Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
16. Diagrammatic format of the Conceptual Framework A graph format of Omrod’s (1999) findings developed from Albert Bandura’s Social Learning Theory Describing the consequences of behavior can effectively increase appropriate behaviors and decrease inappropriate ones
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22. Description of research methods Research Methods: Mixed Methods Study Quantitative Data Descriptive Statistics Causal-Comparative Qualitative Data Interviews
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28. Description of research methods (continued) Instrumentation Extant data from the 2005/2006 and 2006/2007 Mathematics and Reading TAKS Test will be used to determine if differences exists between the 2005/2006 Mathematics and Reading TAKS scores and the 2006/2007 Mathematics and Reading TAKS scores of transfer students and non-transfer students in grades 6-8.
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33. Description of research methods (continued) Qualitative The qualitative data will consist of responses from participants. Counselors will be interviewed and asked questions that correlate with the theoretical framework, which is taken from Albert Bandura’s Social Learning Theory.
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35. Description of research methods (continued) Instrumentation Extant data from the 2005/2006 and 2006/2007 Mathematics and Reading Texas Assessment of Knowledge and Skills Test will be used to determine if differences exists between the 2005/2006 Mathematics and Reading Texas Assessment of Knowledge and Skills scores and the 2006/2007 Mathematics and Reading Texas Assessment of Knowledge and Skills scores of transfer students and non-transfer students in grades 6-8.
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42. References Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 , 117-148. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman. Bandura, A. (1986). Social foundations of thought and action . Englewood Cliffs, NJ: Prentice-Hall . Bielick, S, & Chapman, C. (2003). Trends in the use of school choice: 1993-1999 (NCES 2003-031). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Fraenkel, J., & Wallen, N. (2006). How to design and evaluate research in education. 6th ed. New York: McGraw Hill. Isaac, S. & Michael, W. (1997). Handbook in Research and Evaluation for Education and the Behavioral Sciences (3rd ed.) San Diego, CA: EdiTs/Educational and Industrial Testing Services.
43. References Ormrod, J. E. (1999). Human learning (3rd ed) Upper Saddle River, NJ: Prentice-Hall. Public Agenda, 1999). Schneider, M., Teske, P., Marschall, M., Mintrom, M., & Roch, C. (1997). Institutional Arrangements and the Creation of Social Capital: The Effects of Public School Choice. The American Political Science Review, 91 (1), 82-93. Sirkin, R. (2006). Statistics for the social sciences. 3rd ed. Thousand Oaks, CA: Sage Publications. 45 Texas Education Agency (2008). Retrieved June 14, 2008, from http://www.tea.state.tx.us/data.html United States Government Accountability Office. (2004). No child left behind act: Education needs to provide additional technical assistance and conduct Implementation studies for school choice provision. (Highlights of GAO-05-7, a report to the Secretary of Education).
44. References Viadero, D. (2007, January). Researchers Examine School Choice Picks. Education Week, 26 (19), 9. Retrieved July 21, 2008, from Research Library database. (Document ID: 1197232011).
Notas do Editor
READ SLIDE Nevertheless, schools cannot evade their responsibility towards properly educating children. Schools must be able to meet the challenge of educating all students in a manner and environment that allows them to reach their full potential. Historically and philosophically, schools are charged with the mission of holistically developing the continuously evolving student.
The stakes are continually being raised due to state and national accountability standards associated with the No Child Left Behind Act of 2001(NCLBA). NOW READ SLIDE Districts, campuses, and the state are required to meet AYP criteria on three measures: Reading/Language Arts, Mathematics, and either Graduation Rate (for high schools and districts) or Attendance Rate (for elementary and middle/junior high schools)
The topic of school of choice is being heavily considered for parents, students, counselors, teachers and school administrators. Parents need helpful resources to make well-informed decisions regarding their child’s academic placement. THEREFORE: READ SLIDE
READ SLIDE FIRST The results of this study will provide insight to school leaders and parents charged with assisting and supporting students as they transition to a selected school of choice.
READ SLIDE FIRST The function of the pubic school is to maximize student achievement, it is important to measure the advantages and disadvantages of transferring students to a selected school of choice. The findings of this study will provide insight to parents and school officials charged with assisting and supporting students as they transition.
According to Goldhaber (2002), Despite the years of research and debate, the question of whether school choice improves student outcomes persists (p. 1). READ BULLET
The GAO recommends the following: monitor(ing) issues [that] promote promised practices related to limited classroom capacity, help(ing) states develop strategies for better involving parents about school choice, and includ(ing) in its planned NCLBA implementation study, and examination of . . . academic outcomes and retention rates of transferring students (p. 1).
