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Essay / Research Paper Abstract
This 5 page paper provides an overview of two research articles on educational programming. This paper compares and contrasts these articles. Bibliography lists 2 sources.
Page Count:
5 pages (~225 words per page)
File: MH11_MHcompart5.doc
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of the Aspects Influencing the Implementation of Invitational Education in Schools in the United States of America. This comparison will assess the research designs, data collection and provide a
critique that includes evaluations of their research questions, measurement and instrumentation, validity and sampling process and ethical considerations. Designs We us Busch, OBrien and Spangers (2005) research design was
based on a mixed methods approach, relying on both qualitative and quantitative measures. The use of the mixed method was determined appropriate because the researchers sought to bring together
research reflecting four different areas related to program outcomes: reaction, learning, behavior and results. Steyn (2006) used a qualitative research design and
determined this to be the most suitable because it provided a basis for evaluating the views of educators and principals through an interview process. Field research was determined the
best approach to respond to the research question introduced. The foundation of Steyns approach was phenomenological and the qualitative design reflected this foundation. Data Collection Busch, OBrien and Spanger
(2005) used a dual approach to collecting data, the first segment of which was to collect quantitative data through six distinct measures. The qualitative data for the study by
Busch, OBrien and Spanger was conducted using narrative responses to specific open-ended questions on the reaction surveys, as well as summaries of the potential leadership characteristics that were noted by
mentors and superintendents on their surveys. The results presented by Busch, OBrien and Spanger was presented in table format, and included the presentation of a t-test comparison;
a table of the outcomes of assessments of contingent rewards, including pre- and post-test outcomes; and pre- and post-test data analysis charts of selected leader competencies. The qualitative data
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