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

More documents

Recommendations

Info

Table of Contents continued ii V. Data Analysis Using Content Area Examples ............... 27 introduction to Data Analysis ...................................... 27 Terms and Concepts ..................................................... 29 Data Procedures and Methods ..................................... 33 Procedures for Quantitative Analysis ..................... 33 Methods for Qualitative Analysis ........................... 37 Content Area Examples Using Different Procedures and Methods ........................................ 40 Health .................................................................... 41 Teacher Credentials ............................................... 43 Classroom Quality ................................................ 47 Disabilities ............................................................ 57 Estimating the number of Eligible Migrant and Seasonal Head Start Children and Families ....................................................... 60 infant Toddler Languages: Program Policies ...... 69 Family Strengths and needs ................................. 75 Appendix A: Foundations for Data Analysis Applications in MSHS ..................................................... 84 Appendix B: Using Excel To Help Analyze Your Quantitative Date ............................................................ 91 Appendix C: Supplemental Resources Score Sheet: Early Childhood Environment Rating Scale - Revised ................................................ 96 Data Analysis Evaluation Checklist............................ 103 © AED/TAC-12 Spring 2006.
I. Introduction Introduction to the Handbook This Handbook provides an introduction to basic procedures and methods of data analysis. We provide a framework to guide program staff in their thinking about these procedures and methods and their relevant applications in MSHS settings. Accordingly, this Handbook was developed to support the work of MSHS staff across content areas. This Handbook was created because “using data in meaningful ways” includes many possibilities – and a great deal of information. Some of this information is complex and highly dependent upon specialized knowledge. However, there are many ways of “using data” that are more basic and that involve relatively simple procedures. our purpose is to provide MSHS programs with a basic framework for thinking about, working with, and ultimately benefiting from an increased ability to use data for program purposes. Section i of the Handbook provides introductory information. Section i includes the presentation of the “guiding principles” we use in presenting information, as well as the articulation of specific learning objectives. in Section ii, we present an introduction to ways of thinking about data and make the distinction between two basic types of data: quantitative and qualitative. Section iii outlines information that we hope will assist program staff understand how to conceptualize data collection and its analysis as a process. in Section iV we discuss management considerations that should be addressed in order to gather and analysis data in an efficient and effective way in your program. We present a framework for managing the process of data collection and analysis. Because using data for program purposes is a complex undertaking it calls for a process that is both systematic and organized over time. in Section V of the Handbook we examine data analysis using examples of data from each of the Head Start content areas. We explore examples of how data analysis could be done. We identify and describe trends in data that programs collect. Finally, we offer a perspective of how data lends itself to different levels of analysis: for example, granteewide, by delegate agency, and/or center- or classroom-level. our intent is to demonstrate how the different analytical procedures and methods can be powerful and effective tools for MSHS managers. Specific procedures and methods of data analysis are discussed with clear ways of using and working with data in order to identify results. Here, procedures and methods for working with both quantitative and qualitative data are presented. © AED/TAC-12 Spring 2006. Permission granted to copy for non-commercial uses only. 1
Page 1 and 2: Introduction to Data Analysis Handb
Page 3: Introduction to Data Analysis Handb
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 42 and 43: 6 C. in a third training consider t
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 58 and 59:
Page 60 and 61:
Sub-scale score 7 6 5 4 3 2 1 SPACE
Page 62 and 63:
Page 64 and 65:
Disabilities (continued) Process Co
Page 66 and 67:
60 Estimating the Number of Eligibl
Page 68 and 69:
Page 70 and 71:
6 Estimating the Number of Eligible
Page 72 and 73:
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 86 and 87:
Page 88 and 89:
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 ...

Create successful ePaper yourself

Delete template?

Save as template?