Table 3.1. Data Shell Focus Question Literature Type: Method, How are data Rationale Sources Data, Validity analyzed? What is the Cooke, Type of Coded for Looking for most effective Kretlow, & Method: themes: categorical and way to Helf (2010) Instructional Recurring repeating data implement an Plan and IP Dominant that form intervention for Daily, Interview Emerging patterns of kindergarten Chafouleas, & behaviors reading Skinner (2005) Type of Data: readiness? Qualitative Caldwell (2005) Type of Validity: Content What effects Block (2003) Type of Dependent T To determine if will an Method: Lexia Independent T there are intervention Papadopoulos, Reading Test significant have on Charalambous, differences students’ Kanari, & Type of Data: between means academic Loizou (2004) Quantitative, from one group achievement? Nominal tested twice, Slavin (2003) significant Type of differences Validity: between means Content from two independent groups How will (2003) Type of for Looking for teachers and Method: themes: categorical and students feel MacDonald & Reflective Recurring repeating data about the Figueredo Journal, Dominant that form intervention? (2010) Student Emerging patterns of Pictograph, behaviors. Papadopoulos, Group Charalambous, Kanari, & Type of Data: Loizou (2004) Qualitative, Nominal Type of Validity: Construct
Table 3.1. Data Shell Focus Question Literature Sources Type: Method, Data, Validity How are data analyzed? Rationale What is the most effective way to implement an intervention for kindergarten reading readiness? Cooke, Kretlow, & Helf (2010) Daily, Chafouleas, & Skinner (2005) Caldwell (2005) Type of Method: Instructional Plan and IP 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 What effects will an intervention have on students’ academic achievement? Block (2003) Papadopoulos, Charalambous, Kanari, & Loizou (2004) Slavin (2003) Type of Method: Lexia Reading Test Type of Data: Quantitative, Nominal Type of Validity: Content Dependent T Independent T To determine if there are significant differences between means from one group tested twice, significant differences between means from two independent groups How will teachers and students feel about the intervention? (2003) MacDonald & Figueredo (2010) Papadopoulos, Charalambous, Kanari, & Loizou (2004) Type of Method: Reflective Journal, Student Pictograph, Group Type of Data: Qualitative, Nominal Type of Validity: Construct for themes: Recurring Dominant Emerging Looking for categorical and repeating data that form patterns of behaviors.
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