Lisa's+Methodology+Page


 * Lisa Rodriguez**
 * Module 4 - EDUC 8846**

= Methodology Analysis Table = Methodologies include grounded theory, case study, factor analysis, experimental, etc. || ** Strengths ** || ** Limitations ** || ** Authoritative Primary Source for This Methodology ** || ** Why I Will or Will Not Use This Method ** ||
 * ** Research Methodology **
 * Q-Methodology || Precise quantitative analysis of traditionally qualitative data (perceptions) made possible

Does not require a large sample size || Low generalizability

Need to create materials (Q-statements) and teach participants how to rank them. || McKeown, B. & Thomas, D. (1988). //Q methodology//. Newbury Park, CA: Sage Publications. Quiles, J. Walden University. (personal source)

Stephenson, W. (1935) Technique of factor analysis. //Nature, 136//(297).

|| I will use this method because I am interested in the thoughts and feelings that second language learners have about communicating in their second language and the clicker tool as an aide. Q-methodology is designed specifically to measure perceptions. ||
 * Experimental || “Considered the strongest of all designs in internal validity” (Donnelly & Trochim, 2007).

Comparison between treatment and lack of treatment

Relatively high generalizability || Large sample size needed

Possible multiple group threats

Many possible confounding variables in my study

Does not explore personal perceptions of participants || Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally College Publishing.

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage. || I will not use this design because it does not explore personal perceptions. It is limited to objective, quantitative data. Also, many experimental studies already done with student response systems. I believe that the gap in the knowledge base about student response systems exists in the personal perceptions of users. ||
 * Ethnography || Detailed information and insights into participants’ perceptions

Does not require a large sample size

Allows for longitudinal studies

Holistic

Allows rich description and interpretation of subjective data and cultural environments (Berg, 2001). || Low generalizability Time consuming

Possibility for ethnocentrism (Christensen & Johson, 2008). || Berg, B. (2001). Qualitative research methods for the social sciences. Boston: Allyn and Bacon. || I did not choose this design because I am doing this study with adults, and I spend most of my time with K-5 children. My time with the adults is limited, so there will not be sufficient time to build the relationships necessary for an ethnographic study. Also, although I am bilingual, I am not Hispanic and I am a native English speaker. Therefore, the possibility of ethnocentrism is higher for me than it would be for an Hispanic, non-native English speaking researcher. ||

Berg, B. (2001). Qualitative research methods for the social sciences. Boston: Allyn and Bacon. Donnelly, J. & Trochim, W. (2007). Research methods knowledge base. Mason, OH: Thomson. Christensen, L. & Johnson, B. (2008). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: Sage Publications.

=My Research Study = **Research Questions ** || **Methodology **  You may use the same methodology for each question, or not, depending on the questions you are asking. || **Sample **  You may only have one sample for your study, or several different groups/individuals. || **Data Collection **  Data collection methods include interviews, questionnaires, focus groups, pre-post tests, etc. If there are multiple forms of data for one research question, list them all. || **Statistical Analysis **  If you are able to provide this, please do so. || What are English language learners’ perceptions of student response systems as tools to facilitate communication in a predominantly English-speaking environment? <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";">Q-methodology || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";">Non-English speaking parents of K-12 students in a school district in Oregon that are enrolled in adult education classes. || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";">Participants will rank concourse statements on a scale of -10 to + 10 according to how much they agree or disagree with them. || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">Factor analysis of concourse statement rankings. || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> ||^  || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> || What are non-native English speaking parents’ attitudes about attending and participating in their children’s school meetings, events, and activities? <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";">Q-methodology || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";">Non-English speaking parents of K-12 students in a school district in Oregon that are enrolled in adult education classes. || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";">Participants will rank concourse statements on a scale of -10 to + 10 according to how much they agree or disagree with them. || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">Factor analysis of concourse statement rankings. || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> ||^  || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> || What factors facilitate or hinder the participation of English language learners’ parents in school functions? <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";">Qualitative || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";">Non-English speaking parents of K-12 students in a school district in Oregon that are enrolled in adult education classes. || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";">Interviews and questionnaires || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">Coding of data to identify any patterns that may emerge from the interviews and questionnaires. || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> ||^  || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> || <span style="font-size: 10.0pt; font-family: "Arial","sans-serif";"> ||
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