DiGuiseppe K ADTED 507 Lesson 4 "Building a Methodological Foundation: Doctorial-Level Methods Courses in Colleges of Education" (McMillan and Wergin 2010)
1. Where would be a more appropriate place for a statement of purpose? Write sentences that could be used to indicate 1) that a comparison of programs and 2) dissertation experiences and requirements are also a focus of the study.
Although Leech & Goodwin (2008) propose a general problem statement in the first paragraph, McMillian & Wergin (2010) state it is “necessary to provide a specific research problem statement” (pp.9) within the introductory section to establish expected or predicted relationship for the reader. Considering this information, …show more content…
4. Is there a need for statistical evidence for the reliability and validity of the test results? Evidently, there was no pilot test of the study. What could be asked of a pilot test that could have been helpful?
In this explanatory quantitative study, the authors describe “a tool was developed” that included opened-ended questions leaving the reader to question the reliability and validity. Though there is mention of application of three ANOVAs using a Bonferroni correction testing if differences exist when comparing the number of qualitative, quantitative, and mixed method course by program type. However, the article does not provide information on applied statistical difference related to the admittance and graduation portion of the investigation.
Without a pilot test of the study survey, the following questions cannot be answered. Did each question measure what it is supposed to measure? Were any questions ambiguous? Did any questions pose a possibility of biases? All are having the potential to mitigate reliability of results.
5. What information would be helpful to assure that the sample was not …show more content…
The former found of program respondents 62% required quantitative methods course and 62% required a qualitative methods courses. Whereas, the latter was not as balanced most notably only 46% of schools require a qualitative course with 72% required a quantitative limiting generalizability for all school due to lack of knowledge of the sample pools. However, the explanatory quantitative study provides a base for future research and several new conclusions. There is a consensus amongst programs that hands-on experience before dissertation work is an essential element of a doctoral program and supports Blackburn and Lawrence (1995) develop productive researchers. When considering admittance and graduation rates, programs that offer either a Ph.D. or Ed.D. The average graduation rate is 43%. Whereas, universities that offer both have a higher graduation rate of 77%. One can assume the more students accepted, the more graduate. However, there may be other variables as presented in Levine (2007) study framework, contributing to the marked differences in graduation rates only further research will
1. Where would be a more appropriate place for a statement of purpose? Write sentences that could be used to indicate 1) that a comparison of programs and 2) dissertation experiences and requirements are also a focus of the study.
Although Leech & Goodwin (2008) propose a general problem statement in the first paragraph, McMillian & Wergin (2010) state it is “necessary to provide a specific research problem statement” (pp.9) within the introductory section to establish expected or predicted relationship for the reader. Considering this information, …show more content…
4. Is there a need for statistical evidence for the reliability and validity of the test results? Evidently, there was no pilot test of the study. What could be asked of a pilot test that could have been helpful?
In this explanatory quantitative study, the authors describe “a tool was developed” that included opened-ended questions leaving the reader to question the reliability and validity. Though there is mention of application of three ANOVAs using a Bonferroni correction testing if differences exist when comparing the number of qualitative, quantitative, and mixed method course by program type. However, the article does not provide information on applied statistical difference related to the admittance and graduation portion of the investigation.
Without a pilot test of the study survey, the following questions cannot be answered. Did each question measure what it is supposed to measure? Were any questions ambiguous? Did any questions pose a possibility of biases? All are having the potential to mitigate reliability of results.
5. What information would be helpful to assure that the sample was not …show more content…
The former found of program respondents 62% required quantitative methods course and 62% required a qualitative methods courses. Whereas, the latter was not as balanced most notably only 46% of schools require a qualitative course with 72% required a quantitative limiting generalizability for all school due to lack of knowledge of the sample pools. However, the explanatory quantitative study provides a base for future research and several new conclusions. There is a consensus amongst programs that hands-on experience before dissertation work is an essential element of a doctoral program and supports Blackburn and Lawrence (1995) develop productive researchers. When considering admittance and graduation rates, programs that offer either a Ph.D. or Ed.D. The average graduation rate is 43%. Whereas, universities that offer both have a higher graduation rate of 77%. One can assume the more students accepted, the more graduate. However, there may be other variables as presented in Levine (2007) study framework, contributing to the marked differences in graduation rates only further research will