Debra+Hanks'+Theoretical+Foundations

** Research Interest **** : Module 1 **

 I wish to explore the impact of electronic books ([[Debra Hanks' Theoretical Foundations#|eBooks]]) in the classroom to see if these types of books are beneficial or not to use when teaching at the elementary level. I am interested in finding which (if any) type of eBooks would or would not help boost students in their learning. To determine the impact, I would utilize scores according to their progress in reading as demonstrated by an online reading test, Measures of Academic Progress (MAP). This research may help answer questions such as: 1) Are electronic books ( eBooks) helpful in helping students learn to read? (2) To what extent (if any) does modifying students learning with eBooks change the results of their scores when it comes to taking online reading tests?

** Theoretical Foundations: Module 1 **

** PossibleTitle: How Electronic Books (eBooks) Should or Should Not be Used for Elementary Educational Purposes to Enhance Online Test Scores **

One of the areas that I found to be interesting to help with my study was Chapter 2, “Theoretical Foundations.” According to Spector (2008) “foundations imply that there is a solid basis for further work” (p.23). I thought that parts of the study for predicting and explaining the process of learning would go with my study involving educational technology. The parts I want to consider are [[Debra Hanks' Theoretical Foundations#|[[Debra Hanks' Theoretical Foundations#|[[Debra Hanks' Theoretical Foundations#|human-computer interaction]]]]]] or [[Debra Hanks' Theoretical Foundations#|[[Debra Hanks' Theoretical Foundations#|instructional design]]]] and development for use of electronic books (eBooks). For human-computer interaction, Merrill’s (1980) computer display theory (CDT) “introduced the issue of learner control and provided guidelines for when the control should pass from the instructional computing system to the learner and what should be included in the control” (Spector, 2008, p.25). Human-Computer interaction is important for my research because it involves the use of computers to display the electronic books as well as the online tests. For instructional design and development, my interest lies in “The general purpose of these activities is to facilitate and support human learning and performance” (Spector, 2008, p.25). Performance enhancement is what I am seeking to resolve when it comes to the use of eBooks or not.

Another of the areas that I found to be interesting to help with my study was Chapter 4 “Empirical Perspectives on Memory and Motivation.” According to Seel (Chapter 4), “Theoretical constructs such as memory, learning, and motivation are scientific inventions that serve to describe phenomena that cannot be observed and therefore must be inferred by observational data” (Spector, 2008, p.40). After studying this chapter I found, “Mayer’s cognitive load theory of multimedia learning can easily be integrated into the field of research on audio-video redundancy” (Spector, 2008, p.42). Motivation and the cognitive load theory (CLT) are both of interest when doing research using eBooks and online testing.

** Literature Review Module 2 **

Number 1) Electronic books (eBooks) and learning would be a starting point for my research because I wish to explore how much literature has been developed to support the reading of eBooks in relation to the learning that is taking place.

Number 2) Electronic books and testing would be a necessary research topic because the online testing will be determining if progress is made or not in regards to the eBook reading as a treatment.

Number 3) Electronic books and multi-media devises would be important because there are many different ways and formats that electronic books are presented that the presentation may be a factor in whether or not they are effective.

Number 4) Electronic books and auditory learning needs to be explored because the features of some eBook companies include this as a feature and research has been dome to maybe allow this as a choice for students who prefer it.

Number 5) Electronic books and their features could be a factor in choosing which eBook company to use because the different features include highlighting and reading words to the student or providing definitions for the student when they highlight a word. These are just two of the options to research.

These topics would cover the aspects that I consider important for discovering how electronic books may or may not help for testing purposes.

