Think about the data sources and collection methods you plan to use to answer your evaluation questions. Based on this weekâ€™s Required Readingsâ€”including the data sources and collection methods used by the high school science team you observed in the â€œCollecting, Analyzing, and Interpreting Data: Exampleâ€ video programâ€”consider the interrelationships you see between and among the different types of data you will collect. What might one piece of data tell you about another data source or type? What â€œdata intersectionsâ€ (Champion, 2005) will you be looking for in the data you collect about your program?Which of the four categories of data mentioned by Victoria Bernhardt in the â€œPause to Look at the Intersections in the Dataâ€ article do you plan to collect for your evaluation? Did any other sources of data occur to you as you considered the information related to triangulating data this week? For example, if your evaluation plan includes collecting process data about teachersâ€™ implementation of a particular practice, are you also collecting perceptual data about how teachers think about and perceive their practice and classroom learning environment? What changes or additions might you make to your data plan?Finally, based on your professional development programâ€™s goals, create a best-case scenario, in which the data you collect for your professional development program provides a â€œwell-supported finding with triangulated evidence,â€ as discussed in this weekâ€™s text reading (Chapter 9, â€œInterpreting Dataâ€ ).Use the examples provided in Figure 9A, â€œSimple Finding with Limited Support,â€ and Figure 9B, â€œWell-Supported Finding with Triangulated Evidence,â€ to guide you in creating a visual to represent how various data types and sources might support this finding.
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