Assignment+5+Dustin+and+Virginia

Posting 1, Session 5 __Sampling Plan __ Virginia Blais and Dustin Rhoades (Taiwan) 1. The sample subjects will be the 21 students in Dustin’s fifth grade class. I’m leaving the names off because we’d need permission to publish them. 2. Demographics are as follows:  a. **Age Range:** 10-11 b. **Sex Distribution:** 12 boys and 9 girls c. **Ethnic Breakdown:** 10 Taiwanese, 3 Americans, 2 mixed Taiwanese/Americans, 1 German/Chinese, 1 Spanish/Taiwanese, 4 Korean d. **Location:** Taipei American School e. **Other important characteristics:** 6 students currently in ESL and another 8 who have been ESL students at some point.  <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">3. **The type of Sample:** Convenience Sample <span style="font-family: "Arial","sans-serif";">4. **Explain how you will select your sample:** We will use all the members of Dustin Rhoades’s class. <span style="font-family: "Arial","sans-serif";">5. **Kinds of Data:** <span style="font-family: "Arial","sans-serif";">•Likert Questionnaire (qualitative) <span style="font-family: "Arial","sans-serif";">•Test Scores (quantitative) <span style="font-family: "Arial","sans-serif";">Subject Completes: ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> **<span style="font-family: "Arial","sans-serif";">Pretest and Posttest **<span style="font-family: "Arial","sans-serif";"> (same assessment) to measure our dependent variable. ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> **<span style="font-family: "Arial","sans-serif";">Questionnaire **<span style="font-family: "Arial","sans-serif";"> (Likert) to measure student self-perception of spelling ability. <span style="font-family: "Arial","sans-serif";">Researcher Completes: ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> **<span style="font-family: "Arial","sans-serif";">Pretest and Posttest **<span style="font-family: "Arial","sans-serif";"> analysis based on continuum. Each child’s progress will be indicated graphically. ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> **<span style="font-family: "Arial","sans-serif";">Questionnaire **<span style="font-family: "Arial","sans-serif";"> graphic to compare first questionnaire with the second 6 weeks later. <span style="font-family: "Arial","sans-serif";">1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: "Arial","sans-serif";">Student scores on both the quantitative and qualitative assessments will entered into a spreadsheet and graphed. <span style="color: red; font-family: "Arial","sans-serif"; font-size: 16pt;"> <span style="color: red; font-family: "Arial","sans-serif"; font-size: 16pt;">Posting 2, Session 5 __<span style="color: red; font-family: "Arial","sans-serif"; font-size: 16pt;">Variable Measurement __ <span style="color: red; font-family: "Arial","sans-serif"; font-size: 16pt;">Virginia Blais and Dustin Rhoades (Taiwan) <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="color: red; font-family: "Arial","sans-serif"; font-size: 16pt;">Posting 3, Session 5 <span style="font-family: "Arial","sans-serif";"> __<span style="color: red; font-family: "Arial","sans-serif"; font-size: 16pt;">Likert Scale Items __ <span style="color: red; font-family: "Arial","sans-serif"; font-size: 16pt;">Virginia Blais and Dustin Rhoades (Taiwan) **__ Grade 5 Spelling Self-Evaluation __** || || ||  ||  || || Spelling is a challenge for me. || 5 4 3 2 1 NA || I enjoy figuring out how to write new words. || 5 4 3 2 1 NA || I think I am good at spelling words correctly on my own. || 5 4 3 2 1 NA || When I don’t know how to spell a word, I ask for help. || 5 4 3 2 1 NA || When I don’t know how to spell a word, I guess. || 5 4 3 2 1 NA || When I don’t know how to spell a word, I look in the dictionary. || 5 4 3 2 1 NA || When I don’t know how to spell a word, I think of a word that sounds like it to help. || 5 4 3 2 1 NA || When I don’t know how to spell a word, I have strategies to help myself. || 5 4 3 2 1 NA || I practice spelling after school with a tutor or school program. || 5 4 3 2 1 NA || People correct my spelling when I write. || 5 4 3 2 1 NA || I hope to become better at spelling new words independently. || 5 4 3 2 1 NA ||
 * <span style="font-family: "Arial","sans-serif";">Note: **<span style="font-family: "Arial","sans-serif";"> Our control group will be a neighboring class of similar ethnic background.
 * <span style="font-family: "Arial","sans-serif";">Note on Demographics: **<span style="font-family: "Arial","sans-serif";"> We don’t expect this extraneous variable to impact our dependent variable (student progression along a spelling continuum) because we’re taking a completely differentiated approach. By this we mean we’ve charted the areas where students missed 2 or more spelling conventions on a pretest (__Words Their Way__ recommends it be done like this) from long vowels and consonant blends on up to derivational roots. Each week we plan to regroup students based on the needs indicated in their pretest (in some cases students will work alone if they are the only student with a particular need) so they are only working on areas of the continuum they have yet to master. Consequently, student progression along the spelling continuum will only be judged in relation to each child’s initial pretest. It will not be compared to the rest of the class.
 * <span style="font-family: "Arial","sans-serif";">Instrumentation: operationalizing your dependent variables **<span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">6. Data Collection: **
 * <span style="font-family: "Arial","sans-serif"; letter-spacing: 2pt;">Data Collection Instruments **<span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">Research Question: **<span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif"; font-size: 12pt;">What is the impact of “Words Their Way” (spelling instructional program) on student progression across a spelling continuum given three 15-20 minute sessions per week over six weeks? <span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">Dependent variable— **<span style="font-family: "Arial","sans-serif";">Student progression along a spelling continuum
 * __<span style="font-family: "Arial","sans-serif";">Performance: __****<span style="font-family: "Arial","sans-serif";"> We will use a pre and post spelling sample completed by the students. **
 * __<span style="font-family: "Arial","sans-serif";">Attitudinal: __****<span style="font-family: "Arial","sans-serif";"> Pre/Posttest Likert Questionnaire. **<span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">Define the variable: **<span style="font-family: "Arial","sans-serif";">This scale measures student self-perception of spelling ability.
 * Strongly Agree ** ||
 * 5 ** ||
 * Disagree ** ||
 * 2 ** ||
 * Agree ** ||
 * 4 ** ||
 * Strongly Disagree ** ||
 * 1 ** ||
 * Neutral ** ||
 * 3 ** ||
 * Not Applicable ** ||
 * NA ** ||
 * 3 ** ||
 * Not Applicable ** ||
 * NA ** ||