Educational Assessment, Evaluation, and Research Commons^™

Ibm Spss For Introductory Statistics: Use And Interpretation, Fifth Edition, George A. Morgan, Nancy L. Leech, Gene W. Gloeckner, Karen C. Barrett

Nancy Leech

About this book:

Designed to help students analyze and interpret research data using IBM SPSS, this user-friendly book, written in easy-to-understand language, shows readers how to choose the appropriate statistic based on the design, and to interpret outputs appropriately. The authors prepare readers for all of the steps in the research process: design, entering and checking data, testing assumptions, assessing reliability and validity, computing descriptive and inferential parametric and nonparametric statistics, and writing about outputs. Dialog windows and SPSS syntax, along with the output, are provided. Three realistic data sets, available on the Internet, are used to solve the chapter …

Problems With Null Hypothesis Significance Testing, Jeffrey A. Gliner, George A. Morgan, Nancy L. Leech, Robert J. Harmon

Nancy Leech

In our last column, we discussed inferential statistics and hypothesis testing, both instrumental in the process of null hypothesis significance testing (NHST). Although NHST has been the hallmark of biological, behavioral, and social sciences for most of the past century, objections and concerns have recently increased for two reasons. First, the logic underlying NHST is difficult to understand and appears to be backward. Second, and perhaps more important, NHST is often improperly used in medical and behavioral research.

Teaching Statistics Courses: Some Important Considerations, Anthony J. Onwuegbuzie, Nancy L. Leech

Nancy Leech

Most college students from the behavioral and social sciences are required to enroll in at least one statistics course. Unfortunately, many of these students often attain lower levels of achievement in these courses than in their other classes. Consequently, statistics instructors are faced with the challenge of deciding how to maximize student learning and minimize anxiety and disaffection. Thus, this paper provides a discussion of considerations upon which instructors must reflect in order to address students' needs: context (e.g., undergraduate vs. master's vs. doctoral), content (e.g., measurement vs. evaluation vs. research design), and pedagogical style (e.g., web-based vs. traditional; theory …

The Meaning Of Validity In The New Standards For Educational And Psychological Testing: Implications For Measurement Courses, Laura D. Goodwin, Nancy L. Leech

Nancy Leech

• The treatment of validity in the newest edition of Standards for Educational and Psychological Testing (Standards; American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 1999) is quite different from coverage in earlier editions of the Standards and in most measurement textbooks. The view of validity in the 1999 Standards is discussed, and suggestions for instructors of measurement courses are offered.

The Effects Of Full And Alternative Day Block Scheduling On Language Arts And Science Achievement In A Junior High School, Chance W. Lewis, R. Brian Cobb, Marc Winokur, Nancy L. Leech, Michael Viney, Wendy White

Nancy Leech

The effects of a full (4 X 4) block scheduling program and an alternate day (AB) block scheduling program in a junior high school were under investigation in this study through the use of an ex post facto, matched sampling design. Measures investigated were standardized achievement tests in science and language arts. Both forms of block scheduling had been in place for several years, and one teacher in science and one teacher in language arts had taught students under both forms of scheduling. Because the sampling designs and analyses were different for the science and the language arts areas, two …

Post-Hoc Power: A Concept Whose Time Has Come, Anthony J. Onwuegbuzie, Nancy L. Leech

Nancy Leech

This article advocates the use of post hoc power analyses. First, reasons for the nonuse of a priori power analyses are presented. Next, post hoc power is defined and its utility delineated. Third, a step-by-step guide is provided for conducting post hoc power analyses. Fourth, a heuristic example is provided to illustrate how post hoc power can help to rule in/out rival explanations in the presence of statistically nonsignificant findings. Finally, several methods are outlined that describe how post hoc power analyses can be used to improve the design of independent replications.

