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SWK 442: Research Methods II Data Analysis

GALLAUDET UNIVERSITY
DEPARTMENT OF SOCIAL WORK

SWK 442: RESEARCH METHODS II –DATA ANALYSIS


Spring 2019

Professor: Kota Takayama


E-mail: kota.takayama@gallaudet.edu
Course Meets: Tuesdays and Thursdays 11:00-12:20pm or online
Office Hours: Mondays/Thursdays 12:30pm-2pm
Other times by appointment
Office Location: HMB S334A

COURSE DESCRIPTION

This course builds directly on the base provided by SWK441, in which students acquired
skills in design of evaluation and research. In the current course, students learn to employ
a variety of statistical procedures, both qualitative and quantitative, to analyze and
interpret evaluation/research data.

This course requires that students use knowledge gained from their liberal arts education.
Liberal arts courses in math, geometry/logic, social sciences, and philosophy provide a
foundation for this course by helping students to think and problem-solve in a systematic
way. In addition, coursework in English/writing and previous activities with computer
operations will be of help to students in this course. Students learn to apply their writing
and reading skills by reading published research articles as well as writing reports of the
analyses conducted in class and in homework assignments.

The integral role of evaluation in social work practice and policy, as well as benefits to the
profession from research, have been communicated in courses from previous semesters.
During this semester, issues of evaluation and research are integrated in the Senior
Seminar (SWK 494) as well as continuing internship experiences (SWK486) and the
practice course (SWK482). Topics and information from those courses are discussed as
they relate to issues of analyzing and interpreting/using results of evaluation and research.

COMPETENCIES AND PRACTICE BEHAVIORS

EP 2.1.6 Competency —Engage in research-informed practice and practice-informed


research.

● Practice Behavior: use practice experience to inform scientific inquiry


● Practice Behavior: use research evidence to inform practice.

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SWK 442: Research Methods II Data Analysis
EP 2.1.3 Competency - Apply critical thinking to inform and communicate
professional judgments.

Practice Behaviors:
● Distinguish, appraise, and integrate multiple sources of knowledge, including
research-based knowledge, and practice wisdom.
● Demonstrate effective oral and written communication in working with individuals,
families, group, organizations, communities, and colleagues

COURSE REQUIREMENTS:

Required Texts:

● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston, MA:
Cengage Learning.
● American Psychological Association. (2010). Publication manual of the American
Psychological Association. Washington, DC: American Psychological Association.
ISBN: 1-4338-0561-8

ATTENDANCE POLICY:

Students are expected to participate face-to-face classroom and are expected to work a
minimum of 6-7 hours per week. Because the process of research is comprehensive,
students must complete each unit by the due date or they will have points deducted from
their work.

Submission of Assignments:

Assignments are not accepted after the due date. It is up to the instructor if he or she is
willing to accept a late assignment. Any assignment that is turned in late is subject to a
10% reduction in grade for each day late (including Saturdays and Sundays). There is no
guarantee that a late assignment will be accepted, especially without valid documentation
of a University accepted excuse. In-class assignments, quizzes and activities may not be
made up unless the student provides authorized documentation (i.e. from a physician or
other professional).

EVALUATION OF STUDENT PERFORMANCE:

50% Final Research Project Paper and ASL Presentation


30% Qualitative Research Paper

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SWK 442: Research Methods II Data Analysis

20% Weekly assignments, homework, progress research report.

Grading:

A 93 and above
A - 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 73-76
C- 70-72
D+ 67-69
D 60-66
F Below 60

Accommodations for Students with Disabilities:

The Americans with Disabilities Act (ADA) prohibits the exclusion of people from jobs,
services, activities, or benefits based on disabilities. In addition, Section 504 states that no
otherwise qualified handicapped individual shall, solely by reason of his or her handicap,
be excluded from participation in, be denied the benefits of, or be subjected to
discrimination under any program or activity receiving federal financial assistance from
the U.S. Department of Education. Further, it specifically ensures that no qualified
handicapped person shall, on the basis of handicap, be subjected to discrimination in
employment under any program or activity that receives federal financial assistance.
Consistent with its nondiscrimination policy, Gallaudet has made many accommodations
and implemented technological advancements to facilitate a fully accessible, barrier-free
environment. Gallaudet will, upon disclosure, attempt to make other reasonable
accommodations if needed.

