Module 4 Discussion: What Makes Research Credible? In the context of ever-growing sources and amounts of information, the ability to evaluate credibility is crucial. Becoming a critical consumer of research requires more than collecting a plethora of research articles, books, journals, and information from websites. For this Discussion, you will engage in the process of identifying credible resources and organizations in the field of special education. To prepare: · Review the Learning Resources for this module. · Familiarize yourself with ways of determining credible resources. · Consider credible sources of current thinking and research in the study of special education. · Conduct a search to discover credible organizations that support this research. By Day 3 of Week 5 Post your response to the following questions: · What organizations, journals, and websites have you found that you consider represent credible research in the field of special education? · How did you come to this conclusion? · What red flags should be raised in your mind when you see someone citing a secondary source rather than a primary source? Assignment: Credible Sources This module includes a great deal of information about using the library as an advanced graduate student. Although reading and hearing about library skills is important, this information needs to go hand-in-hand with actually applying these skills. This is truly a process that involves continuous examination, evaluation, and analysis of information to ensure it is accurate and credible. For this Assignment, you will identify and provide an analysis of credible sources in the field of special education. The purpose of this assignment is for you to begin to differentiate between primary and secondary sources, as well as to determine their credibility for your future research in the field of special education. To prepare: · Review all module Learning Resources on library usage and researching. · Review resources on current and seminal information in the field of special education. · Select one issue that you identified in Module 2 as a possible focus area for your capstone product (e.g., dissertation, applied study project). · Based on the issue you have chosen, conduct further research on your issue to: o Identify one seminal article from a professional journal, written at least 10 years ago, by an important scholar in the field of special education. o Identify 5 primary articles, written within the last 5 years on your identified issue in the field of special education. o Identify 2 articles considered to be secondary sources. o Identify at least two credible websites related to your identified issue. Begin to build your working bibliography in APA format. Make sure that any of the resources you find are credible and pertain to your area of interest. Learning Resources Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Chapter 6, “Crediting Sources” (pp. 169–192) Chapter 7, “Reference Examples” (pp. 193–224) These chapters explain why and how to give credit to various sources. Pugach, M. C., Mukhopadhyay, A., & Gomez-Najarro, J. (2014). Finally making good on the promise of qualitative research in special education? A response to the special issue. Remedial and Special Education, 35(6), 340–343. Retrieved from the Walden Library databases. Focus on the concepts of methodological rigor and the use of qualitative research in special education. Council for Exceptional Children: Standards for evidence-based practices in special education. (2014). TEACHING Exceptional Children, 46(6), 206–212. Retrieved from the Walden Library databases. Focus on the Council for Exceptional for Children’s position regarding Special Education Teacher Evaluation and the use of evidence-based practices. Walden University Library. (n.d.a). Evaluating resources: Resource types. Retrieved from http://academicguides.waldenu.edu/library/evaluating Walden University Library. (n.d.b). Keyword searching: Finding articles on your topic: Searching basics. Retrieved from http://academicguides.waldenu.edu/library/keyword Walden University Library. (n.d.c). Subject terms and index searches: Index overview. Retrieved from http://academicguides.waldenu.edu/library/subjectsandindex Weida, S., & Stolley, K. (2013). Online Writing Lab: Using research and evidence. Retrieved from https://owl.english.purdue.edu/owl/resource/588/02/

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Module 4 introduces six literary nonfiction elements. Actively read the essays by Coloff, Wolff, and Worth. For each essay, answer the following question: What do you believe is the primary nonfiction element the author weaves through the essay that allows you to gain additional insight into the essay’s overall purpose? Identify the element in each essay, and cite two examples that allow insight into the essay’s meaning. 

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Hi,

      I need help with an some homework questions. They are for someone who is proficient in SPSS and has access to SPSS as it is needed to complete the homework. I will post the questions below and more information is available in the attachment:

7.14 Learning Activity

In these activities you will use the file Census.sav. The overall goal is to run the Independent-Samples T Test, to interpret the output and visualize the results with an error bar chart.

The file Census.sav, a PASW Statistics data file from a survey done on the general adult population. Questions were included about various attitudes and demographic characteristics.

1. We want to see whether men and women differ in their mean socioeconomic index (sei) and their age when their first child was born (agekdbrn). First, use the Explore procedure to view the distributions of these two variables by gender. Are they similar or different? Do you see any problems with doing a t test?

2. Now do a t test for each variable, by gender. Is the homogeneity of variance assumption met, or not? What do you conclude about mean differences by gender?

