S-010Y: Answering Questions with Quantitative Data Class #1: Introducing the S-010Y Module

© Willett, Harvard University Graduate School of Education, 04/20/23 S010Y/C01 – Slide 1

S-010Y: Answering Questions with Quantitative Data Class #1: Introducing the S-010Y Module


Everywhere In Our Professional Lives,Questions Are Addressed And Decisions Made By The

Systematic Collection And Processing Of EvidenceSystematic Collection And Processing Of Evidence.

Everywhere In Our Professional Lives,Questions Are Addressed And Decisions Made By The

Systematic Collection And Processing Of EvidenceSystematic Collection And Processing Of Evidence.

Have SAT scores

declined? By how much?

Have SAT scores

declined? By how much?

Has no child been left behind?

Has no child been left behind?

In elementary school, are

smaller classes better?

In elementary school, are

smaller classes better?

Are early-exit bilingual

programs effective?

Are early-exit bilingual

programs effective?

If the universe is expanding, will it be easier to find a parking

space in Harvard Square?

If the universe is expanding, will it be easier to find a parking

space in Harvard Square?

Different questions demand different evidence … there is no universal methodological panacea!

Answering Complex Questions In EducationAnswering Complex Questions In Educationrequires

A Partnership Of MethodologiesA Partnership Of Methodologies!!!

Different questions demand different evidence … there is no universal methodological panacea!

Answering Complex Questions In EducationAnswering Complex Questions In Educationrequires

A Partnership Of MethodologiesA Partnership Of Methodologies!!!


S010Y: Answering Questions With Quantitative Data Class #1: Introducing the S-010Y Module


Complementary Approaches In The Partnership Are:Complementary Approaches In The Partnership Are:Complementary Approaches In The Partnership Are:Complementary Approaches In The Partnership Are:

More details can be found in the “Objectives and Content” handout on the module website.More details can be found in the “Objectives and Content” handout on the module website.

A Quantitative Approach:A Quantitative Approach:

Start with:S010Y: Answering Questions with S010Y: Answering Questions with

Quantitative DataQuantitative Data

Continue the sequence:

2. S-030: Intermediate Statistics2. S-030: Intermediate Statistics

3. S-052: Applied Data Analysis3. S-052: Applied Data Analysis

4. S-061: Methods of Educational 4. S-061: Methods of Educational MeasurementMeasurement

4. S-077: Applied Longitudinal Data Analysis4. S-077: Applied Longitudinal Data Analysis

5. S-290: Methods for Causal Inference5. S-290: Methods for Causal Inference

6. Other courses, at HGSE and across Harvard6. Other courses, at HGSE and across Harvard

A Qualitative Approach:A Qualitative Approach:

S-531: Qualitative S-531: Qualitative Research Research Seminar.Seminar.

S-531: Qualitative S-531: Qualitative Research Research Seminar.Seminar.

S-504: Introduction to S-504: Introduction to Qualitative Qualitative Research.Research.

S-504: Introduction to S-504: Introduction to Qualitative Qualitative Research.Research.

S-710C: Interviewing in S-710C: Interviewing in Qualitative ResearchQualitative Research

S-710C: Interviewing in S-710C: Interviewing in Qualitative ResearchQualitative Research

S-710B: Observation S-710B: Observation and Participation in and Participation in Qualitative ResearchQualitative Research

S-710B: Observation S-710B: Observation and Participation in and Participation in Qualitative ResearchQualitative Research

S560: Moving from Data S560: Moving from Data Collection to Analysis Collection to Analysis

of Qualitative Dataof Qualitative Data

S560: Moving from Data S560: Moving from Data Collection to Analysis Collection to Analysis

of Qualitative Dataof Qualitative Data

S-522: Analyzing S-522: Analyzing Culture: Dialogue, Culture: Dialogue, Discourse & ThemeDiscourse & Theme

S-522: Analyzing S-522: Analyzing Culture: Dialogue, Culture: Dialogue, Discourse & ThemeDiscourse & Theme

S-508: Methods of S-508: Methods of Research in the Research in the

History of EducationHistory of Education

S-508: Methods of S-508: Methods of Research in the Research in the

History of EducationHistory of Education

A-162: Portraiture A-162: Portraiture in Social in Social ScienceScience

A-162: Portraiture A-162: Portraiture in Social in Social ScienceScience




In S-010Y, Statistical Methods Are Learned By Cognitive Apprenticeship …In S-010Y, Statistical Methods Are Learned By Cognitive Apprenticeship …In S-010Y, Statistical Methods Are Learned By Cognitive Apprenticeship …In S-010Y, Statistical Methods Are Learned By Cognitive Apprenticeship …

More details can be found in the “Objectives and Content” handout on the course website.More details can be found in the “Objectives and Content” handout on the course website.

