How Can Educators In Detroit Schools Ensure Students 786685 ✓ Solved

How can educators in Detroit schools ensure students are able

TOPIC: How can educators in Detroit schools ensure students are able to transition to new routines, expectations, and responsibilities virtually during the Covid-19 Pandemic?

Part 1: What If?

Explain how course project research could be conducted if quantitative data were collected instead of qualitative data. This is a hypothetical explanation. You will not conduct quantitative research for your course project, but it is useful to consider how quantitative data could contribute to your project.

Explain the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups. Describe specific differences between these two types of methods (surveys vs interviews or focus groups) as they apply to your topic.

What might your data collection have looked like if you had chosen to conduct descriptive survey research (i.e., quantitative surveys)? What would your sample need to look like in terms of number of participants and who the participants were? Why would a quantitative design be appropriate in relation to the purpose of your study? What would your anticipated outcomes be?

Compare applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method. Describe the purpose for which the issue might be researched with a quantitative survey approach. Describe the educational setting involved (type of environment, age and level of learners, and other relevant characteristics). Describe a purpose for which the issue or problem might appropriately be researched with a qualitative method.

Part 2: Qualitative vs. Quantitative Research

Begin by completing the following according to your Creswell and Creswell (2018) text: Compare quantitative, qualitative, and mixed methods research approaches and their differences. Reflect on the role of the literature review as it relates to the different research methodologies.

Discuss a project that brings together a worldview, designs, and methods. Address a topic that you would like to study. Apply the worldviews, designs, and research methods in Figure 1.1 (Creswell, page 5). Identify whether this would be quantitative, qualitative, or mixed methods research.

Develop a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment. Draw a visual model of the variables in the theory using the procedures for causal model design discussed in Creswell. Provide a diagram for your quantitative proposal based on what you learned about diagrams from reading Creswell. Paraphrase or summarize to represent ideas from external sources. Refer to Creswell and other relevant sources in your discussion. Clearly apply ideas from external sources to your own interpretation of a topic or scenario.

Paper For Above Instructions

The COVID-19 pandemic has drastically changed the educational landscape, especially in urban areas such as Detroit. As schools transitioned to online learning, educators have faced the challenge of ensuring that students adapt to new routines, expectations, and responsibilities. This paper explores how quantitative and qualitative research methods can be applied to investigate this issue, providing insights into potential methodologies and their implications.

Part 1: What If?

Hypothetically, if one were to conduct quantitative research instead of qualitative research for this course project, data collection could follow several structured methodologies. For instance, a survey could be utilized to gather numerical data reflecting student experiences with virtual learning during the pandemic. This survey might include Likert-scale questions regarding student engagement, understanding of material, and feelings about the transition to online learning (Ary et al., 2019). Unlike qualitative approaches that delve deep into individual narratives, quantitative methods seek to generalize findings across larger populations.

Surveys, as a quantitative method, differ significantly from qualitative techniques such as interviews and focus groups. Surveys can efficiently collect data from numerous participants, enabling broad insights into trends among students. Conversely, qualitative methods allow for a deeper exploration of individual perspectives, capturing the nuances of student experiences during this unprecedented time. For example, an interview might reveal personal challenges or emotional reactions that surveys would not capture (Creswell & Creswell, 2018).

If descriptive survey research were conducted, the sample size would need to be large enough to provide statistically significant results. One might aim for a sample of 100-200 students representing various demographics within Detroit schools. This diverse sample would ensure the findings reflect a comprehensive view of student experiences (Creswell & Creswell, 2018). A quantitative design would be appropriate in this context, as it allows for the measurement of variables such as student engagement and academic performance in a time-bound manner. The anticipated outcomes of such a survey could highlight areas where students struggle, potentially guiding teachers in tailoring supports to meet these needs.

Comparing quantitative and qualitative methods with another hypothetical educational issue, consider the impact of classroom management strategies on student behavior. A quantitative approach might involve administering surveys to teachers across various schools to assess their perceptions of different strategies' effectiveness. The educational setting could be an elementary school with grades K-5, where behavioral issues are prevalent among young learners. A quantitative survey could help identify trends in perceptions about specific strategies and their correlation with student behavior metrics.

On the other hand, a qualitative approach could involve conducting focus groups with teachers to explore their lived experiences and insights regarding classroom management. The anticipated outcome of the qualitative research might reveal personal stories and underlying factors contributing to classroom management challenges, insights that are often missed in numerical data.

Part 2: Qualitative vs. Quantitative Research

According to Creswell and Creswell (2018), quantitative, qualitative, and mixed methods research approaches serve distinct purposes in educational research. Quantitative research is primarily concerned with quantifying relationships among variables, often leading to conclusions applicable across larger populations. Qualitative research, however, focuses on understanding phenomena from the participants' perspectives, offering rich contextual insights.

Mixed methods research combines both approaches, allowing for comprehensive investigations. For example, a research project on the effectiveness of technology integration in urban classrooms might utilize quantitative surveys to measure student achievement and qualitative interviews to understand the experiences of educators. This project could uncover how technology enhances learning while also revealing the challenges faced by teachers in implementing these tools (Creswell, 2018).

In reflecting upon a topic for study, one might choose to examine how socio-economic status impacts student engagement in middle schools. Using a mixed-methods approach, researchers could quantitatively assess engagement levels through surveys while qualitatively exploring barriers through interviews with students and parents. This comprehensive strategy could identify both general trends and personal barriers.

To develop a quantitative proposal based on the Frame Your Issue and Collect Your Data assignment, one could create a visual representation of the variables involved, such as socio-economic status, academic performance, and engagement. By applying causal model design procedures discussed in Creswell (2018), a diagram could illustrate hypothesized relationships among these variables, enabling clearer exploration of underlying issues.

In conclusion, understanding both quantitative and qualitative methodologies provides essential insights for educators and researchers, equipping them with diverse tools to investigate the complexities of students' educational transitions during the COVID-19 pandemic. Drawing from foundational texts and empirical research will enhance the quality and relevance of future studies.

References

• Ary, D., Jacobs, L. C., Sorensen, C., & Walker, D. (2019). Introduction to Research in Education (10th ed.). Cengage Learning.
• Creswell, J. W. & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage Publications.
• Drasgow, F., & Kauffman, I. (2019). Integrating Quantitative and Qualitative Research: Implications for Survey Item Development. Educational Measurement: Issues and Practice, 38(1), 38-45.
• Maxwell, J. A. (2013). Qualitative Research Design: An Interactive Approach (3rd ed.). Sage Publications.
• Patton, M. Q. (2015). Qualitative Research & Evaluation Methods (4th ed.). Sage Publications.
• Phillips, D. C., & Burbules, N. C. (2000). Postpositivism and Educational Research. Rowman & Littlefield.
• Simon, M. K., & Goes, J. (2013). Assumptions, Limitations, Delimitations, and Scope of the Study. Dissertations and Theses from Start to Finish.
• Stake, R. E. (2010). Qualitative Research: Studying How Things Work. Guilford Press.
• Tashakkori, A., & Teddlie, C. (2010). Mixed Methodology: Combining Qualitative and Quantitative Approaches. Sage Publications.
• Trochim, W. M. K. (2020). Research Methods: Knowledge Base. Atomic Dog/Cengage Learning.