ACTIVITY 5

Activity 5



Activity 5

Purpose Statement

The purpose of this research report is to identify the results of looping on the Georgia Criterion-Referenced Competency Test (CRCT) in one urban middle school. This report will focus on the issue that whether looping with the same mathematics teacher makes a significant increase or decrease in student achievement.

Research Method

This report will be based on both the qualitative and quantitative research methods. In qualitative research methods data will be extracted from different internet sources, magazines and journals and different books. Quantitative study is likely the smallest contentious of the two schools, as it is more nearly aligned with what is examined as the academic technical paradigm. Quantitative study engages accumulating facts and numbers that is unconditional, for example numerical facts and numbers, in order that it can be analyzed in as unbiased a kind as possible. There are numerous values that proceed along with quantitative study, which help encourage its presumed neutrality. Quantitative study usually arrives subsequent in a study task, one time the scope of the task is well understood. Whereas Qualitative study, on the other hand, is a much more personal pattern of study, in which the study permits themselves to insert their own bias to help pattern a more entire picture. Qualitative study may be essential in positions where it is unclear what precisely is being looked for in a study, in order that the investigator desires to be adept to work out what facts and numbers is significant and what isn't.

Research Design

Determining whether a charter school is engaged in innovative, promising, and successful special education practices is difficult because there is not a single tangible and easily accessible measure of the degree to which an individual school's special education program meets these criteria. An underlying goal during the selection process was to select a diverse group of schools that would illustrate multiple approaches to educating children with a diverse range of disabilities and in different public education policy environments. Based on nominations from the field, we conducted a preliminary screening of 33 schools in fall 2007. After the initial screening, we eliminated eight schools because they either had not been operating long enough to have an established track record of success (i.e., three years of academic data) or we could not locate information about the schools online. We then conducted a secondary screening of 25 schools. From this pool we ordered ...