The Role Of Sampling In Qualitative Research, Anthony J. Onwuegbuzie, Nancy L. Leech

Nancy Leech

Many qualitative researchers state that sample size and sampling are not issues in qualitative research. However, we argue that making sampling and sample size considerations is central to qualitative research. First, we refute arguments made by qualitative researchers who claim that sampling and sample size considerations are not relevant. Second, we contend that sampling represents a multidimensional construct. Third, we posit that most qualitative studies involve some type of analytical generalization. Thus, choosing a sample size and sampling scheme represent an active process of reflection.

Taking The “Q” Out Of Research: Teaching Research Methodology Courses Without The Divide Between Quantitative And Qualitative Paradigms, Anthony J. Onwuegbuzie, Nancy L. Leech

Nancy Leech

The purpose of this paper is to provide evidence that the debate between quantitative and qualitative is divisive and, hence, counterproductive for advancing the social and behavioral science field. We advocate that all graduate students learn to utilize and to appreciate both quantitative and qualitative research methodologies. As such, students will develop into pragmatist researchers who are able to utilize both quantitative and qualitative techniques when conducting research. We contend that the best way to accomplish this is by eliminating quantitative research methodology and qualitative research methodology courses from curricula and replacing these with research methodology courses at different levels …

On Becoming A Pragmatic Researcher: The Importance Of Combining Quantitative And Qualitative Research Methodologies, Anthony J. Onwuegbuzie, Nancy L. Leech

Nancy Leech

The last 100 years have witnessed a fervent debate in the USA about quantitative and qualitative research paradigms. Unfortunately, this has led to a great divide between quantitative and qualitative researchers, who often view themselves as in competition with each other. Clearly, this polarization has promoted purists, namely, researchers who restrict themselves exclusively either to quantitative or to qualitative research methods. Mono‐method research is the biggest threat to the advancement of the social sciences. Indeed, as long as we stay polarized in research, how can we expect stakeholders who rely on our research findings to take our work seriously? Thus, …

Researching Women's Groups: Findings, Limitations, And Recommendations, Nancy L. Leech, Nathalie L. Kees

Nancy Leech

Although most counselors believe that women's groups are helpful and important, there is little empirical research in this area. The purpose of this article is to report the current state of published research on women's groups. An overview of previous reviews of the literature is discussed, and 26 articles that were located through PsycINFO and ERIC and are analyzed and discussed. Recommendations for future research are included.

Understanding Correlation: Factors That Affect The Size Of R, Laura D. Goodwin, Nancy L. Leech

Nancy Leech

The authors describe and illustrate 6 factors that affect the size of a Pearson correlation: (a) the amount of variability in the data, (b) differences in the shapes of the 2 distributions, (c) lack of linearity, (d) the presence of 1 or more "outliers," (e) characteristics of the sample, and (f) measurement error. Also discussed are ways to determine whether these factors are likely affecting the correlation, as well as ways to estimate the size of the influence or reduce the influence of each.

Sexual Minority Youth Perspectives On The School Environment And Suicide Risk Interventions: A Qualitative Study, Philip A. Rutter, Nancy L. Leech

Nancy Leech

This qualitative study explored the experiences of five gay, lesbian, and bisexual adolescents' perspectives on their schools' acceptance of their sexual orientation, and perceptions of these schools' approach to suicide risk intervention. Focus groups were tape recorded, transcribed, and analyzed through constant comparative analysis. Themes that emerged from the data included participants feeling judged by school counselors and teachers, feeling unsafe at school, and concerned about school staff's response to suicide risk and interventions. Implications for school counselors, teachers and administrators are discussed.

