text books. - D Content analysis--looking for what is not directly stated or “reading between the lines." Content analysis is looking at a document and seeing if a trend or bias is present. If all the pictures of the women showed them at home doing housework, then the bias might be against working women. This is not stated by the author but portrayed in the images.

3.Relationship between student attendance and achievement in chemistry class. - Correlations ---we are looking to see the relationship between two variables. There is no intervention. Each student gets two scores, one for attendance and one for achievement. We look to see if higher attendance is related to higher achievement.

4. Daily activities of an operating room in the Shanghai hospital. - __F___ Ethnography -- the researcher immerses herself in the context of where the event or phenomenon is occurring. Some call this field research.

5. Number of single mothers collecting welfare in Singapore. - B_ Take a survey to find out this question. We are seeking to describe what is.

6. A comparison of the inquiry method and lecture method in teaching high school biology. - A group comparison experiment We design a study to see which teaching method is better. One group gets inquiry and the other gets lecture. We can use one group and look what happens with and without the intervention. More on this in another lecture.

7. Changing impulsive behavior through the use of praise. - H_ Single subject experiment. This is usually focusing on one or two students and uses a case study but quantitative approach involving graphing behaviors over time. Quantitative data is plotted to measure the effectiveness of the intervention.

**Now for the purposes of research.** 1. A study of the possible relationship that may exist between class size and learning in remedial mathematics courses. This is associational as there is not an intervention implied.

2. A survey of the attitudes of parents in a large urban school district toward the advanced placement courses offered by the district. This is descriptive, a discussion of "what is" about one variable, the attitude of parents.

3. A study designed to compare the effectiveness of two methods of teaching spelling to first graders. - This in an intervention study. The researcher will give one method to one first grade and the other spelling method to a second first grade. The researcher will look at the average scores of the two classes and decide if there are significant differences between the two groups to determine if one method is better than another.

4. An investigation by a researcher in an attempt to confirm that abstract concepts can be taught to six year olds. This is also an intervention study. The purpose of intervention research is often used to confirm a theory. The researcher will pretest the first graders and then try to teach them abstract concepts. Then he will posttest them to see if the lessons worked. This is a one group intervention design. He could also design the study using another group as a comparison group. In this case he will pre/posttest both groups but give the intervention to one. Then he will look at change scores from pre to post. If the experimental group changes more than the comparison group he may conclude that you can teach conservation and that the change is not due to maturity as both groups matured.

5. A historical study of highs school graduation requirements. This is a descriptive study. It is just looking at recreating what was.

6. A detailed ethnographic study of the daily activities of a teacher in an inner city high school. Ethnographies tend to relate what is, in an in-depth way. There are no relationships or intervention effects studied usually. So it is a type of descriptive study.

7. A comparison of inquiry and lecture methods of teaching 11th grade history. Again this would most likely be set up as an intervention study. One class would be taught by the lecture method and another taught by inquiry method. We would compare gains of each group to see which intervention is more effective. Thus it is an intervention study. If we just wanted to examine lesson plans and identify the differences in teaching approach then we might have a descriptive study.

8. A study designed to compare the attitudes of male and female students toward chemistry. Again this is associational. There is no intervention. It is a causal comparative study. It looks to see if gender is related to attitudes towards chemistry.

We particularly liked the discussion that many of you had as you grappled with understanding both the purpose of the study ( descriptive, association, intervention) and the specific type of research. As Eric, Carrie, Kaori, and Jimbo (Japan, Manila, etc group) describe changing their first impressions after a skype discussion.

Melanie Bric had a great conversation with Fiorella, Maria, and Mariells (Lima and DR) discussing the thinking that led them to their individual conclusions.

Research Articles Fine work here. Your summaries and comparison show that you are grasping the major distinctions between the two types of research. All of you realized that both designs have their value and that rigorous methodologies are needed for any study to be successful. In fact it is the purpose of the research that dictates whether one chooses a quantitative or qualitative approach. Virginia from Ecuador summarized the differences in terms of purpose. She explains,

From what I have read I think the preference over Qualitative research and Quantitative research actually depends on the researcher and the expectation the actual research arises. For me, there are different characteristics that I prefer of both kinds of research. Qualitative research seems more subjective to the interpretation given by the researcher to the collected data. For me, the data interpretation enriches the research being carried since the background and ideas of the researcher are evidenced. Quantitative research on the other hand is more structured and organized previous to being carried. That way, the researcher will have a clear idea towards what the research is looking for making it more efficient. A mixed method that will complement both research methods will make research more complete and effective as well as efficient.

