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

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6 Family Strengths and Needs (continued) Process Components Content Information Data Collection continued (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. (Family one-wife) My dad was already here when I came, he was here, mi mother was in Mexico, my dad stayed here for some time and than he went to Mexico. (Family one-husband) More than anything, my parents for example they are that type of people that support you - no they never stop, for example if your dreams do not become reality you try anyway, you know who you are, and they always let us because we wanted better than things that they showed us, and that was good - they always tried to better us. (Family one-husband) When I arrived here it was real real rare to see Mexicans, Columbians, there was very little people here, the little words that I have learned, do you understand me, I learned from a book, the principal thing is asking for a job in English I repeated and repeated the couple of words, when you get to a restaurant and an American comes and tells you, he would ask you what are you looking for, and than that word I knew and for example, I’m looking for job. I had to know and learn. © AED/TAC-12 Spring 2006.
Family Strengths and Needs (continued) Process Components Content Information Data Analysis Again the first step in analyzing qualitative date is to arrange the data in a manageable format that will facilitate the process of assigning codes and themes to sections of the transcript: Permission granted to copy for non-commercial uses only. Text Code Theme 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 Poverty Poverty as a motivator for migration Family opportunity/ education increased educational opportunities for family members Work Employment as a motivator migration Poverty Poverty as a motivator for migration
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Introduction to Data Analysis Handb
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Introduction to Data Analysis Handb
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Table of Contents continued ii V. D
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2 Learning Objectives This Handbook
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From the Head Start Bureau website
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What has been evident in discipline
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(Family one-husband) More than anyt
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Visualizing Data Visualizing data i
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By creating a visual display of the
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1 Data Analysis as a Linear Process
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16 Process Component #1. Purpose(s)
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1 in order to successfully manage t
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20 upon by the data analysis team a
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22 IV. Managing the Data Analysis P
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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
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Page 46 and 47: 0 Content Area Analysis Using Diffe
Page 48 and 49: 2 Health (PIR Medical Services) (co
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Page 52 and 53: 6 Teacher Credentials (continued) P
Page 54 and 55: Classroom Quality (continued) Proce
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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
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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
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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
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Page 112: TAC-12 Migrant & Seasonal Head Star
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