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EDUC_612_Fall_2017_Module_2

educ_612_fall_2017_module_2-2
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2 Responses to EDUC_612_Fall_2017_Module_2

  1. Erik says:

    Wow. There is a lot to take in. Much to discuss Monday night!

    For clarification, “write a paragraph that identifies…” means a paragraph for each letter? I’m having a hard time imagining how to fit a-through-h into one paragraph?

    Also, not clear on how to place “your summary as an indented, single-spaced paragraph under the citation.” An example would be helpful.

    Finally, the topic 4 text suggests “we are not going to perform any calculations for tests of significance in this course” yet we are asked to identify our sources use of tests of significance in Topic 4 Task “g.” I’m not clear on what exactly what I’m looking for in my research.

    • Todd Twyman says:

      Hi Erik,

      1. Nope. Just a paragraph or two. Kind of like an expanded abstract. The letters are just there for guidance.
      2. Example (though I can’t format it properly here):

      Johnson, D. W., Johnson, R., & Dudley, B. (1992). Effects of peer mediation training on elementary school students. Mediation Quarterly, 10, 89-99.

      This study is concerned with students’ development of a shared understanding of the procedures needed to constructively manage interpersonal conflicts at an elementary school. The purpose of the study is to determine the frequency and nature of student-student conflicts and the strategies they use to manage them as well as determine the impact of a negotiation and mediation training program on the frequency, nature, and strategies. To measure this, students filled out forms about conflicts they were involved with, teachers kept logs of when students used mediation procedures outside the classroom, students wrote responses to hypothetical conflicts, student response to role-played conflicts on videotape. This was four different measures, two of which relied on fictional conflicts, which might or might not be transferable to real-world conflicts. The other two measures involved students self-reporting, which could be inaccurately written by elementary aged students, and teachers keeping a daily log but of casual observations, which could result in inaccuracies. The sample was divided into two groups randomly and only included children described as “middle-class”. The independent variable was the training program; One group got it and the other didn’t. Descriptive statistics used compare types of conflicts as a percentage of all conflicts, types of strategies used by trained and untrained students in both the written and role-played conflict simulations as a percentage of all strategies, and the percentage of trained and untrained students who used the steps in the negotiation process defined by the training. I don’t see inferential statistics here. The sample size is only 25 or 30 students in each group, and the real question is how the training affected or didn’t affect these particular students. The results show that negotiation and mediation can be taught to elementary aged children, but there is no reason to say that the specific results of this study can be generalized to the larger population.

      3. It’s mostly so you can identify if it’s a quantitative article and what statistic the authors used.

      No worries. It’s the first time out of the box. We’ll talk about it on Monday night.

      Todd

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