**Gap in the Research Module 3**

Electronic books have been the big ticket item for schools and individuals during the last three years. More and more companies are coming out with forms of these eBooks and eReaders. Little is known about the effect of these differing readers on reading comprehension. Gonzalez (2010) suggested a more extensive study due to the fact that her study only lasted a six week period and was given by use of multiple choice questions and oral retellings. The fact that the research was done at the end of a school year also is an area of concern. I want to enhance Gonzalez’s study to include an extended period of study and within a population of regular education students. My study would also include the use of a mandated test for comparison of gains.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; text-indent: 0in;">Within the research of testing for reliability of test results, I explored the use of the Measures of Academic Progress (MAP) test. Hall (2010) stated that the assessment tool used to determine qualifications of teachers was not a predictor of their capability in regards to teaching students. Weber (2010) concluded that clustering items on the MAP test did not enhance the performance of students. Friesland (2010) surmised that teachers changed their tactics after receiving the results of mandated tests. According to Keyes (2010) repeated reading (RR) helped students with their oral reading fluency (ORF) and could be a helpful tool for improving comprehension. With electronic books, the capability for rereading material can be extended to a students entire educational setting including their home. All these researchers filled in a gap relating to the reliability of testing data that I want to explore.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; text-indent: 0in;">**Research Questions Module 3**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; text-indent: 0in;">Can we effectively evaluate the eBook readers to benefit the students in the elementary schools? What is the potential for eBook readers’ features and technical devises provide and eBooks for enhancing reading performance as shown by mandated tests?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; text-indent: 0in;">**Problem Statement Module 3**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; text-indent: 0in;">A study by Gonzalez (2010) showed how one company’s eBooks was used and enhanced performance for the learning disabled and struggling reader. Research is needed to go beyond this study to the regular population of students. Students in Anderson District 5 are given the Measures of Academic Progress (MAP) test to show reading growth over a six month period of time. A more encompassing look at the features of the electronic reader devises and their effectiveness is also needed.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; text-indent: 0in;">According to Mayer, when it was first released, computer assisted instruction (CAI) had promised to revolutionize instruction “in which computers presented short frames, solicited a response from the learner, and provided feedback” (p.12), but had failed to do so. CAI has since become used every day in some form throughout the world. With the advancements in computers, CAI has become a multimedia approach. “When words and pictures are both presented, learners have the opportunity to construct verbal and visual mental models and build connections between them” (Mayers, 2009, p.223).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; text-indent: 0in;">**Theory Module 3**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; text-indent: 0in;">For this study, quantitative research can be obtained within an experimental method and data results from a mutivariate analysis of variance(MANOVA). This research can provide insight into the needs of technology for use with reading comprehension. Driscoll (2009, p.62) stated “Increased computer technology has also enabled program designers to include complex graphics synthesized speech along with text.” In addition the Parallel Distributed Processing (PDP) Model or connectivist model states that “multiple operations occur simultaneously as opposed to sequentially” (Driscoll, p.95). PDP explained the patterns of long term memory. With this theoretical framework in mind, it is important to structure learning experiences to build upon other learning in order to have students make connections, so progression of learning is essential when structuring the lessons for students. In addition the cognitive theory of multimedia learning (Mayer, 2009, p.231) could be used to help students make sense out of what they are reading. Suggestions by the researchers <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 200%;">(as explained in the gap statement) can be applied easily to my research. <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 200%;">Module 4 Tables

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">It works to improve our understanding of opportunities, solutions, or problems, <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">It is flexible and efficient. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Participants are chosen selectively <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Time consuming <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Committee may lose unification overtime <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The researcher is not face-to-face with the interviewees. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mark Mattingley-Scott || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will not use this because I have knowledge about a problem or phenomenon  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Helps to discover instructional intervention for an improvement in student learning <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">It allows for an intervention with the maximum level of certain impact. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">It is not easy to control conditions in authentic educational environments. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pinpointing the strategy for improvement is sometimes difficult. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Richard Mayer || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will use this because I want to determine whether a particular instructional intervention causes an improvement in student learning  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">It has fewer variables to be controlled <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Quasi-experimental is more feasible for time limits. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The possibility of error is possible. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The lack of random assignment causes: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Concern about bias. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Concern about the similarities of groups is present. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Concern about the manner of the intervention being similar needs to be present. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Robert Slavin <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Kelly Bradley || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will not use this because I have the resources and time to do a more reliable study – the experimental. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Research **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Methodologies** include grounded theory, case study, factor analysis, experimental, etc**.** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Strengths ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Limitations ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Authoritative Primary Source for This Methodology ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Delphi ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Delphi can be used when knowledge is incomplete about a phenomenon
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Experimental ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">It allows for instructional interventions
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Quasi-experimental ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Quasi-experimental is capable of discovering a strategy that as result of the treatment.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">You may use the same methodology for each question, or not, depending on the questions you are asking. || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sample of Participants ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">You may only have one sample for your study, or several different groups/individuals. || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Data Collection ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Data collection methods include interviews, questionnaires, focus groups, pre-post tests, etc. If there are multiple forms of data for one research question, list them all. || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Statistical Analysis ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If you are able to provide this, please do so. || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">with reading disabilities read text on their instructional level presented in electronic format with full TTS narration, electronic format with vocabulary and TTS support on select words, or traditional print format with no added supports? ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Quasi-experimental method study ||   ||   ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">reading disabilities and 15 struggling reader participants) || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pretest-posttest quasi-experimental with random   <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">assignment repeated measures design  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SPSS   <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ANOVA  || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">digital literacy in kindergarten through second grade in the schools of a diocese in **  **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">California? ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">qualitative multiple case study  ||   ||   ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Data collection included notes taken from person-to-person interviews || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">NVivo 8 transcription software  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">males) and 42 third-grade (18 males) students  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">enrolled in a public school within the Southeast,   <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">with three classes per grade.  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Experimental   <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Administering multiple probes   <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">during each assessment and establishing baseline   <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">levels of performance using multiple   <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">probes in order to control for variability in passage difficulty  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Statistical analyses <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SPSS version 16.0 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Research Questions ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Methodology **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is the effect on oral retelling scores when struggling readers and students **
 * ^  ||^   || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">30 students (15 with
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How do teacher beliefs and attitudes influence technology integration for **
 * ^  ||^   || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5 schools and 25 participants kindergarten through second-grade  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Set of interview questions were aligned to the research questions
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is the relationship between the estimated difficulty of 50 CBM-R passages according to three readability estimates and students’ oral reading rate? ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Experimental method study ||   ||   ||   ||
 * ^  ||^   || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">46 second-grade (20

