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A consideration of a comparison/contrast of two research studies in the field of education: One quantitative study and one qualitative study

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research
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Advanced
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accounting
School/University
westminster

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Sunmade A.
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documents in English
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presentations
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6 pages
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  1. Introduction.
  2. The Quantitative Study.
  3. The Qualitative Study.
  4. Comparison of the Two Articles.
  5. Problem and Purpose Statements.
  6. Research Questions/Hypotheses.
  7. Literature Review.
  8. Theoretical Frameworks.
  9. Research Design.
  10. Conclusion.

Research in the field of education administration demonstrates that there are plethora of pressing issues that are addressed in this context. While many of the investigations undertaken in this discipline focus on quantitative methodologies, some utilize qualitative methodologies in order to provide a clear understanding of the subject being investigated. A precursory overview of both the quantitative and qualitative methodologies that are used in this field demonstrates that both methodologies are necessary for providing researchers with the critical answers and solutions they seek.Although both quantitative and qualitative methodologies are viable for use in the field of education administration, the reality is that the context of and data collected in these investigations is notably different. With this in mind, there is a clear impetus to examine the differences that exist when it comes to quantitative and qualitative methodologies. Using this as a basis for investigation, this research considers a comparison/contrast of two research studies in the field of education: one quantitative study and one qualitative study.

[...] In other words, in these interviews administrators offered few ideas for altering the current general education programs as a potential strategy for addressing the problems of at-risk children? (p. 223). In order to carry out their investigation, Allington, McGill-Franzen and Schick utilized semistructured interviews with ten administrators in the six districts. The interviews were audio-recorded and transcribed. Each administrator was given the same set of open-ended questions. The questions were designed to elicit elaboration or clarification on a specific issue. [...]


[...] In addition to retrospective data, each student was asked to fill out a written questionnaire in the presence of an instructor and the researcher. Staff members were also asked to complete a questionnaire. In total 645 staff members?711 teachers and 34 administrators?completed the questionnaire. The specific procedure utilized for this investigation was four-fold in nature. As identified by the author, the following four steps were used in the investigation: First that impact of tracking on overall student achievement was assessed using multilevel analyses. [...]


[...] Overall the author appears to create a baseline for understanding the impact of tracking on student achievement and a baseline for understanding academic staff culture in the organization. With these two data sets established, the author is then able to statistically assess the impact of academic staff culture on student performance. This data could then be directly correlated to the issue of tracking and its overall impact on student performance. In general, the author had to collect a wide range of data in order to statistically correlate the academic staff culture to the process of tracking. [...]

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