CECS RC002: Research Methodologies Short-Answer Response Assessment Submission FormContact Information Please provide your contact information and date of submission below. Your Name: First and Last Your E-mail address: Your e-mail here. Date: Click here to enter a dateInstructions This Competency includes a Short-Answer Response Assessment. Write your response to each prompt below—in the space provided. Beneath the prompts is the Rubric, which will be used by the Competency Assessor to evaluate your responses. Carefully review the Rubric rows associated with each prompt to provide a complete response. When writing your response, begin typing where it reads “Enter Your Response Here.” Write as much as needed to satisfy the requirements of the prompt. Note: Save this file as RC002_firstinitial_lastname, and upload it to this Assessment within the learning platform. For example, RC002_B_Smith. Short Answer 1 Read the descriptions of research studies below. Indicate the type of qualitative study and provide a 2- to 3-sentence rationale for your selection. Choose from the following types of qualitative research: · Phenomenological study · Case study · Ethnographic study · Narrative analysis Study A A researcher decides to compare an early reading lesson in a public school that starts reading instruction in kindergarten with a reading lesson in a Waldorf school that begins reading instruction in second grade. She carefully notes her observations of each teacher’s methods and materials along with the students’ questions and learning. Your Response Enter Your Response Here Study B A group of researchers observe play periods at a school as a way to address the concept of how teachers can balance the need to provide adult guidance with the need to allow child independence. The researchers initially set aside their own beliefs and attitudes about discipline, freedom, and play, and then collect data. They analyze the data from the points of views of both teachers and children and gradually cluster themes in order to identify the essential issues.Your Response Enter Your Response Here Study C A researcher uncovers the autobiography of a kindergarten teacher from the early 20th century and analyzes this document in order to identify common themes related to the teacher’s professional concerns. Your ResponseEnter Your Response Here Study D A researcher is studying the cultural attitudes of recent immigrant groups to the United States and how these attitudes affect female students in early childhood. The researcher focuses on immigrants from Romania and researches and analyzes their traditions, beliefs, and cultural practices in many areas as a lens through which to interpret parental attitudes toward, and children’s experiences of, American early childhood education. Your Response Enter Your Response Here Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations 3 Exceeds Expectations Sub-Competency 1: Describe the types of qualitative rese.

1. CECS RC002: Research Methodologies
Short-Answer Response Assessment Submission FormContact
Information
Please provide your contact information and date of submission
below.
Your Name: First and Last
Your E-mail address: Your e-mail here.
Date: Click here to enter a dateInstructions
This Competency includes a Short-Answer Response
Assessment. Write your response to each prompt below—in the
space provided. Beneath the prompts is the Rubric, which will
be used by the Competency Assessor to evaluate your responses.
Carefully review the Rubric rows associated with each prompt
to provide a complete response.
When writing your response, begin typing where it reads “Enter
Your Response Here.” Write as much as needed to satisfy the
requirements of the prompt.
Note: Save this file as RC002_firstinitial_lastname, and upload
it to this Assessment within the learning platform. For example,
RC002_B_Smith.
Short Answer 1
Read the descriptions of research studies below. Indicate the
type of qualitative study and provide a 2- to 3-sentence
rationale for your selection. Choose from the following types of
qualitative research:
· Phenomenological study
· Case study
· Ethnographic study
· Narrative analysis

2. Study A
A researcher decides to compare an early reading lesson in a
public school that starts reading instruction in kindergarten with
a reading lesson in a Waldorf school that begins reading
instruction in second grade. She carefully notes her
observations of each teacher’s methods and materials along with
the students’ questions and learning.
Your Response
Enter Your Response Here
Study B
A group of researchers observe play periods at a school as a
way to address the concept of how teachers can balance the
need to provide adult guidance with the need to allow child
independence. The researchers initially set aside their own
beliefs and attitudes about discipline, freedom, and play, and
then collect data. They analyze the data from the points of
views of both teachers and children and gradually cluster
themes in order to identify the essential issues.Your Response
Enter Your Response Here
Study C
A researcher uncovers the autobiography of a kindergarten
teacher from the early 20th century and analyzes this document
in order to identify common themes related to the teacher’s
professional concerns.
Your ResponseEnter Your Response Here
Study D
A researcher is studying the cultural attitudes of recent
immigrant groups to the United States and how these attitudes
affect female students in early childhood. The researcher
focuses on immigrants from Romania and researches and
analyzes their traditions, beliefs, and cultural practices in many
areas as a lens through which to interpret parental attitudes