Does this only apply to Title 1 schools
Forty-five percent of parents indicated that the quality of the academic program was a primary item when deciding on their child’s school. Nineteen percent mentioned the curriculum used by the school was a strong factor in determining a campus. Eleven percent expressed that the location of the school was a major item when considering a campus as an option for their child. The study concluded that most families expressed satisfaction with their choice and satisfaction increased when students were an integral part of making the decision (Viadero, 2007). The researchers discovered that families utilize an array of resources to determine the school their child will attend. Some notable resources included, but were not limited, recommendations from others, school visits, conversations with administrators and teachers and available printed materials. The study further found: READ BULLETS
Research Methods This study is a mixed-method design. triangulation since you are looking at quanti, the questionnaire of teachers and interview of counselors. Triangulation - when two different methods are used in an attempt to confirm, cross- validate, or corroborate findings within a single study (Creswell, 1998). In this mixed-method design, the researcher will collect quantitative data using descriptive methods and causal comparative methods. Descriptive methods will include a review of “frequency distributions or relationships between variables . . .” (Sirkin, 2006, p. 193). Isaac & Michael (1997) describe causal comparative methods as “(investigating) possible cause-and effect relationships by observing some existing consequence and searching back through data for plausible causal factors” (p. 46).
The researcher will identify the independent and dependent variables. Independent variables are defined as variables “ . . . the researcher chooses to study in order to assess their possible effect(s) on one or more other variables” (Fraenkel & Wallen, 2006, p. 43). READ FIRST BULLET
"Descriptive Statistics for the following variables": (The statistics that you may utilize can be: frequencies, percentages, means and standard deviations). Descriptive statistics will be used to describe the sample population. Descriptive statistics are “(s)tatistics in which frequency distributions or relationships between variables are described” (Sirkin, 2006, p. 193). NOTES JUST FOR YOU MICHELLE The dependent variable is “(t)he variable that is being caused or explained” (Sirkin, 2006, p. 24). Fraenkel and Wallen explain that independent variables influence at least one other variable known as the dependent variable.
T-tests are “ . . . used to compare means scores of two different, or independent, groups” (Fraenkel & Wallen, 2006, p. 233).
The subjects of the study will be sixth through eighth grade students from two campuses from one large school district in Texas. The transfer students will be a criterion case, which entails criterion sampling. The criteria for selecting cases in this study will be all transfer students that elected to transfer. There will be a total of 153 transfer students from School A and a total of 156 transfer students from School B. The total number of transfer students will be 309. Stratified random sampling will be utilized to select the cases of non-transfer students. “Stratified random sampling is a process in which certain subgroups, or strata, are selected for the sample in the same proportion as they exist in the population” (Fraenkel & Wallen, 2006, p. 96). The number of non-transfer students will equal to the number of cases of transfer students and will be similar in certain demographics.
Demographic information will include: gender, grade level, race, socio-economic status, educational placement (special education, regular education, gifted and talented, English Language Learners), at-risk status and chronological age.
NOTES FOR REFERENCE The significance level will be p < 0.05.
NOTES FOR YOU MICHELLE Structured interviews “. . . consist of a series of questions designed to elicit specific answers from respondents” (Fraenkel & Wallen, 2006, p. 455). Demographic information will include: gender, age, ethnicity, years of experience in education and years of experience in counseling and total years in current position. Semistructured interviews (see Appendix I) assist the researcher in “. . . (obtaining) information that can later be compared and contrasted” (Fraenkel & Wallen, 2006, p. 455). Fraenkel & Wallen (2006) explain that semistructured interviews “. . . are often best conducted toward the end of a study . . . (and) are most helpful for obtaining information to test a specific hypothesis that the researcher has in mind” (p. 455) “ Feeling questions concern how respondents feel about things” (Fraenkel & Wallen, 2006, p. 458). “Sensory questions focus on what a respondent has seen, heard, tasted, smelled or touched” (Fraenkel & Wallen, p. 458).
THIS ARE JUST NOTES FOR YOU MICHELLE A pilot study is “. . . a small-scale trial of proposed procedures. The purpose of the pilot study is to detect any problems so that they can be remedied before the study proper is carried out” (Fraenkel & Wallen, 2006, p. 606).
DO NOT READ THIS. REFER TO IF YOU NEED TO EXPLAIN Criterion sampling entails selecting cases “. . . that meet some predetermined criterion of importance” (Isaac & Michael, 1997, p. 224). According to Isaac & Michael, these cases “. . . are likely to be information rich because they reveal major system weaknesses (or strengths) leading to program improvement” (Isaac & Michael, p. 224).
READ FIRST BULLET Semistructured questions will be based on the Review of Literature and Albert Bandura’s Social Learning Theory. Semistructured interview questions will be used to gauge the counselors’ perceptions of factors impacting student success during school of choice transition. READ SECOND BULLET Counselors meeting this standard are highly qualified and considered credible and dependable. Due to the competencies stated out by the State Board of Education in Texas, counselors consistently fulfill similar roles and responsibilities throughout the state. Based on peer debriefing and feedback from panel of experts, the instrument is both reliable and valid.
READ AFTER SLIDE
READ BULLET FIRST The semistructured interview questions will be recorded if all counselor participants provide consent. The researcher will describe the coding or analysis scheme. The researcher will identify the major themes (first level codes) from participants’ responses and discuss the results of the pattern codes, using copious quotes as illustrations. The researcher will share information that both support and refute the claims in the major themes used in emergent category designation. All data will be stored in a secure location, locked file cabinets, in the researcher’s residence. All data will be appropriately destroyed seven years succeeding the conclusion of the study.
Cross-case analysis involves formulating a conceptual framework containing dominant themes and cross-referencing these themes to make comparisons and explore contrasts (Maxwell, 2005).