Sampling Designs In Qualitative Research: Making The Sampling Process More Public, Anthony J. Onwuegbuzie, Nancy L. Leech

Nancy Leech

The purpose of this paper is to provide a typology of sampling designs for qualitative researchers. We introduce the following sampling strategies: (a) parallel sampling designs, which represent a body of sampling strategies that facilitate credible comparisons of two or more different subgroups that are extracted from the same levels of study; (b) nested sampling designs, which are sampling strategies that facilitate credible comparisons of two or more members of the same subgroup, wherein one or more members of the subgroup represent a sub-sample of the full sample; and (c) multilevel sampling designs, which represent sampling strategies that facilitate credible …

Toward A Unified Validation Framework In Mixed Methods Research, Amy B. Dellinger, Nancy L. Leech

Nancy Leech

The primary purpose of this article is to further discussions of validity in mixed methods research by introducing a validation framework to guide thinking about validity in this area. To justify the use of this framework, the authors discuss traditional terminology and validity criteria for quantitative and qualitative research, as well as present recently published validity terminology for mixed methods research. The authors discuss the rationale for their framework and how it unifies thinking about validity in mixed methods research. Finally, they discuss how the framework can be used.

Understanding Urban High School Students Of Color Motivation To Teach: Validating The Fit-Choice Scale, Nancy L. Leech, Carolyn A. Haug, Margarita Bianco

Nancy Leech

The Factors Influencing Teaching Choice (FIT-Choice) scale was completed by 86 high school students of color prior to beginning a class focusing on motivating students to become interested in teaching. Findings based on confirmatory factor analysis support the underlying FIT-Choice scale factor structure reported in previous studies. Students’ perceptions about teaching and motivations to teach were significantly lower compared with predominantly White female pre-service and in-service teachers for the majority of factors. The high school students of color were most drawn to teaching by their respect for the proficiency required of a good teacher.

Immersions In Global Equality And Social Justice: A Model Of Change, Kevin Guerrieri, Sandra Sgoutas-Emch

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

In the work for global equality and social justice, how should “change” be understood? Who determines what must change or be changed? In the efforts to carry out social change, what is the academy’s relationship with the community, society at large, and the broader world? This article parts from these and other key questions and then proposes a model of change that can be used as a lens for examining any project, program, or organization with the aim of creating positive change that is meaningful, sustainable, and holistic. The article provides both an explanation of the underlying interdisciplinary theoretical framework …

The Spirituality Of Immersion: Solidarity, Compassion, Relationship, Michael E. Lovette-Colyer

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

While the term spirituality can be problematic, obscuring as much as revealing, immersion experiences cannot be understood fully without exploring the contours of what can only be described as spirituality. To the extent that they work, immersions effect change when they speak to the deepest longings of the heart. While manifesting in many different ways, the spirituality of immersion revolves around three major components: solidarity, compassion, and relationship. The spirituality of immersion is a developed relationality, a desire to enter into richer, wider, more expansive relationships with others, which naturally leads into deeper relationship with God.

Reflections On Skipping Stones To Diving Deep: The Process Of Immersion As A Practice, Judith Liu Dr

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

Reflecting upon over 30 years of teaching courses with a community service-learning and engagement component, this article is a personal piece that explores the author’s journey through voluntarism, community service-learning and civic engagement, and how that path has led to embracing immersion as a critical pedagogical practice for community engagement.

Engaged Pedagogy: Reflections From A Barriologist, Rigoberto Reyes

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

This essay offers advice to University faculty and administrators on how best to implement the work of engaged pedagogy and community development work. The author is an established activist and community organizer for the past 40 years. His most important recommendation when doing the work of community engagement is to begin work that starts and benefits the community.

Conclusion: A Four-Phase Model For Teaching And Learning Mixed Research, Anthony J. Onwuegbuzie, Rebecca K. Frels, Kathleen M.T. Collins, Nancy L. Leech

Nancy Leech

In this editorial, we outline a model for teaching a doctoral-level mixed research course either face-to-face or on-line. This model is designed to provide doctoral students with varied opportunities to acquire the knowledge and skills to formulate, to plan, and to implement rigorous and successful mixed research studies and programs of research. We discuss the four overlapping phases of the model: conceptual/theoretical, technical, applied, and emergent scholar phases. Finally, we provide the challenges for instructors using this model via a qualitative inquiry, and challenges and learning benefits of students via a mixed research analysis of reflections of the course. In …