3. toward, and children’s experiences of, American early
childhood education.
Your Response
Enter Your Response Here Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Describe the types of qualitative research
designs.
Learning Objective 1.1:
Describe the types of qualitative research.
Description is not present.
Descriptions of the types of qualitative research is vague,
incomplete, or inaccurate.
Descriptions of the types of qualitative research are clear,
complete, and accurate.
Demonstrates the same level of achievement as “2,” plus the
following:
Provides detailed information about the types of qualitative
research.
Short Answer 2What is a grounded theory study? (1–2
paragraphs).Your Response
Enter Your Response HereRubric
0
Not Present

4. 1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Describe the types of qualitative research
designs.
Learning Objective 1.2:
Define grounded theory.
Definition is not present.
Response includes an unclear or incomplete definition of
grounded theory.
Response includes a clear and accurate definition of grounded
theory.
Demonstrates the same level of achievement as “2,” plus the
following:
Response provides an example from a peer-reviewed research
article that illustrates grounded theory and a rationale
supporting the example.
Short Answer 3Describe at least five characteristics of good
qualitative research and explain why each characteristic is
important. Your response should be 3–5 paragraphs in length.
Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3

5. Exceeds Expectations
Sub-Competency 2: Explain the common characteristics of
qualitative research methods.
Learning Objective 2.1:
Describe characteristics of good qualitative research and their
importance.
Response is not present or is inaccurate.
Response includes an unclear or incomplete description of five
characteristics of good qualitative research, or response
includes a clear and accurate description of fewer than five
characteristics of good qualitative research.
Response includes a clear and accurate description of five
characteristics of good qualitative research.
Response thoroughly explains the importance of each of the five
identified characteristics of good qualitative research.
Response is supported by references to the professional
knowledge base.
Demonstrates the same level of achievement as “2,” plus the
following:
Response thoroughly explains the importance of more than five
characteristics of good qualitative research.
Short Answer 4
Which of the following is an example of a semi-experimental
study?Provide a rationale for your choice.
Study A: A researcher wants to study the effects of napping on
preschooler behavior. The researcher has access to teachers at a
number of preschools where most students take a daily nap, but
students are allowed to opt out and play quietly during naptime
if they wish. The researcher asks the students’ teachers to rate

6. the students’ behavior after naptime on a number of scales to
determine if those who nap have fewer behavior problems in the
afternoon than those who do not nap.
Study B: A researcher hypothesizes that a particular behavioral
management system will reduce the amount of time preschool
teachers must spend dealing with student behavior problems.
From the 32 preschools in a city, the researcher randomly
selects three. Half of the teachers in the school are trained on
how to use the new behavior management system and half are
not. The researcher then quantifies the amount of time each
group of teachers spends dealing with behavior problems and
determines that the management system reduces time spent by
28%.
Study C: A researcher has access to a small group of
preschoolers who have been identified as having mild to
moderate anxiety disorders and whose parents and teachers are
open to new methods to help these children cope with anxiety-
producing situations. The researcher trains the teachers in the
implementation of an intervention for reducing the students’
anxiety and then rates the students’ anxiety on a known scale
after implementation has been underway in the classroom for 3
months. Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 3: Describe the types of quantitative research

7. designs.
Learning Objective 3.1:
Describe semi-experimental studies.
Response is not present.
Response identifies an incorrect study or provides an illogical
rationale.
Response identifies the correct study and provides a logical
rationale.
Demonstrates the same level of achievement as “2,” plus the
following:
Response provides an example from a peer-reviewed research
article illustrating a semi-experimental research design and a
rationale supporting the example.
Short Answer 5Define the concepts of correlation and causation
and explain how they are different. Explain the significance of
these concepts within the context of research.Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds ExpectationsSub-Competency 4: Explain the common
characteristics of quantitative research methods.
Learning Objective 4.1: Describe correlation and causation and
their significance in research.
Response is not present.
Response provides an unclear or inaccurate description of

