3.1 Data Shell Focus Question Literature Type: Method, How are data analyzed? Rationale Sources Data, Validity Why do these data answer the question? How are curricula Shenton, A., & Type of Coded for themes Looking for implemented Pagett, L. Method: Recurring categorical and through the use of (2007). Instructional Dominant repeating data that an interactive Lerman, S., & plan rubric Emerging form patterns of whiteboard and Zevenbergen, and interview behaviors hands-on activities? R. (2008). Type of Data: Qualitative Type of Validity: Content How do interactive Brandt, C., & Type of Dependent T To determine if there whiteboards Pinchok, Nick. Method: are significant compare with (2009). Teacher made Independent T differences between hands-on learning Popham, pre/post means from one group approaches in (2008). and formative tested twice. student learning? Starkman, N. assessments (2006). To determine if there Type of data: are significant Interval differences between means from two Type of independent groups Validity: Content What are the Smith, H., Type of for themes Looking for impacts of Higgins, S., Method: Recurring categorical and interactive Wall, K., & Reflective Dominant repeating data that whiteboards and Miller, J. Journal Emerging form patterns of hands-on activities (2005). behaviors on student Lerman, S., & Type of Data: engagement while Zevenbergen, Qualitative Dependent T To determine if there teaching the R. (2008). Independent T are significant curriculum? Type of differences between U.S. Validity: means from one group Department of Construct tested twice. Education, IES National To determine if Center for are significant Education differences between means from two Evaluation and independent groups Regional Assistance. (2010). The instructional plan used for implementation of both methods of teaching fractions was developed and colleague reviewed prior to the research study. My colleague
3.1 Data Shell Focus Question Literature Sources Type: Method, Data, Validity How are data analyzed? Why do these data answer the question? Rationale How are curricula implemented through the use of an interactive whiteboard and hands-on activities? Shenton, A., & Pagett, L. (2007). Lerman, S., & Zevenbergen, R. (2008). Type of Method: Instructional plan rubric and interview Type of Data: Qualitative Type of Validity: Content Coded for themes Recurring Dominant Emerging Looking for categorical and repeating data that form patterns of behaviors How do interactive whiteboards compare with hands-on learning approaches in student learning? Brandt, C., & Pinchok, Nick. (2009). Popham, (2008). Starkman, N. (2006). Type of Method: Teacher made pre/post and formative assessments Type of data: Interval Type of Validity: Content Dependent T Independent T To determine if there are significant differences between means from one group tested twice. To determine if there are significant differences between means from two independent groups What are the impacts of interactive whiteboards and hands-on activities on student engagement while teaching the curriculum? Smith, H., Higgins, S., Wall, K., & Miller, J. (2005). Lerman, S., & Zevenbergen, R. (2008). U.S. Department of Education, IES National Center for Education Evaluation and Regional Assistance. (2010). Type of Method: Reflective Journal Type of Data: Qualitative Type of Validity: Construct for themes Recurring Dominant Emerging Dependent T Independent T Looking for categorical and repeating data that form patterns of behaviors To determine if there are significant differences between means from one group tested twice. To determine if are significant differences between means from two independent groups The instructional plan used for implementation of both methods of teaching fractions was developed and colleague reviewed prior to the research study. My colleague
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