Community Comparison and Research Design Presentation Assignment
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Community Comparison and Research Design Presentation Assignment
Assignment 1: Community Presentation
As a leader in special education, it may be up to you to direct and support those who desire to conduct scientific investigations. You are more likely to be successful if you have not only mastered the concepts, but also are able to communicate them effectively and tailor your support to be consistent with the specific interests of the stakeholders you are addressing.
For this Assignment, you will apply your knowledge and skills relative to experimental, quasi-experimental, and correlational research approaches to the development of a presentation for community members.
To prepare:
- Review all module Learning Resources. Pay particular attention to the characteristics of experimental, quasi-experimental, and correlational research designs. Think about how you might communicate the similarities and differences of each design to community stakeholders.
- Consider the following scenario:
oak special education committee in your school district is interested in studying the effectiveness of a particular intervention. You have been asked to create a presentation to provide the committee with background information on the three types of quantitative studies they could use to study this intervention.
Additionally, your presentation needs to compare the approaches for the committee in a concise, accurate, and meaningful way.
Create a 12–15 slide presentation (e.g., PowerPoint, Prezi, etc.) to inform a special education committee at your school district that is interested in studying the effectiveness of an intervention about the three quantitative research designs (i.e., experimental, quasi-experimental, and correlational). Consider the following as you develop your presentation:
- How do the designs differ?
- What elements do the designs share?
- What does each design contribute to the field of special education?
- How could validity threats be minimized for each of the designs?
Cite and compare experimental, quasi-experimental, and correlation study examples that further highlights each of these methodologies for your audience.
Support your presentation with specific reference to the Learning Resources, outside resources, and personal experience.
Note: For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as your complete assignments.
Note: Since you will not be presenting your work in class, you may use the Notes feature to script out commentary for each slide or develop a narrated presentation.
Required Readings
Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage.
Chapter 22, “The Applied Science of Special Education: Quantitative Approaches, the Questions They Address, and How They Inform Practice” (pp. 369–388)
Focus on quantitative designs and why they are key for research in the field of SPED
Rum rill, P. D., Cook, B. G., & Stevenson, N. A. (2020). Research in special education: Designs, methods, and applications (3rd ed.). Springfield, IL: Charles C. Thomas Publisher, LTD.
Chapter 6, “Quantitative Research Designs” (pp. 113–147)
Focus on the spectrum of relationship and descriptive studies. Note correlational designs and causal comparative studies. Develop an understanding of surveys, case studies, program evaluation, archival research, longitudinal studies, empirical literature reviews, and meta-analysis.
Experimental/Quasi-Experimental
Iftar, E. T., Kurt, O., & Cetin, O. (2011). A comparison of constant time delay instruction with high and low treatment integrity. Educational Sciences: Theory & Practice, 11(1), 375–381.
Retrieved from the Walden Library databases.
Focus on the description of the time delay procedure. Compare procedures for comparing treatments. Review the adapted alternating treatment design.Thurston, L. P., & Navarrete, L. A. (2011). Rural, poverty-level mothers: A comparative study of those with and without children who have special needs. Rural Special Education Quarterly, 30(1), 39–46.
Retrieved from the Walden Library databases.
Focus on the differences in demographics, school experience, social support, and school involvement. Review differences by marital status. Reflect on differences in retention, special needs reports, homework, and writing notes to teachers.Widmeyer, M. L., Sjogren, K. A., Palmer, S. B., Williams-Diehl, K. L., Little, T. D., & Boulton, A. (2012). The impact of the self-determined learning model of instruction on self-determination. Exceptional Children, 78(2), 135–153.
Retrieved from the Walden Library databases.
Focus on the approach to this group-randomized, modified equivalent control group design. Note the use of multiple measures. Pay specific attention to the interpretation of findings.Wei, X., Blackaby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78(1), 89–106.
Retrieved from the Walden Library databases.
Focus on reading growth trajectories. Consider the extent to which reading achievement increased with age. Recognize the characteristics of a longitudinal study.CORRELATION
Mau tone, J. A., DePaul, G. J., Jitendra, A. K., Tesco, K. E., Juned, R. V., & Volpe, R. J. (2009). The relationship between treatment integrity and acceptability of reading interventions for children with attention-deficit/hyperactivity disorder. Psychology in the Schools, 46(10), 919–931.
Retrieved from the Walden Library databases.
Focus on the relationship between treatment integrity and acceptability. Note the two consultation models. Pay particular attention to the relationship between reading interventions and ADHD.Williamson, R. L., Robertson, J. S., & Casey, L. B. (2010). Using a dynamic systems approach to investigating postsecondary education and employment outcomes for transitioning students with disabilities. Journal of Vocational Rehabilitation, 33(2), 101–111.
Retrieved from the Walden Library databases.
Focus on the interacting variables. Study the correlating characteristics. Read about the links to employment and postsecondary education.Community Comparison and Research Design Presentation Assignment
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
You Can Also Place the Order at www.collegepaper.us/orders/ordernow or www.crucialessay.com/orders/ordernow Community Comparison and Research Design Presentation Assignment
Community Comparison and Research Design Presentation Assignment