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Elizabeth Futch

Annotated BibliographyFRER 7130

December 1, 2009

Centers for Disease Control and Prevention, (2009). Prevalence of Diagnosed Tourettes

Syndrome in Persons Aged 6-17 Years--United States, 2007. Centers for Disease Controland Prevention, Retrieved from ERIC database.

The researchers conducted telephone interviews and surveyed 91, 642 parents of children who

are between the ages of 6-17. Of those households, one child was randomly selected as the focus

of the interview. Parents were asked if the randomly selected child was ever diagnosed withTourettes syndrome (TS) and if so, to describe the severity. Parents were also asked if other

mental or behavioral conditions co-existed with the TS. The purpose of this survey design was to

increase awareness of Tourettes syndrome and to provide educational programs to those whocare for adolescents with TS. This study is classified as survey design because information was

collected using a survey conducted by a phone interview. It also contains an assessment of needs

for adolescents with TS indicating that this study was more specifically a cross-sectional surveydesign.

Rowland, T. (2008). The Purpose, Design and Use of Examples in the Teaching of Elementary

Mathematics.Educational Studies in Mathematics, 69(2), 149-163. Retrieved from ERICdatabase.

In this grounded theory study, a group of novice teachers are asked to prepare and teach 24different mathematics lessons. An indication that this is an emerging design study is the

comparison between different methods of mathematical teaching examples chosen by the novice

teachers and those that were chosen by seasoned teachers. The study was broken down intoseveral focuses. First, it was established that examples are important in providing instruction in

mathematics. Second, various teacher were asked to prepare examples and present them to

students. The instruction was then analyzed for effectiveness in teaching the mathematicalconcept and the level of effectiveness was recorded. The researchers concluded that noviceteachers need specific guidance in choosing examples in order to avoid common pitfalls in

selecting mathematical examples.

Kirby, E. (1998). Strategies To Support Effective Distance Education Programs in High Schools.

Unpublished Manuscript. Retrieved from ERIC database.

This case study was designed to initially identify the role of classroom facilitator in regard to a

high-school level distance-learning course. However, the researchers decided to include the

school itself as an important element of the facilitator/student environment. The data collection

consisted of classroom observations, informal and formal interviews, and a review of studentwork products; all of which indicate that this is an ethnographic design study. In addition, three

separate high-schools were observed which classifies this study as a multiple case study. Finally,

the study was written in third person and the data was reported objectively further indicating anethnographic design study. Several conclusions were made following the end of the study;

distant education is similar to traditional classroom education and the role of the facilitator will

ultimately be subject to the needs of the students within a distant education classroom.

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Elizabeth Futch

Annotated BibliographyFRER 7130

December 1, 2009

DeMik, S. (2008). Experiencing Attrition of Special Education Teachers Through Narrative

Inquiry. High School Journal, 92(1), 22-32. Retrieved from ERIC database.

In this very interesting narrative study, the researcher set out to examine the attrition rate ofspecial education teachers. A total of five teachers were interviewed; two that taught special ed

for more than five years (stayers), two that taught five years or longer and left the field (movers),

and one that was a first year special ed teacher (novice). Information was gathered using aninterview process asking the teachers to tell his or her history in their career up to the current

time. Results were then given in a chronological narrative of each participant. Both the interview

process and the chronological narrative are attributed to the narrative design form. Alsoindicative of the narrative design is the inclusion of quotes that are presented throughout this

study. The researcher concluded that the study would have been less limited in its findings had

more stayers and movers been included in the study. In addition, it was interesting to note thatthe novice teacher ended up leaving the field of special education after her second year.

Helf, S., Cooke, N., & Flowers, C. (2009). Effects of Two Grouping Conditions on Students

Who Are at Risk for Reading Failure.Preventing School Failure, 53(2), 113-128. Retrievedfrom Academic Search Complete database.