Lynn Hammond, Nick Kwan, and Jessica Petrov (Nigeria, Poland, Qatar. Turkey. UAE and US group) all agreed to disagree. Lynn and Jessica definitely preferred the human touch of qualitative while Nick correctly discussed the need for both types of research depending on the question. Andreas thoughtfully replied to their comments saying The teacher stress reading resonated enormously. I have an mathematics, physics and tech background. I suppose, without scratching too far down my preferred style of research would be logical and scientific. As a technologist on the other hand I appreciate that the most innovative ideas manifest themselves through epiphany. I suppose we ought to start thinking in terms of preferences and ideas for research... That's where all this is leading too right? He continued saying that, "Michael Bertoch et al managed to level the playing field on which to scientifically measure and compare the treatment v control group in their teacher stress study. What had been until then the domain of qualitative plausible possibilities was nailed to a tangible cause/effect by intervention relationship. That said much of the scientific research was built upon the shoulders of earlier qualitative studies. My questions are 1. Does one research method give rise to more meaningful outcomes with greater value than another?  2. Could Quantitative research such as teacher stress have cut to the chase and bypassed the preceding qualitative studies? (Chicken Egg)

Likewise the Chapmans (Saudi Arabia group) made some excellent points when comparing the two approaches

The articles we discussed with reference to differences between the research process in qualitative and quantitative research were: Teachers In Bars: From Professional To Personal Self (qualitative) and Reducing Teacher Stress (quantitative). We found that the quantitative research article appeared to demonstrate a greater clarity and adherence to a pure research process. The process – supported by comprehensive tables - seemed explicit and clearly defined, certainly when identifying the underlying hypotheses. Experimental and control groups were also clearly identified. Existing research was reviewed and referenced and the authors’ interest clearly set out personal concerns as a basis for conducting the research. The research seemed to be embedded in data gathering that could be disaggregated to determine measurable trends and outcomes. Qualitative research appeared to rely heavily on narrative based on observation and unstructured interviews, supported by direct quotes from subjects. This made the research accessible and readable. It personalized the issues being investigated and allowed the reader to identify with the people expressing their views. Personal bias of researchers appears in the article and research data were not given as absolutes but as approximations. Current research was, however, put into context with the views and findings of other researchers working in a similar field. This added weight to their findings through building on previous research conclusions. This did not mean that methodology was lacking in definition; indeed, a substantial rationale was developed to provide the reader with a clear idea of initial data findings. The initial phase provided further research questions. It was not clear whether the second phase of data collection was initially planned or whether it just naturally emerged from the results obtained in the first phase. In conclusion, we found that qualitative research is based upon ethnographic and field research through observation and interview in a mainly narrative style, the reporting of which could be subjective; quantitative research is based on control groups and experimental design with an emphasis on objective data gathering. In addition to narrative, the reporting of quantitative research is expressed through comprehensive tables. We recognize, however, that it is dangerous to make such generalizations based upon the reading of just two articles.

Preferences:

John Chapman: in summarizing the major differences between quantitative and qualitative, I found that I recoiled from statistical information due to a lack of familiarity with terms. My natural preference is for narrative because it speaks to me in terms that seem personable, engaging and readable. Quantitative research does, however, appear to be set out with greater rigor and adherence to process. It is systematic and rooted in a clearly articulated hypothesis from which the research process stems. Qualitative research, in comparison, can appear to be less structured and with a greater reliance upon subjective process and analysis. It may be tempting to believe that because tables, charts and numerical data reinforce quantitative research, that findings must be true. Statistics, however, can and do lie. As such, the most appropriate research tool should be applied according to the nature of the research and regardless of personal preference.

Susan Chapman: I prefer qualitative research, both to read and probably to engage in. I am interested in how people behave, their opinions and responses on any number of subjects and levels. I like to read observation reports, interviews and personal quotes so that I can connect with the research subject, but I am aware that in the absence of ‘hard data’, researcher bias could affect the validity of the findings. Survey results that are reported in terms of percentages and simple charts are meaningful to me when they are accompanied by a narrative explanation. In contrast, I am not so comfortable with qualitative research when faced with large tables of numerical data and symbols because I do not have a math or science background. The terms used and formulae referred to have little meaning for me and I believe that statistics can be manipulated to obtain a desired result.

Amy Brummit, Lars Jefferson, and Lindsey Mitchell offer a simple distinction between the two types

To simplify the differences between qualitative and quantitative research methods, our group discussed it in length and decided quantitative research is the research method you use when you want to know how many times or how often something happens, often using surveys or polls. Whereas, qualitative research is used when you want to understand why something happens so you conduct interviews, personal observations, review documents, etc.

Marta from a previous group compared the two approaches by creating a table. I am including this as a summary for our discussion. I made some comments in red for your consideration.

