Running head: M3 RESERCH DESIGN

M3 Research Design Critique Report

Texas A&M University-Commerce
Kristin McCloskey

M3 RESEARCH DESIGN

M3 Research Design Critique Report

Researchers must decide on a type of design that will benefit the independent and
dependent variables being studied. Two designs that researchers can use are the causal
comparative and correlational design. A researcher may choose to use either of these
research designs depending on what is being explored. For example researchers that are
studying the high school graduation rate of students that immigrated here in the 9th grade
compared to similar students that were born here may use the casual comparative design.
Whereas a researcher that wanted to study the relationship to high scores on state test and
outside of class reading would benefit to use the correlation design.
Both research designs aim to explore relationships among variables, attempt to
explore causations, and provide guidance for succeeding experimental studies. Though
there are similarities, the difference are why researchers choose one or the other. With
the causal comparative there are two or more groups with one variable, research occurs
after an event or action occurred, and there is not complete control over the groups.
Comparative casual design compares averages and uses crossbreak tables. The
correlation design requires a score, investigates two or more quantitative variables, and
the research group is usually a minimum of thirty participants. Correlation design uses
scatterplots for the analyses of data.
It is important that researchers develop quality surveys and obtain the most
participants as possible. When designing a survey the researcher must consider the
following: defining the problem, identify the target population, and make it interesting
and important to motivate responses. Researchers will consider the type of survey they

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will conduct that will provide the researcher with the correct study of a groups(s). These
types include cross-sectional study, longitudinal study, trend, cohort, and panel. There
are different forms that the survey can be distributed to participants in the studies and
these forms can be on the internet, personal interviews, mail survey, and telephone
surveys. Along with the distribution the researcher must consider the questions which
can designed to be open-ended with questions and/or closed-ended.

First Article Summary

Purpose of Study
English as a second language (ESL) placement is meant to provide a purposeful
education for students that are learning English. In the study by Callahan, Wikinson, and
Muller (2010), they explore the effects of the placement of the English language learning
in the ESL placement. They research the effects of the ESL placement on the learner on
college readiness and academic achievement.
Summation of Research Literature
Researchers found that there were considerable variations on
how language minority students were identified. Identifying the
students correctly will allow them to receive ESL services. In 2002 the
passing of the No Child Left Behind Act, also determines requirements
for annual assessments of both English proficiency and progress. It
was that at the school and district levels procedures for identification

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varied. Depending on the percentage of language minority students

on a campus usually determined the amount of services that they
received and the number of teachers available.
Inconsistency with identifying limited English proficiency across
schools seemed to Part of the problem with assessing and instructing.
The process to identify the language minority students starts with a
home language survey, than the learners English language must be
identified. Each state has a different assessment that is used to
identify the ELLs, which can cause some state to identify fewer. The
lack of consistency in the process across the nation may attribute to
the low achievement and ESL placement.
Method for Collecting and Analyzing Data
Data from this study was used from Educational Longitudinal Study. The study
used data from a sample of more than 15,000 sophomores from 752 public and private
high schools that were enrolled during the 2001-2002 school year. They surveyed the
sophomore cohort in 2002, then followed up 2 years later in 2004. The information
collected included detail information on the high school attended, and transcripts that
would include information that may influence achievement and college readiness.
Results and Conclusions
Results from this study indicated that ESL placement does effect the students
achievement level. The long term placement in ESL, does not help a student achieve the
rigor and course work need to be college ready. The longer in the program the more

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likely there is going to be low achievement. If schools can better assess and keep track of
the language minority student there is a more likelihood of higher achievement.

Second Article Summary

Purpose of Study
The purpose of this study on professional learning communities (PLCs) was to
study the process of operation of the PLCs and the connection to student achievement,
Owen (2013). Roles of teachers are changing, and teachers are becoming co-facilitators
and co-learners, and working together with their colleagues. In this study Owen uses
three interviews with teachers within the studies the student learning outcome and the
links to teacher learning are studied. Artifacts that were used to collect data included
achievement, student work samples, self-reports and teacher observations. The focus
of the research was the following: What specific professional learning
processes and changes to practice occur within PLCs operating within
innovative schools and what aspects do teachers highlight about
impacts on student learning?
Summation of Research Literature
Professional learning communities have been used in schools for
several years, but research has not been done on the process and the
impact of student achievement. PLCs provide teachers a community to
connect with other teachers to receive feedback and share strategies

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for teaching. In PLCs teachers are able to review student data for
monitoring purposes for implementing new teaching strategies and
student progress. During this meeting time teachers can also obtain
feedback on instructional processes.
Professional learning communities have been characterized as
helping to change beliefs and practices with teachers to gain a shared
vision. During the PLCs teachers are supported by campus leaders,
while leadership is forming within the meetings. There is little research
on about the specific process involved to foster the teachers.
Method for Collecting and Analyzing Data
The research collected data using three innovative schools for study. The schools
were selected were recognized within the Organisation of Economic Co-operation and
Development as part the Innovative Learning Environment Project. Data that was used
for this study included relevant documentation materials and teacher surveys at each
school.
The data was based on a mixed-method approach indicating that there were
several different tools and techniques used to collect data. By using a multitude of tools
it allowed the research to be confident about the results. Research approaches include
interviews and case studies. Analysis happen through the researchers reading through
transcripts and writing notes.
Results and Conclusions

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The research in this project concluded that the professional learning communities
did impact students. Though the study was to be considered to be problematic due to the
generalizability and transferability. An example would be data that resulted from teacher
self-surveys. Overall the impact that was seen in students was creativity, achievement,
and self-management. But more so it reinvigorated the teachers passion for teaching.

References
Callahan, R., Wilkinson, L., & Muller, C. (n.d). Academic Achievement and Course
Taking Among Language Minority Youth in US Schools: Effects of ESL
Placement. Educational Evaluation And Policy Analysis, 32(1), 84-117.
Owen, S. M. (2015). Teacher Professional Learning Communities in Innovative Contexts:
"Ah Hah Moments," "Passion" and "Making a Difference" for Student Learning.
Professional Development In Education, 41(1), 57-74.

EDAD 595 Module (3, 4, 5) Grading Rubric

CLAQWA (modified), Flateby & Metzger - University of South Florida
Point
s

Assignment Requirements

Addresses and develops each aspect of the assignment and goes beyond the
assignment prompt to address additional related material.

Addresses each aspect of the assignment.

Addresses the appropriate topic and partially fulfills assignment requirements.

M3 RESEARCH DESIGN

Addresses the appropriate topic, but omits most or all of the assignment requirements.

Off topic or vaguely addresses the topic.

Quality of Details

Provides details that help develop each element of the text and provide supporting
statements, evidence or examples necessary to explain or persuade effectively.

Provides details that support the elements of the text with sufficient clarity, depth and
accuracy.

Provides details that are related to the elements of the text, but do not support those
elements with sufficient clarity, depth or accuracy.

Provides details that are loosely related to the elements of the text, but are lacking
clarity, depth and accuracy.

Provides details that do not develop the elements of the text.

Quantity of Details

All points are supported by a sufficient number of details.

All points are developed, but some may need additional details.

Additional details are needed to develop some points.

Additional details are needed to develop most points.

Virtually no details are present.

Grammar and Mechanics

Sentences are grammatically and mechanically correct.

Rare grammatical and mechanical errors exist, but do not affect readability.

A limited variety of grammatical errors exist.

A variety of grammatical errors appear throughout the text possibly affecting readability.

Most sentences exhibit multiple grammatical and mechanical errors, obstructing

meaning.
Earned Point Total:

/20