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Research And Evaluation In Education And Psychology Integrating Diversity With Quantitative Qualitative And Mixed Methods 6th Edition Donna M. Mertens - Solutions
Are sources cited inclusive of “marginalized” voices? Are citations made that reference viewpoints of those with the least power?
History: Could events (other than the independent variable) have influenced the results?
Maturation: Could biological or psychological changes in study participants (other than those associated with the independent variable) have influenced the results?
Testing: Could the participants have become “test-wise” because of the pretest?
Instrumentation: Was there a difference between the pre- and posttests?
Statistical regression: Were extreme groups used?
Differential selection: Did the experimental and control groups differ in ways other than exposure to the independent variable?
Experimental mortality: Did participants drop out during the study?
Selection-maturation: Was differential selection a problem based on the biological or psychological characteristics of the sample?
Experimental treatment diffusion: Were the treatment and control groups close enough to share ideas?
Compensatory rivalry by the control group: Did the control group try extra hard?
Compensatory equalization of treatments: Were extra resources given to the control group?
Resentful demoralization of the control group: Was the control group demoralized because of being “left out”?
Was the experimental treatment described in sufficient detail?
Were multiple treatments used? Did they interfere with each other?
Was the Hawthorne effect operating?
What is the theoretical framework, and what are the research questions? Does the review provide enough information to support the researcher’s theoretical framework and research questions posed?
To what extent does the review establish a need for the study? What is the author’s rationale for why this study is needed? What do we know? What do we need to know?Why is this study important (practically and in terms of scholarship)?
Personal influences: What influences did personal characteristics or circumstances, such as social class, gender, race and ethnicity, language, disability, or sexual orientation, have in shaping interpersonal interactions, including interactions between and among evaluators, clients, program
Beliefs and values: What are the influences of the beliefs and values of the evaluator and other key players in filtering the information received and shaping interpretations?
Catalyst for change: What evidence is there that the evaluation was conceptualized as a catalyst for change (e.g., shift the power relationships among cultural groups or subgroups)?
Unintended effects: What evidence is there of sensitivity to unintended (positive or negative) effects on culturally different segments of the population?
Time: Were the time and budget allocated to the evaluation sufficient to allow a culturally sensitive perspective to emerge?
Cultural sophistication: Did the evaluator demonstrate cultural sophistication on the cognitive, affective, and skill dimensions? Was the evaluator able to have positive interpersonal connections, conceptualize and facilitate culturally congruent change, and make appropriate cultural assumptions in
Avoidance of arrogant complacency: What evidence is there that the evaluator has been willing to relinquish premature cognitive commitments and to be reflexive?
Find a published evaluation study. Critically analyze the study using the questions for critical evaluation of evaluation studies listed in this chapter. Summarize the strengths and weaknesses of the study. Suggest possible changes that might strengthen the study.
Find a second published evaluation study that exemplifies a different evaluation model or paradigm. Critically analyze it using the questions for critical evaluation of evaluation studies listed in this chapter. Suggest possible changes that might strengthen the study.
Contrast the types of strengths and weaknesses that emerge from the two studies that were conducted from a different evaluation model or paradigm. How did the differences in the studies affect your use of the evaluation standards that were presented in this chapter (the Program Evaluation Standards
Because the Standards were developed within the context of educational evaluations, there has been some discussion about their applicability to evaluations in other settings.Review an evaluation study based in another type of program (e.g., drug abuse, clinical services). Critically comment on the
Brainstorm ideas for an evaluation study. Working in a small group, design an evaluation plan following the steps outlined in this chapter. Include in your plan all the components listed in Chapter
Critique your plan using the questions for critical analysis listed in this chapter.
The purpose of the literature review is to place the current research into the “big picture”of what is known and not known about a specific topic. What is the big picture into which this study fits? What is the central topic? How is the researcher conceptualizing the problem?
What is the nature of the literature cited?a. Is the review current, using research that is recent enough to have applicability to the proposed research? Some researchers recommend inclusion of studies within the last ten years, unless a study is being included for historical purposes. This time
Is the literature review well balanced, presenting evidence on both (or all) sides of the issue?
Is the review free from the biases of the reviewer? Is there any evidence in terms of emotional language, institutional affiliation, funding source, and so on to suggest that the reviewer might be biased?
Was the treatment influenced by being novel or disruptive?
Identify reasons for using paradigms as organizing frameworks for methods in the research world.
Review up to five empirical research studies using questions for critical analysis of literature reviews.
Explain the importance of experimental design in the postpositivist paradigm.
Define and give examples of independent and dependent variables, experimental and control groups, random assignment, and internal and external validity.
Identify threats to internal and external validity, along with ways to minimize these threats by design.
Diagram and explain research designs for experimental, quasi-experimental, and single-group studies.
Discuss other design issues, such as the type of treatment variable, ordering effects, and matching subjects.
Assess the use of experimental research when viewed through the transformative, constructivist, and Indigenous paradigms.
Examine experimental, quasi-experimental, and single-case designs using a sample study and the criteria provided at the end of the chapter.
Identify variables that are appropriate for causal comparative and correlational research, including but not limited to gender, race/ethnicity, Indigeneity, and disability, and the intersection of these variables.
Discuss the challenging issues in this type of research that relate to focusing on group differences, group identification, the fallacy of homogeneity, and the post hoc fallacy.
Identify causal comparative research studies and analyze them to determine the steps for conducting causal comparative research, focusing on the strategies used by the researchers to strengthen their approach.