8. correlation and causation.
Response provides an illogical explanation of the significance
of the concepts in research.
Response provides a clear and accurate description of
correlation and causation.
Response provides a logical explanation of the significance of
the concepts in research.
Demonstrates the same level of achievement as “2,” plus the
following:
Response provides a clear explanation of why it is difficult to
prove causation in early childhood research.
Short Answer 6Identify at least five characteristics of good
quantitative research and explain the importance of each. Your
response should be 3–5 paragraphs in length.Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations

9. 3
Exceeds Expectations
Sub-Competency 4: Explain the common characteristics of
quantitative research methods.
Learning Objective 4.2:
Describe characteristics of good quantitative research and the
importance of the characteristics.
Response is not present.
Response includes an unclear or incomplete description
Response includes a clear and accurate description of five
characteristics of good quantitative research.
Response thoroughly explains the importance of each of the five
identified characteristics of good quantitative research.
Response is grounded in the professional knowledge base.
Demonstrates the same level of achievement as “2,” plus the
following:
Response thoroughly explains the importance of more than five
identified characteristics of good quantitative research.
Short Answer 7Explain the differences among dependent,
independent, and extraneous variables. Your Response
Enter Your Response HereRubric
0
Not Present

10. 1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4: Explain the common characteristics of
quantitative research methods.
Learning Objective 4.3:
Explain the differences among dependent, independent, and
extraneous variables.
Response is not present.
Response includes an unclear or incomplete description of the
differences among all three types of variables.
Response includes a clear and accurate description of the
differences between dependent, independent, and extraneous
variables.
Demonstrates the same level of achievement as “2,” plus the
following:
Response provides an example of a dependent and independent
from a peer reviewed research article.
Short Answer 8
Define mixed methods research and explain its applications and
benefits. Your response should be 1–3 paragraphs in length.
Your Response
Enter Your Response HereRubric

11. 0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 5: Explain the common characteristics of
mixed methods research.
Learning Objective 5.1:
Explain the common characteristics of mixed methods research.
Response is not present.
Response includes a partial explanation of the common
characteristics of mixed methods research.
Response provides an unclear or illogical explanation of how
mixed methods approaches can be beneficial.
Response includes a clear and accurate explanation of the
common characteristics of mixed methods research.
Response thoroughly explains how mixed methods approaches
can be applied to research studies, including the benefits of
using a mixed methods design.
Demonstrates the same level of achievement as level “2,” plus
the following:
Response includes a citation from a research article that uses a
mixed methods approach and describes which characteristics the
study exemplifies.

12. ©2014 Walden University 3
Please read the short article below written by
Michael Schwalbe, entitled "The Cost of American Privilege,"
and address the following questions:
· What are some of the costs of "American Privilege"?
· Do you agree with Schwalbe's assessment? Why or why not?
· How can you see the impact of "privilege" (it doesn't have to
be limited to American priviledge) in our course material from
the first week?
3 full pages
October 4, 2002
The Costs of American Privilege
By Michael Schwalbe
When it comes to knowledge of the U.S. government, foreign
students often put American
students to shame. Many of the American students in my classes
don’t know how Congress is
organized, what cabinet members do, or how governmental
powers are divided among the
executive, judicial, and legislative branches. The foreign
students who have shown up in my

13. classrooms over the years tend to know about these matters and
more.
The gap is even wider with regard to knowledge of U.S.
behavior around the globe. When
foreign students refer to exploitive U.S. trade policies, military
interventions abroad, and support
for repressive dictatorships as if any educated person would of
course know about such things?
American students are often stunned. Foreign students are
equally amazed when their remarks
are greeted with blank stares.
But this level of ignorance is not so amazing, really. It’s a
predictable consequence of privilege.
Like white privilege and male privilege in our society,
American privilege brings with it the
luxury of obliviousness.
Privilege comes from membership in a dominant group and is
typically invisible to those who
have it. Many whites do not see themselves as enjoying white
privilege, yet as Peggy McIntosh
has pointed out, there are dozens of ways that whites are