Students are responsible for ensuring that the OSWD staff brings the appropriate academic
accommodation documentation to the professor. Ideally, this should be done by the end of
the second week of classes, but no later than the end of the fifth week of classes.
Accommodation may only be provided from the time the professor receives documentation
until the end of the course. If the student is registered with OSWD but the accommodations
documentation is not sent by this office to the professor in a timely manner, the student
should send an e-mail message and written note to the professor, program director and
chair of the department asking for asking for assistance and naming the OSWD staff
member who is working with them and this person’s email address.

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SWK 442: Research Methods II Data Analysis
For more information visit the Academic Accommodations Policy at the Gallaudet
University website:
http://www.gallaudet.edu/academic-catalog/registration-and-policies/graduate-
policies/academic-accommodations-policy.html

Class Communication Policy:

We will abide by the University Communication Policy in that each of us has the right and
responsibility to understand and be understood. As a bilingual university, we will
incorporate and respect ASL and English and recognize that we each have different visual
communication needs. We will respect everybody’s signing style and use whatever is
necessary to communicate clearly.

Writing Style:

Social Work as a profession adheres to the American Psychological Association writing


style. All papers should conform to this writing style.

Academic Integrity & Honesty Policy:

The Gallaudet University Undergraduate Catalogue has an academic honesty policy which
all students should be aware of. This policy can be found at
http://www.gallaudet.edu/academic-catalog/registration-and-policies/graduate-
policies/academic-integrity.html under Academic Honesty Policy. Be aware that if a
student is discovered doing unethical practices such as cheating on exams, providing false
information or other unethical actions as indicated in the University Integrity & Honesty
policy, your professors have the right to give a failing grade for the particular assignment
or course, and/or recommend dismissal.

In particular, Social Work majors are expected to uphold and demonstrate knowledge of
and commitment to the social work values, standards and ethics of the profession as well as
adhere to the Code of Ethics set in motion by the National Association of Social Work. Social
work majors are expected to exhibit academic honesty and understand that plagiarism
(using other’s ideas and words without acknowledging the source of information) and
cheating are prohibited. Be sure and review the section on Academic Honesty in your BA
Social Work Student Handbook.

Americans with Disabilities Compliance and Concerns:

For more information regarding ADA grievances visit:


http://www.gallaudet.edu/eop/federal-eeo-laws/section-504ada-student-grievance-
procedure.html
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SWK 442: Research Methods II Data Analysis

Syllabus Change Policy and Disclaimers:

Changes which substantially alter the assessment and grading of students will not be made
without first informing the students. It is imperative that each student attends class and
pays attention to any course correspondence on blackboard and email to make sure they
are apprised of any changes in this syllabus. It is the responsibility of all students to make
arrangements to meet with the professor through video or email if there are any
foreseeable issues with completing the course work. This syllabus is a course guide and is
subject to change for a variety of reasons during the semester.

The course, schedule, and assignment deadline dates are subject to reasonable change by
the instructors at any time. These changes may be announced in Blackboard. It is your
responsibility to be aware of any announcements.

Data Confidentiality:

Please remember that any classroom discussion of practice and research experience needs
to be mindful of the confidentiality of participants and clients. All students are must
complete the CITI on-line training program for responsible conduct of research. If students
choose to conduct a research project on campus for their final project and the student plans
to publish the data, IRB approval must be sought early in the semester prior to data
collection. Please receive approval by the professor for any your research conduct plan.

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SWK 442: Research Methods II Data Analysis

Class Schedule: - All Due Dates are found in Blackboard

Unit 1: Introduction to Qualitative Research Methods


Students review design concepts for qualitative research designs practiced in SWK 441.
Research methodology for several designs will be discussed, such as individual and group
interviews, observational, and case studies. Different types of organizing tools will be reviewed
as they relate to subsequent lectures about qualitative data. Ethical principles of research are
reviewed as well as ethical implications for use of data.

Class 1: Introduction to Qualitative Research


Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 4.
● Class PPT

Supplemental Reading:
● Rubin, A., & Babbie, E. (2011). Chapter 17: Qualitative research: General
principles: Research methods for social work (7th ed.). Belmont, CA:
Brooks/Cole – Thomson Learning.
● Hardonk, S., Daniels, S., Desnerck, G., Loots, G., Van Hove, G., Van
Kerschaver, E., Sigurjónsdóttir, H., Vanroelen, C., & Louckx, F.. (2011). DEAF
PARENTS AND PEDIATRIC COCHLEAR IMPLANTATION: AN
EXPLORATION OF THE DECISION-MAKING PROCESS. American Annals
of the Deaf, 156(3), 290-304.
Unit Assignment
● Your Team chooses a qualitative research topic (Disaster Relief)

Class 2: Preparing Qualitative Research and Qualitative Research Designs


Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 8.
● Class PPT
Unit Assignment
● Three qualitative research questions based on your team’s research topic
regarding disaster relief
● Pick one concept/theory to support your team’s qualitative research project.