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">educational games or traditional educational mathematics fact games? || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">2.Is there an interaction between gender (male vs. female) and treatment (SuccessMaker supplement vs. no SuccessMaker supplement) when examining posttest scores when pretest scores are used as a covariate? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">3.Is there an interaction between ethnicity (Hispanics vs. Blacks vs. White vs. Asian) and treatment (SuccessMaker supplement vs. no SuccessMaker supplement) when examining posttest scores when pretest scores are used as a covariate? || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Considered more bias than the experimental || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">2.What was the relationship, if any, between frequency of participation in an online professional development course and self-efficacy scores for instructional strategies among educators? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">3. What was the relationship, if any, between frequency of participation in an online professional development course and self-efficacy scores for classroom management among educators? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">4. What was the relationship, if any, between the type of online professional development and educator self-efficacy scores? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">5. What was the relationship, if any, between the rigor of an online professional development course and educator self-efficacy scores? || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Lack of participation || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">2.Can teaching about the moon by inquiry to elementary students around the world via asynchronous message boards help pre-service teachers, themselves, learn inquiry skills and the pedagogy needed to teach about the moon by inquiry over the Internet? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">3.Can pre-service teachers correctly perceive a gain in their knowledge of the Moon and in their ability to teach inquiry to students over the Internet? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">4.Can teachers have the technological proficiency needed to deliver the instruction to students in a technologically appropriate manner? || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">2.What activities are students doing when they are social networking? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">3.What is the impact of social networking on lifelong learning? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">4.What is the impact of social networking on self-directed learning? || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The study "describes the meaning for several individuals of their lived experience of a concept or a phenomenon" (Creswell, 2007, p.57). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Combines and synthesizes experiences to locate and categorize commonalities among individuals. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Its purpose would be for describing an experience and identifying trends and attitudes to supply relevant criteria for understanding a phenomenon. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The researcher can compile data and assess it for prescribing a treatment, providing informed evaluations, and suggesting decisions that will impact and allow for a successful remedy. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">2.How do teachers apply pedagogical theories to integrate technology in kindergarten through second grade? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">3.How does technology coordinators’ beliefs differed from those of the teacher? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">4.How do teachers use technical support to integrate technology for kindergarten through second grade learners? || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Focuses on individual cases and prescribes a treatment for the identified gap. Could be used to study the events over a classroom or over an entire district. Provides an analysis of an occurrence and compares it to other occurrences that allowed for a treatment (Creswell, 2007, p.75). Extensive research on appropriate strategies would need to be used to explore their usefulness for developing and prescribing a treatment. Focus on commonalities of experiences and there can be a number of participants. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Used to “generate or discover a theory” that would clarify a trend or “explain a practice or provide a framework for further research” (Creswell, 2007, p. 63). Discover a theory that would explain what was happening each time the phenomenon occurred instead of developing themes. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Explains the phenomenon according to participants’ viewpoints. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The researcher “derives a general, abstract theory of a process, action, or interaction grounded in the views of participants” (Creswell, 2009, p. 13). This can be used as a way to devise ways to correct the events that cause the gap which the researcher is exploring. A couple of grounded theory processes include deciding on questions and on how to code ideas. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">recruiting participants <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">(d) data collection and analysis process were highly dependent on the background, skills, and abilities of the researcher(e) small numbers of participants and included students from similar <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">socioeconomic backgrounds and geographic conditions, thus limiting the types of <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">students to which findings can be applied. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">2. How might digital literacies shape a family’s relational practices, and how do these relational practices reshape how the family members relate to each other? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">3. In what ways did this mother and her children interchangeably apprentice one another when engaging in digital literacies? || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Used to collect data utilizing observations, interviews, and questionnaires. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Researchers interact with the participants to obtain information and suggest a positive change. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Could be used to compare two institutions or groups and propose a remedy for inequalities between them (Creswell, 2007, p.71). Culture would be the main focus. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">It has flexibility. || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">1. How do Web 2.0 technologies affect language achievement of community college <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">students? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">2. To what extent do the quantitative and qualitative data converge? How and why? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Quantitative Questions. <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">3. What effect do Web 2.0 technologies have on student achievement? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">4. What effect do Web 2.0 technologies have on building classroom community? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">5.What effect do Web 2.0 technologies have on student reported learning? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Qualitative Questions. <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">6. What are student experiences with learner initiated web production for <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">community college students in Spanish classes? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">7. What Web 2.0 technology tools do students use in their language learning? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">What Web 2.0 technology tools do students use in their language learning? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">8. How do students use Web 2.0 technology tools in their language learning? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">9. How do students feel about using Web 2.0 technology tools in their language <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">learning? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">10. What role/s do students see learner initiated web production tools playing in their <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">language learning? || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The quantitative portion of the study examined specifically student achievement based on pretest and posttest scores and examined the level of classroom community, connectedness and learning as reported by the students. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The qualitative portion further investigated the ways students used Web 2.0 technologies in their language learning and their perceptions. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Quantitative Paradigms ** ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Increasing student learning of mathematics facts through online computer-assisted instruction. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Joanna Buchik ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Research questions in the study ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Which has a greater effect on student learning of mathematics facts: online CAI by means of
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Question best answered by this methodology ** |||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Quantitative: **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Experimental method study ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Strengths of this methodology ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Used to find treatments that influence outcomes using random sampling ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Limitations of this methodology ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Variability of tests and the control factor ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Most authoritative source(s) for this methodology ** |||||||| **<span style="color: black; font-family: 'Arial','sans-serif';">Vogt, ****<span style="color: black; font-family: 'Arial','sans-serif';">W. P. (2007). ** //<span style="color: black; font-family: 'Arial','sans-serif';">Quantitative research methods for professionals in education and other fields // //<span style="color: black; font-family: 'Arial','sans-serif';">. // //<span style="color: black; font-family: 'Arial','sans-serif';">Illinois State University ////<span style="color: black; font-family: 'Arial','sans-serif';">. //<span style="color: black; font-family: 'Arial','sans-serif';"> Pearson. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The effectiveness of computer-assisted instruction on student math achievement. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Ronald E. Lewis ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Research questions in the study ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">1.After accounting for the pretest score, is there a between group difference on the mean posttest score between students using the SuccessMaker supplement and those that do not?