3. Create an error bar chart for each variable by gender. Is the graph consistent with the result from the t test?

4. Now do the same analysis with the variable race, testing whether there are differences in sei and agekdbrn comparing whites to blacks. Although race has three categories, you can use only two categories in the t test. As before, first use the Explore procedure to view the distributions of these two variables by race? Are they similar or different? Do you see any problems with doing a t test?

5. Now do a t test for each variable, by white versus black. Is the homogeneity of variance assumption met, or not? What do you conclude about mean differences between whites and blacks?

6. Create an error bar chart for each variable by race. Is the graph consistent with the result from the t test?

7. For those with more timed: How could you display an error bar chart with only the categories of white and black, not other? There are at least two methods.

8.10 Learning Activity

The overall goal of this learning activity is to use the Paired-Samples T Test.

The SPSS customer satisfaction data file SPSS_CUST.SAV. This data file was collected from a random sample of SPSS customers asking about their satisfaction with the software, service, and other features, and some background information on the customer and their company.

1. One variable in the customer survey asked about agreement that SPSS products are a good value (gdvalue). A second question asked about agreement that SPSS offers high quality products (hiqualty). Use a paired-samples t test to see whether the means of these two questions differ (they are measured on a five-point scale). What do you conclude?

2. Then test whether there is a mean difference between agreement that SPSS products are easy to learn (easylrn) and SPSS products are easy to use (easyuse). What do you conclude?

3. Could we use a paired-sample t test to compare how long a customer has used SPSS products (usespss) and how frequently they use SPSS (freqspss)? Why or why not?

9.20 Learning Activity

The overall goal of this learning activity is to use One-Way ANOVA with post hoc tests to explore the relationship between several variables. You will use the PASW Statistics data file Census.sav.

The file Census.sav, a PASW Statistics data file from a survey done on the general adult population. Questions were included about various attitudes and demographic characteristics.

1. Investigate how the number of siblings (sibs) varies by highest degree (degree). Ask for appropriate statistics.

2. Is the assumption of homogeneity of variance met? Is the ANOVA test significant at the .01 level?

3. Do a post hoc analysis, if justified. Ask for both the Bonferroni and Scheffe tests? What do you conclude from these tests? Which education groups have different mean numbers of children? Are the Bonferroni and Scheffe tests consistent?

4. Create an error bar chart to display the mean differences for sibs by degree. Is the error bar chart a correct representation of which means are different?

5. Now do another analysis of political position (polviews) by degree. Repeat the same

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Eng102 Case 1-4 and SLP 1-4

Case 1

Note: Module 1 SLP should be completed before the Module 1 Case.After viewing “An Education in Equality,” “Learning Begins at Home,” “A Military Education,” and “an Education,” write an organized and well-supported essay in which you make three observations about education and what impacts (and enhances) student learning. Consider impacts and influences such as parenting, home life, society, race, technology, ethnicity, socioeconomics, etc.

A well-organized essay has a beginning, middle, and an end. The beginning, or introduction, should include an opening sentence to grab your reader’s attention. Follow the opening sentence with a brief background on the topic or situation. In this case, it might be the state of education today. The last sentence of the introduction is the thesis statement. The thesis states the main point of the essay, which in this case, would be what impacts/influences student learning.

A well-supported essay includes supporting points, details, and examples. For this essay, you must decide the best way to organize the body of the paper. Will you have a paragraph for each impact or enhancement? Will you divide the body of your paper into three paragraphs, one for each impact? In any case, each body paragraph must support (explain) your reasoning (rationale) using specific details. Each body paragraph must begin with a topic sentence that states the main point of the paragraph.

The conclusion typically summarizes the main points of the essay and/or closes with a lasting impression that connects the reader to their world. You may wish to offer suggestions to reader about what makes for exceptional student learning.

Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling, as errors in sentence skills will lower a final grade. A grade will be determined based on the Module 1 Case expectations and the Trident University General Education rubric for English found in the course syllabus.

Papers must be double-spaced in Times or Times New Roman font (12 cpi) with standard one-inch margins. A grade will be determined based on the Module 1 Case expectations and the Trident University General Education rubric for English.

The first person “I” is not used in a formal essay, nor is the passive “you.” In place of “you,” “one” may be used.

No secondary sources are to be used in the process of writing this first paper; it is to be entirely written based on one’s point of view and supported with body points and details.

Assignment Expectations

• Write an essay (no less than four pages in length) that states an original thesis statement on what impacts/influences student learning.
• Demonstrate the ability to write clearly and cohesively when expressing one’s ideas and/or intended purpose.
• Demonstrate the ability to clearly state and support a thesis in an organized and cohesive essay.

SLP 1

Note: Module 1 SLP should be completed before the Module 1 Case.

Prepare an outline for the essay assigned for the Module 1 Case using the  for $2.00

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"