Introduction to Data Analysis Handbook - AED Center for Early Care ...

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1 in order to successfully manage the data collection process, programs need a plan that addresses the following: • What types of data are most appropriate to answer the questions? • How much data are necessary? • Who will do the collection? • When and Where will the data be collected? • How will the data be compiled and later stored? By creating a data collection plan, programs can proceed to the next step of the overall process. in addition, once a particular round of data analysis is completed, a program can then step back and reflect upon the contents of the data collection plan and identify “lessons learned” to inform the next round. © AED/TAC-12 Spring 2006. Permission granted to copy for non-commercial uses only.
Process Component #4. Data Analysis: What Are Our Results? once data have been collected, the next step is to look at and to identify what is going on – in other words, to analyze the data. Here, we refer to “data analysis” in a more narrow sense: as a set of procedures or methods that can be applied to data that has been collected in order to obtain one or more sets of results. A list of specific analytical procedures and methods is provided below. Because there are different types of data, the analysis of data can proceed on different levels. The wording of the questions, in combination with the actual data collected, have an influence on which procedure(s) can be used – and to what effects. The task of matching one or more analytical procedures or methods with the collected data often involves considerable thought and reflection. As a GAo report puts it, “Balancing the analytic alternatives calls for the exercise of considerable judgment.” This is a rather elegant way of saying that there are no simple answers on many occasions. Process Component #5. Interpretation: What Do The Results Mean? once a set of results has been obtained from the data, we can then turn to the interpretation of the results. in some cases, the results of the data analysis speak for themselves. For example, if a program’s teaching staff all have bachelor’s degrees, the program can report that 100% of their teachers are credentialed. in this case, the results and the interpretation of the data are (almost) identical. However, there are many other cases in which the results of the data analysis and the interpretation of those results are not identical. For example, if a program reports that 30% of its teaching staff has an AA degree, the interpretation of this result is not so clearcut. in this case, interpretation of the data involves two parts: 1) presenting the result(s) of the analysis; and 2) providing additional information that will allow others to understand the meaning of the results. in other words, we are placing the results in a context of relevant information. obviously, interpretation involves both decision making and the use of good judgments! We use the term results to refer to any information obtained from using analysis procedures. We use the term findings to refer to results which will be agreed © AED/TAC-12 Spring 2006. Permission granted to copy for non-commercial uses only. 1
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Page 8 and 9: 2 Learning Objectives This Handbook
Page 10 and 11: From the Head Start Bureau website
Page 12 and 13: What has been evident in discipline
Page 14 and 15: (Family one-husband) More than anyt
Page 16 and 17: Visualizing Data Visualizing data i
Page 18 and 19: By creating a visual display of the
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Page 32 and 33: 26 Writing Write your key findings
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6 Estimating the Number of Eligible
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2 Infant/Toddler Languages: Program
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Infant/Toddler Languages: Program P
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Family Strengths and Needs (continu
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Appendix A: Foundations for Data An
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6 Excerpts: Information Memorandum
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• • Approaches Toward Learning
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0 © AED/TAC-12 Spring 2006.
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2 you may want to assign age groups
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Step by step instructions will then
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Appendix C: Supplemental Resources
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© AED/TAC-12 Spring 2006.
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TAC-12 Migrant & Seasonal Head Star
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