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

More documents

Recommendations

Info

6 C. in a third training consider the responses to the statement: i acquired new knowledge and/or skills. Strongly Disagree Disagree Agree Strongly Agree 1 1 1 Unlike the previous two examples the variance in this example is large (or, high variability). in this example staff were divided opinions as to whether they acquired new knowledge and/or skills. There are many ways to convey the same information. Below are three additional ways to display the same data. I acquired new knowledge and/or skill: Strongly Disagree 1 Disagree 1 Agree 1 Strongly Agree 0 I acquired new knowledge and/or skill: Strongly Disagree 0% Disagree 26% Agree 2 % Strongly Agree 16% 100% 28% I acquired new knowledge and/or skill: 16% 26% 30% (n= 0) Strongly Disagree Disagree Agree Strongly Agree (n= 0) © AED/TAC-12 Spring 2006.
The importance of measuring variance is that it demonstrates differences. once the difference is identified, then you can seek an explanation and determine if it is significant. in the above examples, you might determine that the first training was not valuable to staff and you may reconsider the topic or the person delivering the training; the second training was valuable and you could consider a follow-up and continue to provide the training; for the third training you could consider the target audience and re-evaluate the material being covered and appropriateness for some staff such as teachers versus family service workers. in these cases further information may be needed as to why there was low or high variability in the responses. Methods for Data Analysis - Qualitative There are also a number of ways that qualitative data can be analyzed. We will concentrate on a narrative analysis method using questionnaires and interviews. Although the following examples are identified as narrative analysis the same process can be used when analyzing interviews and questionnaires. in the example below we will explore how the transcript can be used as a source of data. Sample Qualitative Data: Transcript from a 2002 Parent Interview Conducted in a Rural Head Start Program in Upstate New York (Family one – husband) OK, well, me first, before anything, I came here because of the poverty, do you understand me? And for a good quality of life, in my country not so much thinking about myself but about my smaller sisters so that they can have a better education considering that I did not have any, and another reason was in my country there are no good jobs, and very little work. They pay you very little and you never leave the poverty and another reason is that my father had two brothers that were already here and I thought that the more of us that are here the better that everybody could help each other out and it would be easier to get ahead with our younger sisters. (Family one – wife) The same to help my parents I came and I would send money and then my brother came and then the same. (Family one – husband) Because in her case, she or better yet sometimes us (in our situation) because we were the eldest, we were men but in her case the eldest are women, and the ones that were going to work, theoretically to help the parents the most were the youngest. Permission granted to copy for non-commercial uses only.
Page 1 and 2: Introduction to Data Analysis Handb
Page 3: Introduction to Data Analysis Handb
Page 6 and 7: Table of Contents continued ii V. D
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
Page 20 and 21: 1 Data Analysis as a Linear Process
Page 22 and 23: 16 Process Component #1. Purpose(s)
Page 24 and 25: 1 in order to successfully manage t
Page 26 and 27: 20 upon by the data analysis team a
Page 28 and 29: 22 IV. Managing the Data Analysis P
Page 30 and 31: 2 Planning Planning is a very integ
Page 32 and 33: 26 Writing Write your key findings
Page 34 and 35: 2 Therefore, this section is divide
Page 36 and 37: 0 Term Definition Interpretation no
Page 38 and 39: 2 Term Definition Survey noun: shor
Page 40 and 41: 2. Median Median = score in the mid
Page 44 and 45: (Family one-wife) My dad was alread
Page 46 and 47: 0 Content Area Analysis Using Diffe
Page 48 and 49: 2 Health (PIR Medical Services) (co
Page 50 and 51: Teacher Credentials (continued) Pro
Page 52 and 53: 6 Teacher Credentials (continued) P
Page 54 and 55: Classroom Quality (continued) Proce
Page 56 and 57: 0 Classroom Quality (continued) Pro
Page 60 and 61: Sub-scale score 7 6 5 4 3 2 1 SPACE
Page 64 and 65: Disabilities (continued) Process Co
Page 66 and 67: 60 Estimating the Number of Eligibl
Page 70 and 71: 6 Estimating the Number of Eligible
Page 74 and 75: 6 Estimating the Number of Eligible
Page 76 and 77: 0 Infant/Toddler Languages: Program
Page 78 and 79: 2 Infant/Toddler Languages: Program
Page 80 and 81: Infant/Toddler Languages: Program P
Page 82 and 83: 6 Family Strengths and Needs (conti
Page 84 and 85: Family Strengths and Needs (continu
Page 90 and 91: Appendix A: Foundations for Data An
Page 92 and 93:
6 Excerpts: Information Memorandum
Page 94 and 95:
• • Approaches Toward Learning
Page 96 and 97:
0 © AED/TAC-12 Spring 2006.
Page 98 and 99:
2 you may want to assign age groups
Page 100 and 101:
Step by step instructions will then
Page 102 and 103:
Appendix C: Supplemental Resources
Page 104 and 105:
© AED/TAC-12 Spring 2006.
Page 106 and 107:
Page 108 and 109:
Page 112:
TAC-12 Migrant & Seasonal Head Star
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?