Unit 2: Qualitative Research Questionnaires and Data Collection
Students learn how to ask appropriate research questions and identify study concepts.
Discussion and class focuses different types of qualitative research questions.
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SWK 442: Research Methods II Data Analysis

Class 3: Developing Research Questionnaires and Data Collection Structure


Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 3.
● Class PPT
Unit Assignment
● Complete Qualitative Research Questionnaires

Class 4: Fieldwork (Online ASL Lecture)


Readings:
● Complete pilot test and peer feedback on your team’s qualitative research
questionnaires
● Class PPT

Class 5: Interview with individuals and groups


Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 4.
● Class PPT
Unit Assignment
● Complete Qualitative Research Interview guide and protocol.

Class 6: Recording Data and transcription


Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 4.
● Class PPT

Class 7: Out-of-Classroom Activity (No Class)


Unit assignment
● Doing qualitative research interview with individuals
● Make qualitative interview transcripts

Unit 3: Qualitative Data Analysis


Class 8: Coding
Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 4.
● Class PPT
Unit assignment
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SWK 442: Research Methods II Data Analysis
● Doing coding works

Class 9: Out-of-Classroom Activity (No Class)


Unit assignment
● Doing coding and submit your cording works

Class 10: Interpreting Qualitative Data


Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 13.
● Class PPT
Unit assignment
● Doing interpreting your qualitative data

Class 11: Displaying Qualitative Data


Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 14.
● Class PPT
Unit assignment
● Doing interpreting your qualitative data

Class 12: ASL Team Presentation


Unit assignment
● Submit your interpreting works
● Upload and submit your team PPT
● Submit your peer-evaluation form for your teammates

Class 13: ASL Team Presentation
Unit assignment
● Submit your interpreting works
● Upload and submit your team PPT
● Submit your peer-evaluation form for your teammates

Unit 4: Conducting Student Program Evaluation Project

Class 14: Discussion on your Program Evaluation questions


Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 1.
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SWK 442: Research Methods II Data Analysis
● Class PPT

Class 15: Out-of-Classroom Activity(No Class and Research Day)


Final Research Project Assignment
● Submit Your Final Paper Draft: Program Evaluation Question

Class 16: Discussion on literature review and Logic Model


Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 5.
● Class PPT

Class 17: Out-of-Classroom Activity


Final Research Project Assignment
● Submit Your Final Paper Draft: Literature Review and Logic Model

Class 18: Discussion on your research methodology


Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 7, 11, and 12.
● Class PPT

Class 19: Out-of-Classroom Activity(No Class and Research Day)


Final Research Project Assignment
● Submit Your Final Paper Draft: Methodology

Class 20: Discussion on Writing Results and Discussion
Readings:
● Royse, D., Thyer, B., & Padgett, D. (2016). Program Evaluation, 6th ed. Boston,
MA: Cengage Learning. Chapter 14.
● Class PPT

Class 21: Out-of-Classroom Activity(No Class and Research Day)


Final Research Project Assignment
● Submit Your Final Paper Draft: Results

Class 22: Individual Supervision

Class 23: Out-of-Classroom Activity(No Class and Research Day)


Final Research Project Assignment
● Submit Your Final Paper Draft: Discussion
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SWK 442: Research Methods II Data Analysis

Class 24-25: Individual supervision

Unit 6 FInal Poster Presentation

Class 26: Final ASL Online Presentation


Final Research Project Assignment
● Students put all of their research works together
● Submit the final research project paper
● Share your final research project with your internship supervisor

Class 27: Final ASL Online Presentation
Final Research Project Assignment
● Students put all of their research works together
● Submit the final research project paper
● Share your final research project with your internship supervisor

Class 28: Final ASL Online Presentation


Final Research Project Assignment
● Students put all of their research works together
● Submit the final research project paper
● Share your final research project with your internship supervisor

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SWK 442: Research Methods II Data Analysis

ASSIGNMENTS:

SWK 442: Data Analysis

Research Project

EP 2.1.6 Competency —Engage in research-informed practice and practice-informed


research.

