Community Comparison and Research Design Presentation
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Community Comparison and Research Design Presentation
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.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
|
|
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
|
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!! |
|
|
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!