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Question best answered by this methodology ** |||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Quantitative: **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Quasi-experimental method study ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Strengths of this methodology ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Used to find treatments that influence outcomes using non-random sampling ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Limitations of this methodology ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Variability of tests
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Most authoritative source(s) for this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Muijs, D. (2011). //Doing quantitative research in education with SPSS// (2nd Ed.) Sage Publishing Thousand Oaks Ca. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Teachers' professional growth: The blending of technology, pedagogy and content. Ed.D. dissertation, Arizona State University, United States: Arizona. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Michelle Wilson ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Research questions in the study ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">1. What was the relationship, if any, between frequency of participation in an online professional development course and self-efficacy scores for student engagement among educators?
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Question best answered by this methodology ** |||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Quantitative: **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Survey method ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Strengths of this methodology ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Used to find a numeric description by studying a population of people Can reach a lot of the population ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Limitations of this methodology ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Truthfulness of answers
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Most authoritative source(s) for this methodology ** |||||||| = <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; font-weight: normal;">Wrench,J. S.,Thomas-Maddox,C., RichmondV. P., McCroskey,J. C. (2007).//Quantitative research methods for communication// //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; font-weight: normal;">: ////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; font-weight: normal;">A hands-on approach //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; font-weight: normal;">. Oxford University Press. Oxford. = ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Under one big sky: Elementary pre-service teachers use inquiry to learn about the moon, construct knowledge, and teach elementary students around the world via the Internet. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Luann Christensen Lee ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Research questions in the study ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">1.Can observing the moon and its patterns in the sky over time will help pre-service teachers increase their knowledge of and correct misconceptions related to the moon‘s phases and changing location in the sky?
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Question best answered by this methodology ** |||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Quantitative: **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Non-experimental study ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Strengths of this methodology ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Used to assign numeric data to a sample of the population for the purpose of finding themes ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Limitations of this methodology ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">There is no control group from which to base the sample ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Most authoritative source(s) for this methodology ** |||||||| =<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 16px; font-weight: normal; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Nardi, [|P.M. (2005).]Doing survey research: A guide to quantitative research methods (2nd Ed.). Allyn & Bacon: Pearson. = ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Qualitative Paradigms ** ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Social software: Participants' experience using social networking for learning. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Cecil Batchelder ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Research questions in the study ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">1.What meaning do students who actively participate in social networking ascribe to their experience? Three secondary questions further explore the potential of social networking as it applies to education and learning:
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Question best answered by this methodology ** |||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Qualitative: **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Phenomenological method study ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Strengths of this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Deepen one’s understanding of a phenomenon
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Limitations of this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Challenges for researchers: (a) Problem of biases (b) limited to certain populations ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Most authoritative source(s) for this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Patton, M. Q. (2002). //Qualitative research and evaluation methods (3rd ed.).// Thousand Oaks, CA: Sage Publications, Inc. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** |||||||| //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Effective technology integration for digital literacy development in kindergarten through second grade // ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Bertha May Kaumbulu ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Research questions in the study ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">1.How do teacher beliefs and attitudes influence technology integration for digital literacy?
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Question is best answered by this methodology ** |||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Qualitative: **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Case study method study ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Strengths of this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Researchers utilize various and extensive information to explore a case or multiple cases (Creswell, 2007). Good for utilizing assessments and interviews and showing growth over time.
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Limitations of this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Challenges for researchers: (a) Time limits may get in the way of thorough results (b) number of participants is small ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Most authoritative source(s) for this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Maxwell, J.A. (2005). //Qualitative research design: An interactive approach (//2nd ed.). Thousand Oaks, CA: Sage. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">A study of young children's metaknowing talk: Learning experiences with computers. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Ji Young Choi ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Research questions in the study ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">What are the characteristics of metaknowing talk that occurred during learning experiences with computers within a kindergarten community of learners? ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Question is best answered by this methodology ** |||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Qualitative: **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Grounded theory method study ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Strengths of this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Focuses on a large group of participants and provides a theory as an explanation of a phenomenon.
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Limitations of this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Challenges for researchers: (a) to keep apart what they already know about a subject/theory, (b) to select appropriate areas that have not been researched extensively, and (c)
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Most authoritative source(s) for this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Miles, M. B.,& Huberman, A.M. (1994). //Qualitative data analysis: A sourcebook of new methods. Thousand Oaks, CA: Sage.// ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Family literacy and digital literacies: A redefined approach to examining social practices of an African-American family. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Tisha Lewis ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Research questions in the study ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">1. In what ways does a family enact “digital literacies” in the home?
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Question is best answered by this methodology ** |||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Qualitative: **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Ethnography method study ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Strengths of this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Analyzes patterns and values among cultural groups. Associated with anthropology.
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Limitations of this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Challenges for researchers: (a) Problem of bias (b) large population require a lot of time ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Most authoritative source(s) for this methodology ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Gibbs, G. R. (2007). Analyzing qualitative date. In U. Flick (Ed.) //The Sage qualitative research kit//. London: Sage. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Mixed Methods Paradigm ** ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Student achievement using Web 2.0 technologies: A mixed methods study. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** |||||||| <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Dallas R. Malhiwsky ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Research questions in the study ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Mixed Methods Questions.