• Practice Behavior: use practice experience to inform scientific inquiry


• Practice Behavior: use research evidence to inform practice.

EP 2.1.3 Competency - Apply critical thinking to inform and communicate


professional judgments.

Practice Behaviors:
• Distinguish, appraise, and integrate multiple sources of knowledge, including
research-based knowledge, and practice wisdom.
• Analyze models of assessment, prevention, intervention, and evaluation
• Demonstrate effective oral and written communication in working with individuals,
families, group, organizations, communities, and colleagues

This goal of this project is to help you understand methods for quantitative data reduction
and analysis through coding and interpretation and data analysis of survey data. This
project counts as 50% of your grade:
● 20% of your final grade are the individual parts and assignments that you are
doing throughout the semester
● 20% of your final grade is the actual finished written paper where your research
content and English writing skills will be evaluated
● 10% is your video presentation of the project where your research content and
presentational ASL skills will be evaluated.

The written 10-20 page program evaluation paper must be in APA format and should
have:

Program Evaluation
1) Introduction
a) Begin with your entire literature review from SWK 441.
b) Write a research question related to programming at your internship placement
based on your literature review from SWK 441.
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SWK 442: Research Methods II Data Analysis
2) Literature Review
a) Based on your literature review and your internship experience, detail at least 6
current evidence-based practices related to assessment, prevention, intervention,
and/or evaluation that you will use as a foundation to your methodology.
i) How did your practice experience in your internship guide your research
process?
b) Include minimum 6 literature peer-reviewed papers.
2) Methodology
a) Conceptual and Operational Definitions of your Variables and explain your
Demographic Variables
b) Logic Model
c) Describe the step-by-step data collection method.
3) Include a copy of your questionnaire.
4) Result/Analysis
a) Data Analysis procedures
b) Data
c) Quantitative: Organize this section in a chart form.
d) Summarize the quantitative data in a narrative.
5) Discussion
a. What are the significant results of your research?
b. What are other interesting results, although possibly not statistically significant.
c. How do the research findings apply to your agency service delivery?
d. Discuss the relevance to social work practice.
e. Explain the limits of the study and the issues/concerns regarding threats to internal
and external validity and reliability.
f. Based upon your findings, where do you suggest the next step should be?
6) References (at least 10)
7) Appendix
a. Organization chart
b. Service flow chart
c. Qualitative/Quantitative data

RUBRIC FOR WRITTEN PAPER:

PRACTICE 4 3 2 1 Points
BEHAVIOR: Awarde
d
EP2.1.3 – The paper Does not Although the There are
Critical consistently consistently general ideas more than 10
Thinking PB: demonstrate demonstrate are errors in
Demonstrates s mastery of professional understood spelling,
effective professional writing. by the punctuation,
written social work There are 4- reader, there grammar,
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SWK 442: Research Methods II Data Analysis
communicatio writing, 10 errors in are more organization
n grammar, spelling, than 10 of ideas,
and punctuation, errors in sentence
composition grammar, spelling, structure, or
skills. All organization punctuation, professional
components of ideas, grammar, composition
of the sentence organization and the ideas
research structure, or of ideas, in the paper
paper are professional sentence are not
present. composition. structure, or understood
professional by the
composition. reader.

EP 2.1.3 The paper The paper The paper The paper


Critical demonstrate demonstrate demonstrate fails to
Thinking. s exceptional s sufficient
s some demonstrate
Practice critical critical critical sufficient
Behavior: thought with thought with
thought with critical
Distinguish, respect to respect to respect to thought with
appraise, and research research research respect to to
integrate methodology, methodology,
methodology, research
multiple data analysis, data analysis,
data analysis, methodology
sources of and synthesis and synthesis
and synthesis , data
knowledge, of of of analysis, and
including information. information.–
information synthesis of
research-based although although information.
knowledge, there are there are
and practice some gaps. major gaps in
wisdom. critical
thought,
process,
synthesis
and/or
application.
EP 2.1.10 – Strong Good Some Little
Research – evidence and evidence and evidence and practice
PB: use connection of connection of connection of experience
practice agency agency agency or agency
experience to practice practice practice knowledge
inform knowledge knowledge knowledge applied to
scientific informing informing informing research
inquiry research research activity.

