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assignment:
Respond to classmates with a substantive, positive comment that is supported from literature or the class readings. Provide at least 2 substantive paragraphs for each
response.

class mates post:
n review of Ayres (2011) dissertation, “A summative program evaluation of a systemic intervention on student achievement and AP participation”, I found the methodology
to align with Walden’s EdD dissertation rubric and checklist.

 

EdD Dissertation Checklist: Quantitative

METHODOLOGY COMPONENTS

 

Population: Ayres (2011) reported the target population and size by stating that the target population would include middle and high school students at a southwest
Florida school district that were of African American, Haitian Creole, Hispanic and European American descent.

 

Sampling and Sampling Procedures: “A three-stage stratified random sampling was used and included proportional and non-proportional elements” (Ayres, 2011, p. 54).
Furthermore, in an effort to find the threshold of statistical power, Ayres used a “G Power 3 analyses” which also enabled sample size determination in support of
research validity (p. 55). Ayres’ sampling included “97% of all the students enrolled in the district across the years sampled from the archival data” (p. 56).

 

Procedures for Recruitment, Participants and Data Collection/Archival Data: A data use agreement was signed by the superintendent of the district, which allowed for
archival data collection from 2003 – 2010 that included FCAT reading, AP Participation and AP Performance. Additionally, Ayres (2011) “obtained campus approval through
the IRB process” (p. 58). Since there was no student interaction, Ayres did not need participant permission.

 

Data Analysis Plan: Ayres (2011) used descriptive analyses to include “tabular analysis of baseline stability, trends, and differences across units on all key
indicators over the school years from 2003 – 2010” (p. 59). In addition, the author used ANOVA to test factors. The tests “analyzed the differences between the
independent variable of minority and nonminority sample students receiving the same amount of SpringBoard curriculum in their English/Language Arts course and the
dependent variable of the extent of student achievement as measured on the FCAT” (p. 59). Furthermore, six hypotheses were tested.

 

Ethical Procedures: The author de-identified the students at the point of data collection by assigning unique “subject identification numbers” to replace student names
(Ayres, 2011, p. 58).

 

RUBRIC CHECKLIST – #6

The research design and methodology, including issues of sampling, sample size, participant numbers, instrumentation, data collection, data analyses, and procedures
are appropriate to answer the research questions and/or test hypotheses.

The research design and methodology adequately answered the research question of “whether or not the implementation of SpringBoard has achieved results in raising the
level of academic rigor to prepare students in this district to be successful in college” (Ayres, 2011, p. 15). In addition, the six hypotheses were tested and
addressed as well.

 

References

 

Ayres, K. D. (2011). A summative program evaluation of a systemic intervention on student achievement and AP participation (Doctoral dissertation). Retrieved from
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1018&context=dilley

 

Laureate Education (n.d.). EdD Minimum standards rubric. Retrieved from https://academicguides.waldenu.edu/researchcenter/osra/edd

 

Laureate Education (n.d.). EdD Dissertation checklist: quantitative. Retrieved from https://academicguides.waldenu.edu/researchcenter/osra/edd