Analysis: I have identified this research method as a Qualitative Case-Study, as it uses face-to-face methods of data-collection, it is narrative in nature, observation-based, and tells a story with a focus on a particular issue (Laureate Education, Inc., 2008).
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
Analysis: I have identified this research method as Quantitative True Experimental. Random sampling is done to choose students so that there are no major differences between groups. The subjects are students in two classrooms, the target population is groups of fifteen students with similar demographics, and the sample is chosen at random. Additionally, the research is being used to “determine the effect of one factor on another” (McMillan & Schumacher, 2008, pp. 24 & 103).
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
Analysis: I have identified this research as Action-Research. The focus is to determine the influence of attitude on the value of peer mediation. Data is collected through a counselor and by a method deemed appropriate by them. The data is then analyzed and a program is put into place, with the purpose being to reduce office referrals (McMillan & Schumacher, 2008, pp. 174-177).
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
Analysis: I have identified this research method as Explanatory Design Mixed-Method. Quantitative data is first collected and analyzed. This data is explained by qualitative data collected through follow-up interviews after the post-test (McMillan & Schumacher, 2008, pp. 162).
References:
McMillan, J., & Schumacher, S. (2008) Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
Laureate Education, Inc. (Producer). (2008). Program five. Quantitative Research Methods [Motion picture]. Introduction to educational research.. Baltimore: Author.
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