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Question is best answered by this methodology ** |||||||| **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Mixed Methods : **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Experimental method and surveys
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Strengths of this methodology ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">A combination of both methods helps provide a complete picture of the study. The strength of the study combines and enhances the study. It gives substantial information to the researcher. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Limitations of this methodology ** |||||||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">It is time consuming. It can contain biases that need to be guarded against. ||
 * **<span style="color: #76923c; font-family: 'Arial','sans-serif'; font-size: 16px;">Most authoritative source(s) for this methodology ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Greene, J.C. (2007). //Mixed methods in social inquiry//. San Francisco; Jossey-Bass. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Bryman, A. (2006). //Mixed methods: A four volume set.// London: Sage. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Plano Clack, V. L., & Creswell, J. W. (2008). //The mixed methods reader//. Thousand Oaks, CA: Sage. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Tashakkori, A., & Teddlie, C. (1998). //Mixed methodology: Combining qualitative and quantitative approaches.// Thousand Oaks, CA: Sage. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">2. How do reading achievement scores according to instructional strategy differ for struggling readers of different gender as measured by the MAP assessment? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">3. How do reading achievement scores according to instructional strategy differ for struggling readers of different race as measured by the MAP assessment? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">4. How do reading achievement scores according to instructional strategy differ for struggling readers who receive free/reduced lunch and struggling readers who do not receive free/reduced lunch as measured by the MAP assessment? **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The questions were measurable by statistical analysis. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The match between the title, purpose, and questions could have been more precise. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: A limitation of this study was the small sample size. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Data Collection ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Sixty-six second grade struggling readers from two rural elementary schools comprised the convenience sample that included the use of two treatment groups. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The premise of the article was good. The researcher set out to prove or disprove SRA Reading Mastery and guided reading on reading achievement and they filled in the gap that there was no significant difference between the reading programs for success on MAP. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: A research limitation present in this study was the diverse teaching styles of the classroom teachers. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: This is easier said than done. I did not see a reasonable answer for how the researcher would follow up to determine if their suggestions could be implemented. Limited experiences with materials could affect perceptions and responses. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The researcher set out with thorough questions. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: There could have been questions concerning other technologies. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: It was a thorough research that dealt with many facets of student performance. <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The data presented in the tables was easily read. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The idea of biases and the time-consuming task were two of the reasons researchers may not be able to complete such a thorough task within time limits. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Data Collection ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Six third grade teachers and six fifth grade teachers participated in the study along with the three school administrators. A representative sample of 26 third and fifth grade students also participated in the study**.** || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: Mostly the study was thorough. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The frame of mind of the administrators, teachers, and students when they completed surveys and participated in interviews could affect how they responded. The difference in individual teaching preferences, strengths, and weaknesses could affect how they responded. The difference in individual learning preferences could affect responses. The researcher's affiliation within the school could have affected how participants responded to surveys and interview questions. Participant's limited experience with advanced technology could have affected their perceptions and therefore their responses || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Do third-through sixth-grade students in any one of the 19 interventions show a statistically significant reading difference between typical RIT growth and actual RIT growth as measured by MAP from Spring 2008 to Spring 2009? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">What is the relationship at the district level between the number of interventions and learning in reading for third- through sixth-grade students as measured by MAP growth from Spring 2008 to Spring 2009? <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">What is the relationship at the district level between reading interventions delivered by certified individuals and those delivered by non-certified individuals for third- through sixth-grade students as measured by MAP growth from Spring 2008 to Spring 2009? **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: It took a long period of time to put together the study. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: Availability of all participants could cause some of the data to be left out. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: It was a thorough study. There were many participants. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: One limitation of this study relates to treatment implementation procedures. The availability of and access to all 23 interventions at every school was difficult. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Data Collection ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The results of this study were based on 2,227 students. Pre and post test data was used. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: A limitation of this study is the vague intervention names and definitions. Lack of control and experimental groups made it impossible to fully understand which interventions had the strongest positive and negative reading growth as measured by the MAP assessment. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The data showed reliability because of the amount of participants involved. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: A limitation of this study is that the sample cannot be completely described, as student demographic data are incomplete. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The questions were well phrased and met the purpose of the study. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The questions cover broad areas and could be broken into many studies. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: A relatively large number of participants were surveyed compared to many case studies. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: Opinions are often considered biased || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Data Collection ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">19 subjects participated in the survey. The survey was promoted through faculty within the College of Imaging Arts and Sciences and via email to students. They ranged from age 19 to 55 with an average subject age of 30. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: With the advances in technology the article could be obsolete by the time it was published. It would be hard to duplicate the study and get the same results. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: Features need to be looked at before purchasing technology for motivation. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: Surveys are sometimes not read carefully and can skew the results. Advances in technology happen daily and can make results obsolete before they can be used. || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The results can be used by researchers to set up testing to benefit students to a greater extent. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The research may be obsolete || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">is to use meta-analysis, which is a research method that summarizes a set of empirical data across studies and quantitative data synthesis **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: There were many sources **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: No treatment was administered because it was a retrieval method. Unpublished materials are not peer-reviewed || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Data Collection ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Every empirical, theoretical, and review paper and chapter, both published and unpublished, was further scrutinized for additional relevant materials; 10,000 studies || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The data can be used to help develop curriculum with appropriate questioning strategies **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The many different format and studies lend themselves to interpretation || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: Test formatting is important regardless of the delivery methods **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Weak point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: Technology may make the delivery methods even more advanced and allow for different interpretations of data. ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 19px;">EDUC 8846 Research Review Table: Debra Hanks: Wiki Assignment Module 4 Week 8 ** ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 19px;">Study 1 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Alisha Green ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** || //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Comparing the efficacy of SRA Reading Mastery and guided reading on reading achievement in struggling readers //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Questions/Topic Addressed in the article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The purpose of this quantitative study was to determine which instructional approach, Guided Reading or SRA Reading Mastery, would increase reading achievement scores for second grade struggling readers. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Type of article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Ed.D. dissertation ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Research Question/ Hypothesis explored in article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">1. How do reading achievement scores according to instructional strategy differ over time for struggling readers as measured by the MAP assessment?