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SWK 442: Research Methods II Data Analysis
research activity – activity – but
activity. although there are
some gaps some large
are present. disconnects.
EP 2.1.3 The paper The paper The paper The paper
Critical demonstrate demonstrate demonstrate fails to
Thinking. s exceptional s good s some demonstrate
Practice analysis of analysis of analysis of sufficient
Behavior: current current current analysis of
Analyze evidence evidence evidence current
models of based based based evidence
assessment, models of models of models of based
prevention, assessment, assessment, assessment, models of
intervention, prevention, prevention, prevention, assessment,
and evaluation intervention, intervention, intervention, prevention,
and and and intervention,
evaluation. evaluation. evaluation. and
although evaluation.
there are
major gaps in
critical
thought and
application.
EP 2.1.10 – Exceptional Good Some Omits or
Research PB: application application application limited
use research on how on how on how application
evidence to research research research on how
inform project can project can project can research
practice. inform inform inform project can
practice in practice in practice in inform
internship. internship. internship. practice in
internship.
TOTAL:

RUBRIC FOR RESEARCH PRESENTATION:

PRACTICE 4 3 2 1 Points
BEHAVIOR: Awarde
d
EP2.1.3 – Language in Language Language Lacks
Critical presentation choices are choices and sufficient

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SWK 442: Research Methods II Data Analysis
Thinking PB: is mostly presentationa demonstratio
Demonstrates appropriate appropriate. l ASL skills n of
effective oral to audience. Presentationa are presentationa
communicatio Presentationa l ASL skills inconsistent. l ASL skills.
n – l ASL skills are good, Although the Signing is
AMERICAN are although major ideas unclear or
SIGN exceptional – there is some are conveyed, incorrect and
LANGUAGE clear and incorrect or there are detracts
correct. unclear numerous majorly from
signing. problems presentation.
with either
clarity or
incorrect use
of signing.
EP2.1.3 – Presentation
Major
Critical Excellent is okay, but
problems
Thinking PB: delivery and there are
with delivery
Demonstrates materials. Good delivery problems
and
effective oral Timing and and with delivery
organization
communicatio pace are materials. – either the
of
n – appropriate. Good timing, timing and
presentation.
DELIVERY Materials and pace, pace are off
Timing and
AND media used organization or the
pace are off
MATERIALS are and average organization,
and lack of
organized, materials. materials or
sufficient
creative and media detract
materials and
appropriate. from
media.
presentation.
EP2.1.3 – Some
All of the
Critical components Several
All components
Thinking PB: of the components
components of the
Demonstrates assignment of the
of the assignment
effective oral are missing assignment
assignment are present
communicatio Or all are are missing
are present but a few of
n – CONTENT present but and/or
and correct. them are
many are incorrect.
incorrect.
incorrect.
TOTAL:

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SWK 442: Research Methods II Data Analysis

Bibliography

Coll, K. M., Cutler, M. M., Thorbro, P., Haas, R., & Powell, S. (2010). An exploratory study of
psychosocial risk behaviors of adolescents who are deaf or hard of hearing:
Comparisons and recommendations. American Annals of the Deaf, 154(1), 30-35.
ANOVA UNIT
Dammeyer, J. (2010). Psychosocial development in a Danish population of children with
cochlear implants and deaf and hard of hearing children. Journal of Deaf Studies and
Deaf Education, 15(1), 50-58. CHILDREN & ADOLESCENTS UNIT
Greco, V., & Beresford, B. (2009). Deaf children and young people’s experiences of using
specialist mental health services. Children and Society, 23, 455-469. CHILDREN &
ADOLESCENTS UNIT
Margellos-Anast, H., Hedding, T., Perlman, T., Miller, L., Rodgers, R., Kivland, L., DeGutis, D.,
Giloth, B., & Whitman, S. (2005). Developing a standardized comprehensive survey
for use with deaf adults. American Annals of the Deaf, 150(4), 388-396. SURVEY
RESEARCH UNIT
McBeath, B., Briggs, H., & Aisenberg, E. (2010). Examing the premises supporting the
empirically supported intervention approach to social work practice. Social Work,
55(4), 347-357. GROUP EXPERIMENTAL DESIGNS UNIT
Moore, D., & McAweeney, M. (2006/2007). Demographic characteristics and rates of
progress of deaf and hard of hearing persons receiving substance abuse treatment.
American Annals of the Deaf, 151(5), 508-512. T-TEST UNIT

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