Identify correlational research studies and analyze them to determine the steps for conducting both relationship and prediction studies, with special attention given to statistical decisions for analysis of data.
Examine causal comparative and correlational research using the questions for critical analysis presented at the end of the chapter.
List the steps for conducting a survey research study, including the design phase, the sampling plan, designing the questionnaire, conducting the survey, and troubleshooting the questionnaire.
Construct different types of questions, such as demographic, sensitive and nonthreatening behavioral, knowledge, and attitude questions based on the examples in this chapter.
Explain response rates and strategies that can be used to increase response rates.
Explain specific issues related to mailed surveys, phone interviews, and web-based surveys.
Develop a conceptual framework, solve a practical problem, and/or formulate research questions and hypotheses using the literature review.
Conduct a literature review, taking these actions: obtain full-text resources, read and prepare reference information and notes on each resource, evaluate the research reports, and synthesize your findings.
Define the term paradigm and the types of assumptions that define a paradigm.
Describe the main assumptions of the five major paradigms: postpositivist, constructivist, transformative, pragmatic, and Indigenous.
Assess your own assumptions with regard to these paradigms and articulate which paradigm reflects your own worldview.
Discuss the political context of research and its implications for types of questions and methodological choices.
Formulate arguments about how causality can be demonstrated using the different paradigmatic frameworks.
State your thoughts on the permeability of borders between the paradigms and the possibility/benefits of bringing different paradigms together.
Define evaluation and distinguish it from research in terms of purpose, method, and use.
Explain the history of evaluation and current theoretical models that align with the five philosophical paradigms described in Chapter 1.
Describe the following approaches to evaluation: the CIPP (context, input, process, product) model, responsive evaluation, theory-based evaluation, impact evaluation, participatory evaluation, utilization-focused evaluation, Real World Evaluation, developmental evaluation, empowerment evaluation,
Identify the steps needed to plan an evaluation in terms of what is to be evaluated, the purpose of the evaluation, the stakeholders in the evaluation, constraints affecting the evaluation, the evaluation questions, selection of an evaluation model, data collection specification, analysis and
Discuss the ethical guidelines from the American Evaluation Association.
Identify the questions needed to critically analyze evaluation studies based on the Program Evaluation Standards (Yarbrough et al., 2011).
Compare the two major reasons for conducting a literature review: as a basis for conducting your own research or as an end in itself.
Produce a nine-step process for conducting a literature review.
Develop a preliminary focus for your research.
Review secondary sources to get an overview of your topic.
Develop a search strategy, including identification of preliminary sources and primary sources, engaging with communities, and accessing personal networks.
Describe how language differences between researchers and participants can be addressed.
Examine the benefits and challenges of the use of technology in an example of survey research.
Explain the philosophical assumptions of this approach, along with the methodological implications of those assumptions.
Identify specific designs for mixed methods research through analyzing examples of these designs.
Examine mixed methods research sample studies using questions for critically analyzing mixed methods research.
Compare and contrast the viewpoints of researchers who work within the postpositivist, constructivist, pragmatic, transformative, and Indigenous paradigms in relation to sampling strategies and generalizability.
Explain the concepts of external validity and transferability in sampling decisions.
Describe challenges in the definition of specific populations in terms of conceptual and operational definitions, identifying a person’s racial or ethnic status, identifying persons with a disability, heterogeneity within populations, cultural issues, and recruitment strategies.
Explain the importance of intersectionality in sampling.
Describe and give examples of strategies for designing and selecting samples, including probability based, theoretical-purposive, and convenience sampling, as well as for sampling for complex designs such as mixed methods designs and those using hierarchical linear modeling.
Discuss the importance of sampling bias, access issues, and sample size.
Explain the ethical standards for the protection of study participants and procedures for ethical review in terms of various types of ethical review boards, including institutional review boards and community-based review boards.
Examine the sampling definition, selection, and application of ethical review strategies in research studies using the questions provided.
Explain how operationalizing a concept provides a basis for making decisions about data collection.
Identify the characteristics of multiple types of quantitative measures, including standardized and nonstandardized testing, norm-referenced and criterion-referenced testing, individual and group tests, speed and power tests, performance and portfolio assessment, curriculum-based assessment, and
Describe and apply steps for the selection and development of data collection instruments, including sources of previously developed instruments and steps in the development of your own instrument.
Identify the characteristics of qualitative approaches to data collection, including observations, individual and focus group interviews, records and document review, participatory data collection strategies, and visual data.
Discuss implications of different strategies for data collection, including technology, mixed methods approaches, and Indigenous approaches.
Describe the meaning of standards for judging the quality of data collection from the vantage point of various paradigms, including reliability and dependability; validity and credibility; objectivity and confirmability; and avoidance of bias based on dimensions of diversity such as gender, race
Discuss the importance of mixed methods in educational and psychological research.
Define mixed methods research and identify typical characteristics associated with this approach.
Assess survey approaches, specifically in how they address issues of gender, disabilities, racial/ethnic minorities, and children.
Find survey research studies and critically analyze them using questions for critical analysis presented at the end of this chapter.
Explain possible uses for single-case research.
Identify those characteristics of single-case research that enhance experimental validity, reliability, generalizability, and social validity.
Develop five design options for a hypothetical single-case study: phase change(withdrawal, reversal, ABAB), changing criterion, alternating-treatment, multiplebaseline(across people, situations, and behaviors), and factorial designs.
Describe the two data analysis options: visual and statistical.
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