Methods of Measuring research
Discussion 1: Methods of Measuring
The center point of research studies is the body of data collected to answer the research question. These data must be measured, which is the act of sorting them out and quantifying them in some cohesive way in order to construct meaning—but how can you measure something that is not quantifiable? For example, how would you measure a phenomenon? How would you measure the feelings of adolescents in a certain situation? For this Discussion, choose one phenomenon, or abstract concept, and think about how it can be operationally defined and measured. What method and instrument could you use to measure it?
Choose a phenomenon (love, anger, compassion, or something similar) and suggest a method and an instrument for measuring it. Create a question or set of questions that operationalize the concept. Then provide explanations for the following questions:
· What level of measurement applies to your proposed measure?
· How did you determine whether the questions and response options are both reliable and valid?
· How would you collect the data (in person, telephone, mail)? Individually or in groups? Self-administered or researcher-administered?
Please use 2 or more resources to support your answers.
References
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2012). Research methods for social workers (7th ed.). Upper Saddle River, NJ: Allyn & Bacon.
Brosi, E. (2011). Table 1.2: Academic/educational attitudes and values. In Measurement tools for evaluating out-of-school time programs: An evaluation resource. Retrieved from http://www.hfrp.org/publications-resources/browse-our-publications/measurement-tools-for-evaluating-out-of-school-time-programs-an-evaluation-resource2#table1-2.
Windle, G., Bennett, K. M., & Noyes, J. (2011). A methodological review of resilience measurement scales. Retrieved from http://www.hqlo.com/content/pdf/1477-7525-9-8.pdf
Walker, K. E., & Arbreton, A. J. A. (2001). Working together to build Beacon Centers in San Francisco: Evaluation findings from 1998–2000. Philadelphia, PA: Public/Private Ventures. (see pp. 96-99 for measures). Retrieved from http://files.eric.ed.gov/fulltext/ED464212.pdf
Discussion 2: Use of Existing Measures
One of the best ways to learn is to critique the work of others. For this week’s Discussion 2, choose an instrument used in one of the research studies listed in the resources for this week or from a research study that relates to the concept you proposed to measure in Discussion 1. Consider how you would compare your original measurement to the existing measurement.
· Post a brief explanation of your chosen research study and the measurement instrument used.
· Then, compare your original measurement approach to the existing instrument.
· Next, explain how you would revise or replace your original measurement plan.
· Finally explain the advantages and/or disadvantages of using existing instruments for measurement.
Please use 2 or more resources to support your answers.
References
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2012). Research methods for social workers (7th ed.). Upper Saddle River, NJ: Allyn & Bacon.
Brosi, E. (2011). Table 1.2: Academic/educational attitudes and values. In Measurement tools for evaluating out-of-school time programs: An evaluation resource. Retrieved from http://www.hfrp.org/publications-resources/browse-our-publications/measurement-tools-for-evaluating-out-of-school-time-programs-an-evaluation-resource2#table1-2.
Windle, G., Bennett, K. M., & Noyes, J. (2011). A methodological review of resilience measurement scales. Retrieved from http://www.hqlo.com/content/pdf/1477-7525-9-8.pdf
Walker, K. E., & Arbreton, A. J. A. (2001). Working together to build Beacon Centers in San Francisco: Evaluation findings from 1998–2000. Philadelphia, PA: Public/Private Ventures. (see pp. 96-99 for measures). Retrieved from http://files.eric.ed.gov/fulltext/ED464212.pdf
Discussion 3: Blog
Refer to the topics covered in this week’s resources and incorporate them into your blog.
Post a blog post that includes:
· An explanation of the use of self during your field education experience that you may have encountered or that you might encounter
· A description of potential boundary challenges in your field education experience at a military mental health clinic
References (use 2 or more)
Garthwait, C. (2012). The social work practicum: A guide and workbook for students (6th ed.). Upper Saddle River, NJ: Pearson.
Ganzer, C. (2007). The use of self from a relational perspective. Clinical Social Work Journal, 35(2), 117–123.
Osteen, P. J. (2011). Motivations, values, and conflict resolution: Students’ integration of personal and professional identities. Journal of Social Work Education, 47(3), 423–444.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Struggling to Meet Your Deadline?
Get your assignment on Methods of Measuring research done on time by medical experts. Don’t wait – ORDER NOW!
Meet my deadline
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Don’t wait until the last minute
Fill in your requirements and let our experts deliver your work asap.
Start My Order
