Each research question specified the problem and identified issues that lead to a need for the study. Each study provided a qualitative purpose statement using the research questions, which provides the major objectives to the study. The processes required for developing effective qualitative research questions can give shape and direction to a study in ways that are often underestimated. Both studies provide research questions that narrowed the purpose by placing subdivided fundamental questions into more precise relevant questions. Methodology: sampling strategies, sample size, data collection methods
Both studies used already established data: scores on the Pennslyvania System of School Assessment and Early Childhood Longitudal Study-Birth Cohort (ECLS-B). Children were randomly selected picked usind data from the ESCLS-B and parent interviews conducted. Sampling size for each study differed tremendously but both sought out to establish findings that generalized to a population. Dwarte, M. m. (2014) oversimplify its findings to all African-American students but the sample was only 237 students that attened the Pennslyvania public school system. Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2012) participants represent 7,950 …show more content…
L., Farkas, G., Hillemeier, M. M., & Maczuga, S. only looked at identification of children being identified as special needs before the age of 48 months. However, they make the claim that perhaps previous research has been wrong in identifying minorities as over represented in special education. Never considering the account that previous literature measured demographics of school aged children. The researchers evidence wasn’t strong to rebutle such a fact. Perhaps the investigation of why minorities are under-represented in early identification and over-represented in delayed diagnosis is warranted. There is a disproportionate representation in EI/ESCE children who were white accounting for 70% of
Both studies used already established data: scores on the Pennslyvania System of School Assessment and Early Childhood Longitudal Study-Birth Cohort (ECLS-B). Children were randomly selected picked usind data from the ESCLS-B and parent interviews conducted. Sampling size for each study differed tremendously but both sought out to establish findings that generalized to a population. Dwarte, M. m. (2014) oversimplify its findings to all African-American students but the sample was only 237 students that attened the Pennslyvania public school system. Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2012) participants represent 7,950 …show more content…
L., Farkas, G., Hillemeier, M. M., & Maczuga, S. only looked at identification of children being identified as special needs before the age of 48 months. However, they make the claim that perhaps previous research has been wrong in identifying minorities as over represented in special education. Never considering the account that previous literature measured demographics of school aged children. The researchers evidence wasn’t strong to rebutle such a fact. Perhaps the investigation of why minorities are under-represented in early identification and over-represented in delayed diagnosis is warranted. There is a disproportionate representation in EI/ESCE children who were white accounting for 70% of