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Essay / Research Paper Abstract
A 5 page paper discussing graphical representation of collected data as part of the descriptive analysis of the research effort. The judicious use of graphical elements in the report and assessment of a research effort can add not only visual appeal to the work, but also become a part of the descriptive analysis of the research. As has been demonstrated here, the type of graphical representation chosen has the ability to affect the depth of detail provided in the analysis of the research. Includes a table and 2 charts. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: CC6_KSeduResGrphs.rtf
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Unformatted sample text from the term paper:
unique among disciplines employing empirical methods in that it so frequently addresses issues that are mutable according to populations, administrative structure, external societal conditions or other qualities. Well-designed research
can stand as relevant for decades, but lesser efforts may or may not be useful in practice at any time. The purpose here is to assess visual representation of
observations made in relation to an educational research effort. Research in Education There is a wealth of research in education, much of it
virtually worthless. For decades, it seemed that researchers turned to qualitative methods only when they could not fit hypotheses into quantitative approaches (Creswell, 2003). Qualitative studies frequently were
not designed well with reference to validity and reliability, and method purists often regarded qualitative educational research as less than "real" science. Todays educational research is designed much better
than in the past. Much of todays high-quality research also combines qualitative and quantitative components to produce a blend of methods, and if
the design is adequate, more reliable and valid results. This is part of the rationale underlying the selection of classroom disruptions as a point of observation, followed by categorization
of the type of disruption observed. This is a researchable problem, but only within the context of careful design. It can be
qualitative in that there are specific measurements in the form of disruptions noted. It also contains a qualitative aspect in that the identification and categorization of each observed disruption
most likely is defined by the researcher. By the very nature of the classroom, the researcher is an outsider in the "community" comprised of the classroom itself. The
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