“Reducing Teacher Stress.” || Qualitative “Artistic Talent Development for Urban Youth: The Promise and the Challenge.” || NOTE THAT THE RESEARCH QUESTION IS MORE SPECIFIC IN QUANTITATIVE STUDIES || Will teachers’ level of stress be significantly reduced by the prototype treatment? || What to do about young people who have aspirations and talents in the arts who do not have support or financial resources to develop their talents? What about students who do not aspire to a career in the arts but are committed to serious study of them? What effect does art instruction have on the development of the students’ identity, work habits, attitudes toward school, future opportunities and choices they make? || IN QUALITATIVE STUDIES MUCH OF THE REVIEW IS AT THE END CONFIRMING HOW FINDINGS RELATE TO LITERATURE. || Ranging from psychotherapy, educational research, urban teacher stress, research design in clinical psychology to the changing role of the American teacher. || From Social thought and theory, transferring individual self-regulation processes from arts to academics, Developing talent in young people, to Psychological resilience and protective mechanisms. || IN QUALITATIVE RESEARCH THERE REALLY IS NOT A HYPOTHESIS. || Null Hypothesis’:1. There will be no difference between the stress level of teachers who complete the experimental treatment and comparable control group teachers.2. There will be no difference between the pre and post treatment stress level of the teachers who complete the || The effect of sustained study in an art form on these talented young people provides powerful evidence for the crucial role of arts education and personal potential. || NOTE THE OBVIOUS DIFFERENCES IN DESIGN. || experimental treatment. Researchers screened participants (30 in all) and randomly assigned to control or experimental groups. There were 12 2- hour treatment sessions. Measures of stress were completed by the participants as also interviews with experienced clinicians. || A multiple case two year study approach in which a sample of 23 students. Three cohorts were chosen: Elementary, Intermediate and High School/Adult || AGAIN, MUCH MORE DATA ARE NEEDED IN A QUALITATIVE STUDY TO MAKE IT MORE OBJECTIVE. WE CALL THIS TRIANGULATION OF DATA POINTS. WE CANNOT CONCLUDE ANYTHING BASED ON ONE SET OF DATA. || Evaluations from the sessions, Inventories and Stress measures completed by participants. Interviews || 1 In depth, structured and semi-structured interviews Interviews With students and their families, academic teachers, art instructors, and members of the Arts Connection staff, were done. 2. Field observation. 3. Systematic collection of standardized test scores and art progress evaluations. 4. Examination of records and awards and ratings used in talent development and scholarship auditions. || INDUCTIVE METHODS FOR QUALITATIVE AND DEDUCTIVE, STATISTICAL ANALYSES FOR QUANTITATIVE DATA. || In the form of numbers and statistics. || Researchers were interested in uncovering and clarifying relationships between factors in three areas: 1) obstacles faced by economically disadvantaged students in pursuit of talent development in the arts;2) external support and internal INcharacteristics that helped students overcome those obstacles; and 3)the impact of serious art involvement over an extended period of time on students’ lives and capacities. || QUANTITATIVE STUDIES HAVE MORE GENERALIZABILITY AS THE RESULTS ARE GENERATED USING A LARGE SAMPLE OF STUDENTS. QUALITATIVE STUDIES OFTEN BUILD THEORY AND NEW IDEAS TO BE TESTED THEN QUANTIATIVELY . || After resolving the main question interest shifted towards more specific concerns. Which variable contributes most to stress reduction? Will a dismantling of components of the treatment package into multiple treatments in understanding the sufficient and necessary conditions of stress reduction? Further research is needed to develop a treatment strategy that will vary specific aspects of the treatment with respect to subject variables to determine how to maximize stress reduction within teacher populations. || Revealed a set of interrelated factors and outcomes common for all. Success – can be defined in three dimensions1) the degree to which their able to develop their talent 2) Their academic progress and aspirations and 3) evidence of personal development that can help them in other areas of their lives. The study reveals how the development of artistic talents can positively affect the personal qualities shown in the literature to be critical to becoming psychologically healthy and productive adults. ||
 * Research Process || Quantitative
 * 1. Research Problem || Researchers sought to evaluate the validity of stress reduction treatments by demonstrating reductions in stress symptomatology. || There is little information about the artistic talent especially among economically disadvantaged kids. ||
 * 2. Research Question (s)
 * 3. Literature reviewed
 * 4. Hypothesis
 * 5. Research design || Quantitative (continued) || Qualitative (continued) ||
 * Research design (continued)
 * 6. Data Collection
 * 7. Data Analysis
 * 8.Findings

In truth good studies combine the two types of studies. For instance after a quantitative intervention study, the researchers may interview the subjects to get a better understanding of what the numbers mean.

In qualitative, we sometimes report an intervention and the results using descriptive analysis to support observation.

You will be doing an action research study that combines both quantitative and qualitative methods.

**Assignment notes:** Great data sets for looking at relationships between variables. Some of the variables included age and pairs of shoes (interesting), height and weight, age and number of days of exercises per week. Notice all these variables have a range of score possibilities necessary for a correlational study. This week we will use these data to determine relationships. See the assignment in the lecture file. Some of you did not collect two sets of scores or ratings. We discuss this again in the lecture. Even though we can use correlations to look at relationships between categorical information like gender or religious preference, it is best to compare two scores like attitude towards school and grade point averages.

Kudos, to all of you! If you had trouble with the quiz and don’t understand the explanations provided please contact Hank or me directly by email. Do not use the wiki to ask us questions. Instead email us directly at... Hank is at hjnicols@yahoo.com Sue is at subeebaum@yahoo.com

**Now on to Session 3:** This week's information and activities will help you to learn about Action Research. We will also be talking about variables and their relationships to each other when we think about setting up a research question. By the end of this session you will have practice in posing questions and looking at variables. The activities should help you understand how data can show relationships.