14. privileged in U.S. society.
For example, whites can live anywhere they can afford to,
without being limited by racial
segregation; whites can assume that race won1t be used to
decide whether they will fit in at
work; whites who complain usually end up speaking to the
white person in charge; whites can
choose to ignore their racial identity and think of themselves as
human beings; and, in most
situations, whites can expect to be treated as individuals, not as
members of a category.
Men likewise enjoy privileges as members of the dominant
gender group. For example, men can
walk the streets without being sexually harassed; men can make
mistakes without those mistakes
being attributed to their gender; men can count on their gender
to enhance their credibility; men
can expect to find powerful sponsors with whom they can bond
as men; and, even in female-
dominated occupations, men benefit from being seen as better
suited to higher-paying,
administrative jobs.
Whites and men tend not to see these privileges because they

15. are taken to be normal,
unremarkable entitlements. This is how things appear to
members of a dominant group. What1s
missing is an awareness that life is different for others. Not
having to think about the experiences
of people in subordinate groups is another form of privilege.
In contrast, women and people of color usually see that those
above them in the social hierarchy
receive unearned benefits. At the least, they must, for their own
protection, pay attention to what
members of more powerful groups think and do. This is why
women often know more about
men than men know about themselves, and why blacks know
more about whites than whites
know about themselves.
It is no surprise, then, that foreign students, especially those
from Third World countries, often
know more about the U.S. than most American students do.
People in those countries must, as a
matter of survival, pay attention to what the U.S. does. There is
no equally compelling need for

16. Americans to study what happens in the provinces. And so again
the irony: people in Third
World countries often know more about the U.S. than many
Americans do.
We can thus put these at the top of the list of American
privileges: not having to bother, unless
one chooses, to learn about other countries; and not having to
bother, unless one chooses, to
learn about how U.S. foreign policy affects people in other
countries. A corollary privilege is to
imagine that if people in other countries study us, it1s merely
out of admiration for our way of
life.
The list of American privileges can be extended. For example,
Americans can buy cheap goods
made by superexploited workers in Third World countries;
Americans can take a glib attitude
toward war, since it1s likely to be a high-tech affair affecting
distant strangers; and Americans
can enjoy freedom at home, because U.S. capitalists are able to
wring extraordinary profits out of
Third World workers and therefore don1t need to repress U.S.
workers as harshly.

17. But privileges are not without costs. Most obviously there is the
cost of ignorance about others.
This carries with it the cost of ignorance about ourselves. One
thing we don’t learn, when we
refuse to learn about or from others, is how they see us. We
then lose a mirror with which to
view ourselves. Combined with power, the result can be worse
than innocent ignorance. It can be
smug self-delusion, belief in the myth of one1s own superiority,
and a presumed right to dictate
morality to others. We also bear the cost of limiting our own
humanity. To be human is to be
able to extend compassion to others, to empathize with them,
and to reflect honestly on how they
are affected by our actions. Privilege keeps us from doing these
things and thereby stunts our
growth as human beings.
The ignorance that stems from privilege makes Americans easy
to mislead when it comes to war.
Being told that they are 3fighting for freedom, and knowing no
better, thousands of American
sons and daughters will dutifully kill and die. The ugly truth
that they are fighting for the

18. freedom of U.S. capitalists to exploit the natural resources and
labor of weaker countries is rarely
perceived through the vacuum of knowledge created by
American privilege.
But of course it is the people in those weaker countries who
bear the greatest costs of American
privilege. In war, they will suffer and die in far greater
numbers. In peace, or times of less-
violent exploitation, their suffering will continue and once
again become invisible to citizens
living at the core of the empire.
There are positive aspects of American privilege, and from
these we can take hope. Most of us
enjoy freedom from repression in our daily lives, and we value
our rights to associate and to
speak out. Perhaps, then, we can appreciate the anger created
when U.S. foreign policy denies
other people these same rights. Perhaps, too, we can use our
freedoms to more fully fight such
injustices. If so, then our privileges as Americans will be put to

19. noble and humane use.
If Americans are often afflicted with ignorance and moral
blindness when it comes to the rest of
the world, this is not a failing of individuals. These problems
result from a system of domination
that confers privilege. And so we can1t make things right
simply by declining privilege. In the
long run, we have to dismantle the system that gives it to us.
MICHAEL SCHWALBE teaches sociology at North Carolina
State University. He can be
reached at [email protected]