Week 2 research article analysis grading

Research Article Analysis 50 Points During our session at the OC Library, you will learn to search the databases for a scientific research article from a peer-reviewed journal that is related to the topic that you proposed in Part 1 of this assignment. You should leave the library session with a copy of a suitable research article, or having submitted an Inter-Library Loan Request to receive a suitable article from another institution within a week or so.

Week 2 research article analysis grading

David In this new column, Jane L. David shares with readers what research says about the effectiveness of current education reforms. In the coming months, David will examine the research behind such approaches as incentives to attract teachers to high-poverty schools and small learning communities.

In framing the issues and drawing conclusions, she will draw on articles from peer-reviewed journals and reports from research institutions as well as her own 35 years of experience studying schools and districts.

We welcome readers' comments at edleadership ascd. Today's expectation that all students will meet high standards has contributed to a backlash against "social promotion.

Educators and policymakers have debated for decades whether struggling students benefit more from repeating a grade or from moving ahead with their same-age peers. The argument for retention is that students who have not met grade-level criteria will fall further and further behind as they move through the grades.

A failing 2nd grader, retention advocates argue, would be better served by repeating 2nd grade than by moving on to 3rd grade. Surely a student who could not succeed in 2nd grade will have an even harder time succeeding in 3rd grade.

School systems cannot hold back every student who falls behind; too many would pile up in the lower grades. Moreover, it is expensive to add a year of schooling for a substantial number of students.

Therefore, in practice, schools set passing criteria at a level that ensures that most students proceed through the grades at the expected rate. Although solid statistics are hard to come by, estimates of the number of students retained at least once in their school career range from 10 to 20 percent.

Black students are more than twice as likely to be held back as white students, and boys twice as likely as girls National Center for Education Statistics, In the past, teacher judgment played a larger role in decisions about individual students.

More recently, in the context of high-stakes testing, states and urban districts have begun formalizing and tightening requirements for promotion, often using a single test score. Drawing such a line in the sand aims to limit teacher discretion to promote students who are struggling academically; it also aims to motivate students to work harder to avoid retention.

Policymakers believe that stricter requirements for promotion will increase the proportion of students likely to meet standards at higher grade levels.

Week 2 research article analysis grading

Published research on retention is vast. Hundreds of studies have been carried out during the last century, most focused on the elementary grades. As with any large body of research, the studies ask different questions, look at different consequences, and are fraught with methodological problems.

It's tricky in most cases to determine whether the students in the study would have fared better if they had been promoted instead of retained.

Jackson reviewed 44 studies that met a minimal set of methodological criteria. Finding few with significant results or even compelling patterns, he concluded that the evidence was insufficient to support the claim that grade retention is more beneficial than grade promotion.

About 10 years later, Holmes and Matthews reviewed an additional 44 studies that all included some type of comparison group of students. These researchers concluded that promoted students had higher academic achievement, better personal adjustment, and more positive attitudes toward school than retained students did.

Moving ahead another 17 years, Jimerson summarized the historical research and added a carefully culled set of studies conducted between andall of which included comparison groups of promoted students.

Most of the comparisons showed no significant differences between promoted and retained students on measures of achievement or personal and social adjustment. In those studies that did show a difference, the results favored the promoted students, especially on measures of achievement.

Recent studies have investigated retention in the context of state and district policies to require students to achieve a certain score for promotion. For example, Roderick and Nagaoka studied the effects of the Chicago Public Schools policy that bases promotion in grades 3, 6, and 8 on standardized test scores.

Using comparison groups of students who just missed the promotion cutoff, these researchers found that 3rd graders struggled during the repeated year, had higher rates of special education placement, and two years later showed no advantage over those who had been promoted.

Retained 6th graders had lower achievement growth than similar students who were not retained.

What's the Idea?

Retention can increase the likelihood that a student will drop out of school. Students who drop out are five times more likely to have been retained than those who graduate National Center for Education Statistics, Using data from Chicago, Jacob and Lefgren concluded that students retained in 8th grade were more likely to drop out than their peers, a finding that was not true for retained 6th graders.

They speculated that the 6th graders had more opportunities to catch up.Research Methods, Data Analysis, and Reporting to Support DoD Security Programs (CDSE ED ) Defense Security Service (DSS) Grading / Assignments project topic to instructor during Week 2) 3 Introduction to Qualitative Research Essence of Qualitative Data.

Grading Guide Research Article Analysis This assignment is due in Week Two. Content 60 Percent Points Earned X/ Summarizes the article. Explains the type of information that is discussed in each section of a research article. Further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate.

One or more studies with severe limitations D. Assignment Grading Criteria. Qualitative Research Article Analysis. Week Four. Resources: Guidelines for Qualitative Nursing Research Critique and Qualitative Research Article Analysis Grading Criteria.

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Read. a recent article, from the last 3 to 5 years, in a peer reviewed nursing journal that includes articles using qualitative design methods. Aug 27,  · Bucky Brooks grades one player from each NFC team based on Week 2 of the preseason.

Abdullah's fumbling woes could put him on the hot seat in Week 3.

Research Article Analysis - CHEM - Research Guides at OC Libraries

Grade: F. LATEST ANALYSIS Week 2 Power. X/ Summarizes the article. Explains the type of information that is discussed in each section of a research article.

Explains why the article would or would not be considered a reliable and valid source.

EBM: Levels of Evidence - Essential Evidence Plus