Pathway Threats

In this writing project I learned to write a story with a purpose and show my readers a learning movement. By using different kinds of writing tools I could give my readers a more complex story. I learned how to write by showing and using details (the senses) to really give my readers a deeper understanding and emotions. I also learned in how you prepare for writing an essay. The importance of building your idea (pre-write), write, revision, and finally editing the paper.

This design is more often used by practitioners compared with researchers to examine the effectiveness of a specific intervention on an individual or group’s behaviors.

Channelview ISD, the district in which I was raised and currently teach, is considered a low demographic district with a high population of at-risk, economically disadvantaged and special education students. The TAPR results exhibit a clear correlation between the demographics of the school and their performance results. Results vary sporadically and show clear indicators of differences amongst demographic factors such as grade, gender, race, economic level, language capabilities and intelligence level, however, some factors influence test results more than others. Grade, intelligence level and language capabilities prove to be the main factors in the gaps between the percent of the state that were at Level II Satisfactory or Above and district percentage results. Also analyzed were the percentages of students who were at Postsecondary Readiness and Advanced and lastly and analysis on what percent of students made progress and exceeded progress as well as identifying which students performed well and

Cultural differences pose several barriers for students and may impair their opportunity to learn. These barriers are created by differences in language expression, communication style, preferred learning style, gender-role customs and behaviors, and limited parental involvement due to these cultural or socioeconomic barriers

1. What is the intervention being evaluated? What is the hypothesis for the intervention, and what theories or empirical research is used to support that initial hypothesis?

In American education, there is overwhelming evidence that there is an achievement gap between groups of students. In other words, there are measurable differences in the educations and test scores of different groups of students. Some gaps exist between groups or differing gender or socioeconomic status, but the largest gaps exist between groups of different races. America has always been a country with an influx of different cultures through immigration. In schools, these cultures still remain separated. The most noticeable separation is probably that of White and African American students. Although the achievement gap between White and Black students is easily seen there are other clear gaps in the education of Latino and Asian American

The article’s researchers believed that it is necessary to research the efficacy of these claimed evidence based interventions.

Based upon information provided this study was appropriate conducted as a purposeful sampling but, this study

Now, it is time to give an overview of some of the design threats to construct validity. If the researcher did not define the construct efficiently than it can lead to the inadequate preoperational explication of constructs threat (Trochim & Donnelly, 2008). Next, is the mono-operation bias, which is the use of the study program only one time and one place (Trochim & Donnelly, 2008). Third, the mono-method bias is the use of any one measure or observation (Trochim & Donnelly, 2008). Finally, the confounding constructs and the levels of constructs threat (Trochim & Donnelly, 2008). Overall, this threat to construct validity is a labeling issue like some of the other threats to construct validity (Trochim & Donnelly, 2008). However, there are more design threats than listed in this paper to construct

Nevertheless, the evaluators often discover that these thoughts may need explicitly, therefore, the ideas are tried, and the evaluation to test the robustness of the theory behind the program. By utilizing and seeking to estimate statistical relationships between the characteristics of the participants, the service received, and the immediate and long-term outcome achieved from such prevention and educating the staff and student body of the services being offered. Furthermore, ensure the victims that the program is there to help under such

It is imperative for a study to be valid, for the results to be accurately applied and interpreted. From this article it is difficult to say whether the study reflects the truth. Insufficient information on how the participants were selected; how participants got involved in the study; what questions were asked; whether or not the researcher’s body language and style of questioning influenced the results; and how trust was gained with participants leaves the reader questioning the validity of the article (Litwin, 1995, Merriam, 2009).

This study was limited due to the small sample size. Although the conclusions are valid, more research with a

However social class is not the only factor influencing educational achievement; Girls achieve higher grades than boys in Standard Assessment Tests (SATs) and GCSE’s (Mitsos and Browne, 1998), in 2010 to 2011 54.3 per cent of black pupils achieved five or more A* to C grades at GCSE compared to 58 per cent of white pupils and 61.8 per cent of Asian pupils (Attew, 2012). Therefore educational achievement is also affected by gender and ethnicity.

The authors provided the information needed to address confidence in the study results. They described the risk of bias and the strength of evidence for each study. Therefore, the difference in the risk of bias explains the difference and variability in results (13). They reported moderate to high risk of bias and low level of evidence might result in decreasing the confidence in the treatment effect (15-17).

From the pre-assessment, we learned that teachers needed to learn more about intervention strategies-61% of those surveyed could not name an intervention strategy, steps in the referral process-89% of those surveyed could not accurately list the steps in the referral process and understanding an