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Occupational Outlook Handbook

This article systematically reviews the research design and methodological characteristics of single-case experimental design (SCED) research published in peer-reviewed journals between 2000 and 2010. SCEDs provide researchers with a flexible and viable alternative to group designs with large sample sizes. However, methodological challenges have precluded widespread implementation and acceptance of the SCED as a viable complementary methodology to the predominant group design. This article includes a description of the research design, measurement, and analysis domains distinctive to the SCED; a discussion of the results within the framework of contemporary standards and guidelines in the field; and a presentation of updated benchmarks for key characteristics (e.g., baseline sampling, method of analysis), and overall, it provides researchers and reviewers with a resource for conducting and evaluating SCED research. The results of the systematic review of 409 studies suggest that recently published SCED research is largely in accordance with contemporary criteria for experimental quality. Analytic method emerged as an area of discord. Comparison of the findings of this review with historical estimates of the use of statistical analysis indicates an upward trend, but visual analysis remains the most common analytic method and also garners the most support among those entities providing SCED standards. Although consensus exists along key dimensions of single-case research design, and researchers appear to be practicing within these parameters, there remains a need for further evaluation of assessment and sampling techniques and data analytic methods.

Single-case experimental designs: a systematic review of published research and current standards.

This article succinctly reviews the recent literature available on executive coaching, demonstrating that there has been very little empirical research that has focused on these methods when used by consultants with managers and leaders in organizations. Within the frame work of a 17-dimensional mod

Toward a conceptual understanding and definition of executive coaching.

According to WHO, the permissible limit of arsenic till 1993 was 0.05 mg. /L of drinking water. In 1993, WHO modified the maximum level and brought it down to 0.01 mg./L. According to the report of School of Environment Studies of Jadavpur University (1992-1993), West Bengal has 6 districts, affected by arsenic contamination of ground water. The present paper attempts to find out the vulnerability and impact of arsenic on human being. A detailed survey was conducted at Dahapara village of Murshidabad district to assess the present condition of the area giving emphasis on the identification of sources of arsenic pollution.

Review of Research.

About 150 studies exist in print, examining the use of self modeling (mostly in the video medium) in a variety of training and therapeutic applications. Evidently, two lines of thoughts have driven the development of these applications: (a) an extension of peer modeling or (b) a description of personal success. Studies report self-modeling interventions for physical skills (rehabilitation, sports), academic and vocational issues, communication, and personal and social adjustment. A wide range of ages (toddler to grandparent) and diverse developmental conditions have been addressed. The most fruitful applications may be those that emphasize the image of future success —skills not previously attained and adaptive responses to a challenging context. Rather than examine efficacy related to target “problems,” this review identifies categories of application made possible by current knowledge and technology (e.g., use of hidden supports, selectively editing low-frequency behaviors). Seven such categories are identified and illustrated with descriptions of interventions. The evidence is used to argue for the recognition of learning from the observation of one's own successful or adaptive behavior (or images of it) as a mechanism in its own right.

A review of self modeling and related interventions.