In this experimental design, researchers set out to determine whether instructional interventionmade a positive difference in the reading abilities of at-risk students. While this study is

considered an experimental design, it does not consist of a control and treatment group. The

researchers penned this study a true group experimental design in which both groups receivesome sort of intervention but at varying levels. Students were selected randomly out of a group

of students who scored below average on a literacy skills test. The students were then placed into

two distinct groups; one student paired with one tutor or three students paired with one tutor for atotal of 27 groups. Measures were taken using a pretest (the literacy skills test), the interventionwas administered, and then students were given a post-test (the literacy skills test) to measure

results. A three mixed-factorial analysis of variance (ANOVA) was used to examine the

groupings with the dependent variables. Interestingly, the conclusion resulted in findings thatshowed the 3:1 group to be more effective in achieving reading gains. These gains were

attributed to a more effective use of resources in the 3:1 groupings as opposed to the 1:1

groupings.

Byer, J. (2000). The Effects of Absences and Academic Self-Concept on Academic Achievementin Two Eleventh-Grade U.S. History Classes. Unpublished Manuscript. Retrieved from ERIC

database.

In this study, absences and academic self concept are investigated in relationship to their affect

on the academic achievement of 34 eleventh graders in two U.S. History classes at a high schoolin Alabama. The researcher felt that the study could help with the design of intervention

programs that would elevate self concept and subsequently elevate academic achievement.

Consistent with the explanatory category of correlational design studies, the researcher collecteddata from one point in time through the viewing of the teachers grade book which held a record

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Elizabeth Futch

Annotated BibliographyFRER 7130

December 1, 2009

of both students grades and absences. Academic self concept scores were measured using an

Academic Self-Description Questionnaire (ASDQ II) that analyzed the data using a correlation

co-efficient. The result was significant and a measured a positive correlation. The strength of the

correlation co-efficient measured between .668 and .967 concluding that a strong to very strongrelationship exists between absences and self-concept to student academic achievement.

Burgess, M. (2009). Using WebCT as a Supplemental Tool to Enhance Critical Thinking andEngagement among Developmental Reading Students.Journal of College Reading and

Learning, 39(2), 9-33. Retrieved from ERIC database.

In this mixed method study, the researcher conducted research to discover whether or not

WebCT, an online learning application, improved student motivation to read. Over a four month

period, 18 students participated in a variety of online tools including discussion boards and chatsessions. Quantitative data included the use of transcripts from both the discussion board and

chat sessions and were measured using the Murphy and Perkins Model (2006). The quantitativeportion of the study is classified as a correlational design because the researcher seeks to

discover the correlation between student participation in online learning and student motivation.In addition, a pre-test and post-test were administered further indicating a quantitative study.

Qualitative design methods were evident in the form of observations recorded in a weekly

journal and through interviews which helped to provide information about the data. This fullstudy would be classified as an embedded design. An indication of the embedded design method,

as related to this study, is the collection of both sets of data at the same time with the qualitative

data used primarily to support the quantitative data. The researcher concludes the study bystating that student motivation and willingness to read was positively affected by the use of an

online learning application.

Sosa, T. (2009). Visual Literacy: The Missing Piece of Your Technology IntegrationCourse. TechTrends:

Linking Research & Practice to Improve Learning, 53(2), 55-58.doi:10.1007/s11528-009-0270-1.

This study explores the issues that arise when pre-service teachers createtechnology products that do not visually appeal to the end user. The researcherused an action research approach to re-assess an educational technology course toinclude techniques that will aid in the application of visually effective designelements in products produced by pre-service teachers. Elements of designprinciples were taught to students through the use of two primary textbooks and

instructor supplementation. Analysis included the comparison of pre-interventionwork to post-intervention work. The researcher concluded that students endtechnology products were greatly enhanced visually after receiving the visualliteracy instruction. This study would be classified as a practical action researchdesign because the instructor acted as the researcher in search of a way to improveher students learning.