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Students are able to research topics by designing focused questions, planning investigations using inquiry models, and analyzing primary and secondary sources. They can evaluate sources for reliability and draw supported conclusions. Students communicate decisions through research-based texts and take informed social action by reflecting on different perspectives. The curriculum focuses on economic concepts such as needs and wants, scarcity, and opportunity costs. Students investigate decisions related to allocating resources and justify choices considering these economic factors.
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Research:
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1. Pose a question.
2. Collect data to answer the question.
3. Present an answer to the question.
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3. Structured Research Design: Quantitative studies typically have a structured and predetermined research design. The research process is planned in advance, and the data collection instruments, such as surveys or experiments, are carefully designed.
4. Large Sample Size: Quantitative research often requires a large sample size to ensure statistical reliability and generalizability of findings to a broader population. The goal is to make inferences about the population based on the data collected from the sample.
5. Statistical Analysis: Statistical methods and techniques, such as descriptive statistics, inferential statistics, and correlation analysis, are commonly used in quantitative research. These analyses help researchers draw conclusions and make predictions about the population under study.
6. Replicable and Generalizable Results: The aim of quantitative research is to produce results that are replicable and can be generalized to a larger population. This contributes to the scientific rigor and validity of the findings.
7. Closed-Ended Questions: Data collection instruments, such as surveys or questionnaires, often use closed-ended questions with predefined response options. This facilitates the quantification of responses and simplifies the analysis process.
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9. Objective Measurement: Quantitative research relies on objective measurements and standardized data collection methods to ensure consistency and reduce bias in the data.
10. Cross-Sectional or Longitudinal Design: Quantitative studies can be cross-sectional, examining data at a single point in time, or longitudinal, collecting data over an extended period to observe changes and trends over time.
The Promise And Folly Of A Unitary Doctoral
The document discusses the promise and challenges of developing a unitary doctoral curriculum across information schools. While a unitary curriculum could promote coherence, reduce chaos, and establish a common identity, interdisciplinarity and the youth of the information field make consensus difficult. The Carnegie Initiative on the Doctorate explored defining goals but risked curbing autonomy. An alternative is focusing doctoral training on developing scientist-practitioners to address information problems and lead the next generation, taking an evidence-based approach.
Loyola Un Spring 2012 I O Syllabus Murphy 1 17 2012 Final
This document provides information about an Industrial/Organizational Psychology course taught at Loyola University Maryland in Spring 2012. It outlines the instructor's contact information, class times and format, required texts, communication policies, course description and objectives aligned with the university's educational aims, evaluation criteria including exams and assignments, policies on attendance, conduct, and makeup work, and a tentative schedule of topics to be covered over the semester.
Rmsa1(1)
This document provides an overview of research methodology and statistical analysis. It defines research and describes the research process. It discusses the importance of research, aims and types of social research, and tools for collecting data like questionnaires and scales. It also covers sampling design and procedures, methods of processing data, and report presentation. Measurement concepts like scales, indices, and different scaling methods are explained.
Information is used in various ways, including as a tool to gain sup.docx
Information is used in various ways, including as a tool to gain support, influence behaviors and decisions, and alter one’s perspectives. When you encounter new information, does it sway your opinion? The source of the information, the way it is presented, and the people or issue (s) that benefit from public reaction to the information all play a role in determining quality information. As both a consumer and producer of information, it is important to consider the methods used to effectively and ethically communicate to a broad audience
In this week’s Journal Assignment, you examine the effectiveness of your Group Project.
To prepare for this Assignment:
Review Walden University’s DEEP-C Model General Education Learning Outcomes “Expression” and “Perspective” in the Syllabus
.
Consider “Expression” and “Perspective” as they relate to your Group Project.
Review your Topic Exploration and Analysis and Literature Review to ensure that your group’s publicity campaign is effective, has an ethical approach, and has a consistent message.
General Education Learning Outcomes (The DEEP-C Model)
Discovery
:
Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research.
Evaluation:
Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics.
Expression:
Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes.
Perspective
: Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture.
Change
: Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change.
The Assignment:
Writea 2- to 3- paragraph journal entry in which you address the following:
Consider how nonverbal communication and the formatting of written communication (style, formatting, correct grammar, spelling, etc.) enhance or detract from the effectiveness and consistency of the work you produce.
Reflect on ways the effectiveness of your Group Project’s publicity approach can vary according to audience and context.
Think about the ways an ethical publicity approach could influence a broader audience.
.
Research in curriculum design.
This document outlines a presentation on research in curriculum design. It begins with defining key terms like research, research model, curriculum, and curriculum design. It then discusses the purpose of research in curriculum design and different research methods. The document presents a 5-step research model for curriculum design that includes gathering data, analysis, planning, implementation, and evaluation. It also covers the impacts of research on curriculum design and constraints that can hinder the research process.
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Curriculum link
- 1. Curriculum Link Business Lower Secondary Subject Area Guidelines Essential Learnings by the end of Year 9 – SOSE http://www.qsa.qld.edu.au/downloads/p_10/p9_lssag_business.pdf Ways of working :(as per the curriculum) Students are able to: identify a research focus from broad topics and design focus questions and sub-questions plan investigations, using discipline-specific inquiry models and processes research and analyse data, information and evidence from primary and secondary sources evaluate sources of data, information and evidence for relevance, reliability, authenticity, purpose, bias and perspective draw conclusions and make decisions supported by interpretations of data, information and evidence communicate descriptions, decisions and conclusions, using text types specific to the context and purpose and the conventions of research-based texts respond to local and global issues by taking action in planned and enterprising ways apply strategies for making group decisions and for taking informed social and environmental action reflect on different perspectives, and recognise and evaluate the influence of values and beliefs in relation to social justice, the democratic process, sustainability and peace reflect on learning, apply new understandings and justify future applications. Knowledge & Understanding:(as per the curriculum) Political and economic systems Societies consist of interconnected decision-making systems, institutions and processes based on principles and values Australia's economic system is shaped by a range of economic activities, including production and consumption, and government regulation. Relevant focus of this unit from the curriculum: Concepts of needs and wants Concept of scarcity Concept of opportunity costs Individuals and groups use decision-making processes to make choices and allocate resources Investigate, communicate and justify a decision made in relation to needs, wants, scarcity of resources and opportunity costs.