Part I: Understanding Research. Thinking Critically about Research. Objectives. Overview. How Important Is Critical Thinking? What Are the Elements to Becoming a Critical Research Consumer? What Are Science and the Scientific Method? What Are the Purposes of Science? What Is a Scientific Theory? What Are the Types of Scientific Logic? In What Ways Do We Gain Information? What Are Constraint Levels in Educational and Psychological Research? What Are the Differences between Basic and Applied Research? What Is Replication Research? Summary. Discussion Questions. Part II: Critical Issues in Research. Fundamental Issues for Interpreting Research. Objectives. What Is Variability? What Is Internal Validity and Its Threats? What Is External Validity and Its Threats? What Are Statistical and Social Validities? Summary. Discussion Questions. Interpretation Exercises. Reliability, Validity, and Interobserver Agreement. Objectives. Overview. What Are Reliability and Validity Issues in Quantitative Research? How Do Researchers Assess the Reliability of Measurement Devices? How Do Researchers Determine the Validity of Measurement Devices? What Are Reliability and Validity Issues in Qualitative Research? What Is Interobserver Agreement? What Are the Methods of Establishing Interobserver Agreement? What Are the Factors That Influence Interobserver Agreement? What Are the Factors to Consider When Assessing Measurement Devices in the Context of a Study? Summary. Discussion Questions. Practice Exercises. Part III: Quantitative Research Methods. Basic Statistical Concepts and Sampling Procedures. Objectives. Overview. What Are the Scales of Measurement? What Is a Univariate Frequency Distribution? How Can We Describe Data Sets? What Role Do Hypotheses Play in Research? What Are Parametric and Nonparametric Tests of Statistical Significance? What Is Statistical Significance? What Are Type I and Type II Errors and Power? What Are the Types of Statistical Significance Testing Methods? What Are the Different Sampling Methods? What Are the Sampling Decisions Researchers Make? What Is Sampling Error? Summary. Discussion Questions. Experimental Designs. Objectives. Overview. What Are True Experimental Designs? What Are the Most Common True Experimental Designs? What Are Factorial Experimental Designs? What Are Quasi-Experimental Designs? What Are the Common Quasi-Experimental Designs? What Are Preexperimental Designs? What Are the Types of Preexperimental Designs? When Should Researchers Use Each Experimental Research Design? Summary. Discussion Questions. Illustrative Article Example. Research Example Questions. Additional Research Examples. Threats to Internal Validity Form. Threats to External Validity Form. Causal-Comparative Research. Objectives. Overview. What Is the Causal-Comparative Research Method? What Should Researchers Consider When Designing a Causal-Comparative Research Study? Can the Causal-Comparative Approach Be Combined with Factorial Designs? When Should Researchers Use the Causal-Comparative Research Design? Summary. Discussion Questions. Illustrative Article Example. Research Example Questions. Additional Research Examples. Threats to Internal Validity Form. Threats to External Validity Form. Correlational Research. Objectives. Overview. What Is the Correlational Research Method? What Are the Issues in Designing a Correlational Study? What Are the Statistical Procedures Used in Correlational Research? When Should Researchers Use the Correlational Research Method? Summary. Discussion Questions. Illustrative Article Example. Research Example Questions. Additional Research Examples. Threats to Internal Validity Form. Threats to External Validity Form. Survey Research Methods. Objectives. Overview. What Are the Purposes of Survey Research? What Are the Different Types of Surveys? What Are the Factors in Choosing a Survey Method? How Is Survey Research Designed? When Should Researchers Use Survey Research? Summary. Discussion Questions. Illustrative Article Example. Research Example Questions. Additional Research Examples. Threats to Survey Validity Form. Part IV: Qualitative Research Methods. Basic Understandings in Qualitative Research. Objectives. Overview. What Are the Characteristics of Qualitative Research? What Are the Differences between Qualitative and Quantitative Research? What Are Qualitative Research Procedures? What Is Understanding in Qualitative Research? What Are the Evaluative Criteria for Judging the Reliability and Validity of Qualitative Research? What Are the Types of Triangulation Methods? How Are Qualitative Data Analyzed? Summary. Discussion Questions. Data Collection and Designs in Qualitative Research. Objectives. Overview. What Are Field-Oriented Studies? What Is Historical Research? What Are Mixed-Methods Studies? When Should Researchers Use Each Qualitative Research Design? Summary. Discussion Questions. Illustrative Article Example. Research Example Questions. Additional Research Examples. Qualitative Research Examination Form. Part V: Single-Case Research Methods. Withdrawal and Associated Designs. Objectives. Overview. What Are Graphing Methods in Withdrawal Designs? What Are Withdrawal and Associated Designs? When Should Researchers Use Each Withdrawal and Associated Design? Summary. Discussion Questions. Illustrative Article Example. Research Example Questions. Additional Research Examples. Threats to Internal Validity Form. Threats to External Validity Form. Multiple-Baseline Designs. Objectives. Overview. What Are Graphing Methods in Multiple-Baseline Designs? What Are Multiple-Baseline Designs? When Should Researchers Use Each Multiple-Baseline Design? Summary. Discussion Questions. Illustrative Article Example. Research Example Questions. Additional Research Examples. Threats to Internal Validity Form. Threats to External Validity Form. Additional Single-Case Designs. Objectives. Overview. What Is a Changing-Criterion Design? What Is a Multitreatment Design? What Is an Alternating Treatments Design? What Are Combination Designs? When Should Researchers Use Each of the Additional Single-Case Designs? Summary. Discussion Questions. Illustrative Article Example. Research Example Questions. Additional Research Examples. Threats to Internal Validity Form. Threats to External Validity Form. Part VI: Evaluation Research. Program Evaluation. Objectives. Overview. What Are the Goals and Objectives of Program Evaluation? What Are the Types of Program Evaluations? How Is a Program Evaluation Conducted? When Should Program Evaluations Be Conducted? Summary. Discussion Questions. Illustrative Article Example. Research Example Questions. Additional Research Examples. Evaluating the Literature. Objectives. Overview. What Are the Purposes of Research Syntheses? What Are Systematic and Unsystematic Research Syntheses? What Are The Considerations For Conducting Research Syntheses? How Do Researchers Plan and Execute Research Syntheses? When Should Researchers Conduct Research Syntheses? Summary. Discussion Questions. Illustrative Article Example. Research Example Questions. Additional Research Examples. Part VII: Action Research. Action Research: Moving from Critical Research Consumer to Researcher. Objectives. Overview. What Is Action Research? What Are the Characteristics of Action Research? How Are Quantitative Methods Used in Action Research? How Are Qualitative Methods Used in Action Research? How Are Single-Case Methods Used in Action Research? How Are Survey, Historical, and Program Evaluation Research Methods Used in Action Research? What Are the Ethical Principles and Codes of Conduct for Research? How Does One Write a Research Article? How Are Articles Submitted for Publication? When Should One Conduct Action Research? Summary. Discussion Questions. Illustrative Article Example. Research Example Questions. Additional Research Examples. Glossary.