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Methodology ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point: **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> An advocacy theoretical framework informed the dual epistemologies of behaviorism and constructivism in this quantitative, quasi-experimental, nonequivalent control-group study.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Sample size used **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Analysis of Articles/studies ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">There were many statements that were vague and it was hard to follow. I saw more of the opinion of the researcher and quotes from other sources and lacked a strong gap statement for the conclusion.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Analysis of Conclusion ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The results of this study, therefore, could contribute to significant positive social change by creating an opportunity for teachers, parents, and district level personnel to improve existing policy by adopting and employing more than one research-based reading program in every school to augment reading achievement for all students.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Study 2 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Jill Sellars Morris ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** || //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">A case study on advanced technology: Understanding the impact of advanced technology on student performance //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Questions/Topic Addressed in the article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The purpose of this mixed-method study was to examine how Promethean boards impact academic performance of elementary school students in third and fifth grade classrooms in a public elementary school. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Type of article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Ed.D. dissertation ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Research Question/ Hypothesis explored in article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">What change in student performance does data show following the installation of Promethean boards in third and fifth grade classrooms? What are administrator attitudes and perceptions on the change in student performance with use of Promethean boards in elementary classrooms? What are teacher attitudes and perceptions on the change in student performance with use of Promethean boards in their classrooms? What are elementary student's attitudes and perceptions on the changes in their performance and participation with use of Promethean boards in their classrooms?
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Methodology ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The collection method used a quantitative questionnaire and qualitative interviews.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Sample size used **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Analysis of Articles/studies ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">I thought it was a very informative study that could be implemented in schools across the nation and world.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Analysis of Conclusion ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The researcher concludes that implementing advanced technology such as interactive promethean boards into elementary classrooms could impact the academic performance of students. The results of this study revealed that these administrators have positive attitudes and perceptions concerning the changes in student performance with use of the Promethean boards in elementary classrooms.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Study 3 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Shawn Schleizer ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** || //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">The relationship between the introduction of multiple interventions and academic progress for at-risk third- through sixth-grade students //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Questions/Topic Addressed in the article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The purpose of this study was to determine the relationship between interventions and academic growth in reading for third- through sixth-grade students performing below the 20th percentile on the MAP assessment. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Type of article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Dissertation ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Research Question/ Hypothesis explored in article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Do third- through sixth-grade students in any one of the 19 interventions show significant reading growth as measured by MAP from Spring 2008 to Spring 2009?
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Methodology ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The study was a descriptive, quantitative research.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Sample size used **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Analysis of Articles/studies ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Strong point **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">: The article has many avenues that can be used to further the research to fill in more gaps.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Analysis of Conclusion ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Quantitative analyses of this reading intervention program provided limited evidence that it was effective at accelerating learning in reading for children in the intermediate grades.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Study 4 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Garret Voorhees ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** || //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Congeniality of reading on digital devices: Measurement and analysis of reader experience // ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Questions/Topic Addressed in the article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">This thesis analyzed the reader experience while reading digital texts on both dedicated reading devices and on personal computers (within a web browser). ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Type of article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">dissertation ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Research Question/ Hypothesis explored in article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Can the work to help to transform the book into a new and more effective medium, while maintaining the legibility, congeniality and effectiveness of the traditional book? Can improved readability of digital content benefit readers, designers, and general content consumers? Can wider distribution of well designed book content aid literacy and education?
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Methodology ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Survey, presented in a questionnaire format
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Sample size used **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Analysis of Articles/studies ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">**Strong point**: The article had a good structure for its purpose
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Analysis of Conclusion ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">When asked which non-paper device was favored, the Amazon Kindle was selected as the clear favorite (two subjects chose paper, contrary to the directions, indicating a strong preference for printed texts). The least-favorite devices were the laptop and iPod Touch, which tied.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Study 5 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Author ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Yo In’nami and Rie Koizumi ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Title ** || //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats. //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> //Language Testing// ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Questions/Topic Addressed in the article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">A comparison of meta-analytic findings across domains would help clarify the specificity and generalizing of test format effects ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Type of article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Dissertation ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Research Question/ Hypothesis explored in article ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">Which are easier, multiple-choice or open-ended formats? To what degree are they easier? Are there any variables related to format effects?
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Methodology ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">The literature search retrieved approximately 10,000 studies. It used a narrative review
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Sample size used **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Analysis of Articles/studies ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">With so many symbols and quotes it was hard to read.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Analysis of Conclusion ** || <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; text-indent: 0in;">First, based on the finding that in L1 reading and L2 listening, multiple-choice formats are easier than open-ended formats, a test developer might prefer using the former if the intention is to make the test easier. The results provide evidence that quantitative data synthesis plays an important role in explaining inconsistencies in test format effects.

