Uncategorized

a. Is there a relationship between early childhood educational involvement and kindergarten readiness? b. Is there a relationship between self-determination for one’s special education program in high school and post–high school adjustment? c. Is there a relationship between a college student’s scores on the GRE and performance in graduate school?

a. Is there a relationship between the number of students in a class and student educational achievement in a subject area? b. Is there a relationship between the number of teachers in a hallway during junior high passing periods and incidents of student problem behavior? c. Is there a relationship between how many times students

Do you agree with the following statement? “One reason why educators are not much affected by scientific research is that they have not developed critical thinking skills about research.” Why or why not? In your answer, indicate how we can develop critical thinking skills about research.

a.Are the following conclusions warranted? Why or why not? The results were significant at the .05 level. This means that the results proved that the null hypothesis was false and that the independent variable caused the results. If the study were repeated 100 times, these same results would occur 95 times. b. What is the

a. What does it mean that the null hypothesis is a straw man to be knocked down? In your answer, describe the purpose of null hypotheses and alternative hypotheses. b.What is meant by the term directional hypothesis, and what information would a researcher need to form such a directional hypothesis? c. What is a parametric

a. What type of parametric test would you use, and why, in the following scenario? The skills of male and female twin pairs in mathematics are assessed, and the average math performances (i.e., scores on a standardized test) of the gender groups are compared. What type of nonparametric test could you use and why (i.e.,

a.What is meant by a true experimental design? (In your response, discuss the basic design features of true experimental designs.) b. What are quasi-experimental designs? How are true experimental and quasi-experimental designs similar, and how are they different? c. Can quasi-experimental designs determine cause-and-effect relationships? Explain. d. How are threats to the internal validity of

a. How do true experimental designs control for threats to external validity? What are some concerns you might have? b. Are quasi-experimental designs more or less useful than true experimental designs in determining the external validity of the investigation? Why or why not? c. What type of design is recommended if you are concerned that

a. Did authors’ analysis procedures address the stated purpose of the study? Why or why not? b. According to the authors, how did the results of study relate to previous research findings? c. According to the authors, what general conclu‑sions can be made about the results? d. What are some potential threats to the internal

a. In what three prominent areas have development and refinement of survey research methods taken place? Have you or your family been affected directly by one or more of these areas? Explain. b. In what three areas can the purpose for conducting surveys be categorized? Provide an example of each area you may be interested