Understanding and Interpreting Educational Research

The Employer’s Perception: Employment of Individuals with Disabilities

Two studies investigated effects of video-assisted training on employment-related social skills of adults with severe mental retardation. In video-assisted training, participants discriminated a model's behavior on videotape and received feedback from the trainer for responses to questions about video scenes. In the first study, 3 adults in an employment program participated in video-assisted training to request their supervisor's assistance when encountering work problems. Results indicated that participants discriminated the target behavior on video but effects did not generalize to the work setting for 2 participants until they rehearsed the behavior. In the second study, 2 participants were taught to fix and report four work problems using video-assisted procedures. Results indicated that after participants rehearsed how to fix and report one or two work problems, they began to fix and report the remaining problems with video-assisted training alone.

Effects of video-assisted training on employment-related social skills of adults with severe mental retardation.

A comparison of teaching techniques in an introductory college-level course revealed lecture combined with discussion produced superior short-term retention than that of cooperative learning in participating students. However, minimal differences were noted in long-term. While the investigation involved a limited number of students, the results do suggest a need for additional studies on a larger scale. Suggestions for improvement of instruction with each of these techniques are reviewed. With an added emphasis on improving outcomes in higher education, the skilled professor continually searches for effective instructional procedures. Although often maligned, the lecture is a traditional, common, and familiar teaching technique. A lecture is a well-prepared oral presentation on a topic by a qualified person. It is often combined with another popular teaching strategy, discussion. The many different definitions of discussion as a learning tool include three basic elements: (a) a group of people (b) brought together for face to face oral communication (c) to share knowledge or make a decision (Bormann, 1975; Kahler, Morgan, Holmes, & Bundy, 1985). Content drives some discussions (Kasulis, 1984). Characteristic of these discussions is a teacher who introduces concepts or the structures learning of new information. Discussions within formal classrooms are often of this type. Participant sharing of insights or experiences is another discussion technique (Segerstrale, 1984). The teacher encourages exchange of information and does not attempt to dominate the interaction. In the third type of discussion, the group analyzes a problem or completes an assigned task (Wilkinson, 1984). The task provides direction to the group discussion. Cooperative learning is a method touted by many as an effective instructional alternative to improve academic performance to competitive learning or individualistic learning (Johnson, & Johnson, 1980). Typically, cooperative learning involves arranging opportunities for small groups of students to work together to master material (Moorman, 1994). More specifically, students demonstrate positive interdependence in creating a single product. Individual accountability is also expected during cooperative learning lessons. Research dedicated to the individual teaching strategies of lecture and discussion in higher education is expansive. However, research focusing on the relationship between these two often-combined strategies is limited. The present study compares college student performance using two instructional formats, lecture combined with discussion versus cooperative learning. Method Participants and Settings During the 1997 fall semester, the researchers evaluated traditional college student (aged 18 to 24 years) performance in an introductory special education class. At the beginning of the semester, the 10 members of the class were given the opportunity to participate in the study. The students had not received prior instruction in the course content. During the course of the study, the students did not take parallel courses. Measurement System The investigators established a measurement system to compare the effects of lecture combined discussion versus cooperative learning. Using guidelines suggested by Oosterhof (1996), multiple-choice tests assessed concepts presented during each class. The tests had a total possibility of forty correct answers (twenty responses focusing on topics presented through lecture combined with discussion, twenty responses addressing subjects presented through cooperative learning). Addressing the concepts presented through lecture combined with discussion and cooperative learning, the forty multiple-choice questions were randomly presented to the students. The same achievement tests were administered at the beginning and end of the class session in which the interventions were applied. …

A Comparison of Short Term and Long Term Retention: Lecture Combined with Discussion Versus Cooperative Learning

We examined the effects of peer coaching, a method of supervising preservice teacher trainees who were learning to deliver direct instruction procedures to small groups of elementary-age students with mild disabilities. Coaches helped five low-performing trainees acquire effective teaching behaviors by (a) evaluating videotapes of their teaching performance, (b) meeting individually with trainees to review videotapes, (c) helping trainees evaluate their own performance, (d) providing feedback on effective and ineffective behaviors, (e) setting objectives for improved performance, and (f) periodically grading performance. The effects of peer coaching were examined in a multiple baseline design across trainees. Results indicated that peer coaching increased the effective teaching behaviors of five trainees.

Robert L. Morgan

Papers

Understanding and Interpreting Educational Research

The Employer’s Perception: Employment of Individuals with Disabilities

Effects of video-assisted training on employment-related social skills of adults with severe mental retardation.

A Comparison of Short Term and Long Term Retention: Lecture Combined with Discussion Versus Cooperative Learning

Effects of Peer Coaching on the Acquisition of Direct Instruction Skills by Low-Performing Preservice Teachers: