Meeting with Stakeholders

ASSIGNMENT B
Describe how your communication with stakeholders was received and what was discussed.
DIRECTIONS
Meeting with Stakeholders
Last week you were prompted to meet with stakeholders at your elementary school site. For this discussion, describe how your communication was received and your stakeholder group discussed during the meeting. We discussed the Problem of Practice (Attached).
READINGS
READINGS
The following are articles pertinent to the various tests relevant to your assignments in this course:
• Independent samples t-test: Demirbilek, M. (2015). Social media and peer feedback: What do students really think about using Wiki and Facebook as platforms for peer feedback? Active Learning in Higher Education, 16(3), pages 211–224.
• This study might be interesting for learners who are considering comparing two groups on one or more variables.
• Descriptive analysis: Liu, O. L., Bridgeman, B., Gu, L., Xu, J., & Kong, N. (2015). Investigation of response changes in the GRE Revised General Test. Educational and Psychological Measurement, 75(6), pages 1002–1020.
• This study might be interesting for learners who are interested in how large data sets are descriptively analyzed.
• Paired-samples t-test: Vinnerljung, B., Tideman, E. Sallnäs, M., & Forsman, H. (2014). Paired reading for foster children: Results from a Swedish replication of an English literacy intervention. Adoption & Fostering, 38(4), pages 361–373.
• This study might be interesting for learners who are considering comparing the effects of an intervention on just one group
• Pearson r-test: Reed, M. J, Kennett, D. J., & Emond, M. (2015). The influence of reasons for attending university on university experience: A comparison between students with and without disabilities. Active Learning in Higher Education, 16(3), pages 225–236.
• This study might be interesting for learners who are considering comparing two groups on one or more variables and then examining possible associations between the variables.
• One-way ANOVA: Rezaei, A. R. (2015). Frequent collaborative quiz taking and conceptual learning. Active Learning in Higher Education, 16(3), pages 187–196.
• This study might be interesting for learners who are considering comparing three groups on one or more variables.
• Correlational analysis: January, S-A. A, and Ardoin, S. P. (2015). Technical adequacy and acceptability of curriculum-based measurement and the measures of academic progress. Assessment for Effective Intervention, 41(1), pages 3–15.
• This study might be interesting for learners who are considering the relationships between several variables – in this case, several measures for various grade levels.
• Correlational analysis: Ketterlin-Geller, L. R., Gifford, D. B., & Perry, L. (2015). Measuring middle school students’ algebra readiness: Examining validity evidence for three experimental measures. Assessment for Effective Intervention, 41(1), pages 28–40.
• This study might be interesting for learners who are considering the relationships between several variables – in this case, the relationship to various math content and algebra readiness.
• Chi-square test and ANOVA: Etmanskie, J. M., Partanen, M, & Siegel, L. S. (2016). A longitudinal examination of the persistence of late emerging reading disabilities. Journal of Learning Disabilities, 49(1), pages 21–35.

The following readings from Pyrczak and Oh’s (2018) Making Sense of Statistics will inform your understanding of these topics:
• Chapter 21, “Introduction to the t-Test,” pages 121–126.
• Chapter 22, “Independent Samples t-Test,” pages 128–133.
• Chapter 23, “Dependent Samples t-Test,” pages 134–138.
• Chapter 24, “One Sample t-Test,” pages 139–142.
• Chapter 25, “Reports of the Results of t-Tests,” pages 143–147.