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**<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">References ** <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Creswell, J. W. (2003). //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Research design: Qualitative, quantitative, and mixed methods approaches //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Driscoll, M.P. (2005). //Psychology of learning for instruction// (3rd ed).Boston, MA: Pearson Education, Inc.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; margin-left: 0.5in; text-indent: -0.5in;">Friesland, N. (2010). Formative assessment in instruction as perceived by teachers. Ed.D. dissertation, University of Kansas. United States -- Kansas.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Gonzalez, M.. (2010). //The effect of interactive eBooks on the reading comprehension of struggling readers and students with reading disabilities//. Ph.D. dissertation, Walden University, United States -- Minnesota.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Hall, J. (2010). //Fourth and fifth grade student achievement and possible relationship to three teacher selection tools//. Ph.D. dissertation, University of Louisville, United States -- Kentucky.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Keyes, S. (2010). The effects of a computer-assisted reading program on the oral reading fluency, comprehension, and generalization of at-risk, urban second-grade students. Ph.D. dissertation, The Ohio State University, United States -- Ohio.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Mayer, R. E. (2009). //Mulimedia learning// (2nd ed.). New York, NY: Cambridge University Press.

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Spector, J. M., Merrill, M. D., Merrienboer, J. V., & Driscoll, M. P. (Eds.). (2008). //Handbook of research on educational communications and technology// (3rd ed.). New York: Lawrence Erlbaum Associates.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Weber, P. (2010). //Content clustering of a computerized-adaptive test//. Ed.D. dissertation, Bethel University, United States -- Arkansas.

**<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 200%;">Significance of the Study **

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 200%;">The quantitative research problem addressed by this study is that students at Varennes Academy of Communications and Technology (VACT) are far behind the district average in reading skills as demonstrated by online reading test scores. At VACT students need innovative ways and strategies to enhance their reading skills. Studying this issue is important for the community members, administrators, teachers, students because it addresses the use of technology in a growing global society. The results of the study can help fill in gap due to lack of research on the new innovation of electronic books (eBooks) and correlation of the books to reading proficiency.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 200%;">My research will advance the profession of educational technology by dealing with subject electronic book (eBook) research. Electronic books are already infiltrating schools and as research shows there has not been enough research that shows how or how not to best utilize the eBooks. Promoting the human condition, this research will have a social impact not only at the school level, but also throughout the nation.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 200%;">As a steward of the discipline, I will use the research to guide my journey through educational technology. My research consists of looking at the effects of electronic books to determine whether or not they enhance reading proficiency. I will explore student success on the Measures of Academic Progress (MAP) after the use of electronic books (eBooks). These scores will be compared to the test scores expected growth over a period of months between pretest and post test data.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 200%;">I will be expected a certain level of performance as I teach the fourth grade at my home school and work on the dissertation at another school in a fourth grade class. This arrangement will be necessary to keep down bias of the research. With my quantitative research, the conclusions and suggestions can be used by others to remedy situations throughout the nation or to expand the research into other populations or situations. After the completion of my doctorate, I plan on furthering my skills into other areas of educational technology where gaps are found using what others have done and helping fill these gaps.

**<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 200%;">Dissemination of Research ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: normal; text-indent: 0in;">One journal that I would like to submit an article from would be the //Journal of Educational// //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Psychology //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;"> because of the standards that the journal set is impressive not only to psychology, but also to education. The next journal that I would like to submit an article from would be //Computers in the School// because I found that many of the articles that I used and liked were from this journal. The third journal that I would like to submit an article from would be //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Journal of Literacy & // **// Technology //**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;"> because it contained many of the articles that I used that dealt with electronic books. == I would like to go to the International Society for Technology in Education (ISTE) conference to present my research because I have attended and been a member of ISTE in the past and have used some of the suggestions that ISTE has had to offer. I would also like to present at the [|Association for Educational Communications and Technology] (AECT) conference because it is a high quality conference for technology and communications and is recommended by Walden University. ==

**<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Reference **

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">Laureate Education Inc. (Producer). (2009). Research Saturation in Educational Technology [Vodcast]. Baltimore, MD: Author.