Learn New Skills Actively … By doing things – acquiring new skills by applying new

methods to real data and answering real questions. By participating in a community whose members display

differing expertise, who model responsible behavior, and who offer feedback and mutual support.

Learn New Skills Actively … By doing things – acquiring new skills by applying new

methods to real data and answering real questions. By participating in a community whose members display

differing expertise, who model responsible behavior, and who offer feedback and mutual support.

Do What Humans Do Best … By planning data-analyses to address research questions

explicitly and appropriately. By guiding the computer as it does the legwork, and

making sure that it completes the work correctly. By checking the constraints (assumptions) under which the

work has been conducted, have been met. By interpreting and communicating work products for

members of your own, and nearby, communities.

Do What Humans Do Best … By planning data-analyses to address research questions

explicitly and appropriately. By guiding the computer as it does the legwork, and

making sure that it completes the work correctly. By checking the constraints (assumptions) under which the

work has been conducted, have been met. By interpreting and communicating work products for

members of your own, and nearby, communities.


“The No Child Left Behind Act of 2001, which reauthorizes the Elementary and Secondary Education Act and provides billions of dollars in federal aid, contains 111 references to scientifically-based research …

In all areas of the law’s broad reach, including the big ticket items – teacher quality, safe and drug-free schools, and Title I – states and localities will have to demonstrate that they plan to spend those funds on programs with a scientific track record”

Feuer, Towne & Shavelson (Ed. Researcher, 31, 2002)

“The No Child Left Behind Act of 2001, which reauthorizes the Elementary and Secondary Education Act and provides billions of dollars in federal aid, contains 111 references to scientifically-based research …

In all areas of the law’s broad reach, including the big ticket items – teacher quality, safe and drug-free schools, and Title I – states and localities will have to demonstrate that they plan to spend those funds on programs with a scientific track record”

Feuer, Towne & Shavelson (Ed. Researcher, 31, 2002)

1. What is “scientific research”?2. Can both quantitative and qualitative research be “scientific”?3. What are the unique strengths of the quantitative and

qualitative research methodologies?

1. What is “scientific research”?2. Can both quantitative and qualitative research be “scientific”?3. What are the unique strengths of the quantitative and

qualitative research methodologies?

Perhaps relatively recent events provide an incentive for acquiring complete research skills while you are a member of the HGSE doctoral program … ???Perhaps relatively recent events provide an incentive for acquiring complete research skills while you are a member of the HGSE doctoral program … ???




‘‘The ‘The ‘Education Sciences Reform Act Of 2002Education Sciences Reform Act Of 2002” Says” Says

That That Research Is “Research Is “Scientific” ” If It …If It …

Uses methods appropriate to the research question that was posed.

Employs systematic empirical methods that draw on either observation or experiment.

Relies on measurements or observations that provide valid and reliable data.

Involves data analyses that can support the findings.

Makes causal claims only in random assignment experiments or in research designs that eliminate plausible competing explanations for the obtained results.

Is presented with sufficient clarity and detail to permit replication or, at a minimum, to permit others to build systematically on the research.

Obtains acceptance through a comparably rigorous, objective, and scientific review.

‘‘The ‘The ‘Education Sciences Reform Act Of 2002Education Sciences Reform Act Of 2002” Says” Says

That That Research Is “Research Is “Scientific” ” If It …If It …

Uses methods appropriate to the research question that was posed.

Employs systematic empirical methods that draw on either observation or experiment.

Relies on measurements or observations that provide valid and reliable data.

Involves data analyses that can support the findings.

Makes causal claims only in random assignment experiments or in research designs that eliminate plausible competing explanations for the obtained results.

Is presented with sufficient clarity and detail to permit replication or, at a minimum, to permit others to build systematically on the research.

Obtains acceptance through a comparably rigorous, objective, and scientific review.




In All Research, Once You Have Stated A Research Question,

There Are Three Critical Facets Of Any Project…

In All Research, Once You Have Stated A Research Question,

There Are Three Critical Facets Of Any Project…



“Design”“Design”

1. Where will you conduct your research?

2. What population of people will you examine?

3. How will you select the sample of people you will study, from this population?

4. What variables will be your outcome, which your predictors, and which your controls?

5. ….?

1. Where will you conduct your research?

2. What population of people will you examine?

3. How will you select the sample of people you will study, from this population?

4. What variables will be your outcome, which your predictors, and which your controls?

5. ….?

“Analysis”“Analysis”

1. How will you analyze your data so that your research question is addressed?

2. How will you present and display the results of your analyses?

3. How will you interpret and communicate your findings to researchers, to practitioners, to policy-makers and to parents?

4. …?

1. How will you analyze your data so that your research question is addressed?

2. How will you present and display the results of your analyses?

3. How will you interpret and communicate your findings to researchers, to practitioners, to policy-makers and to parents?

4. …?

“Measurement”“Measurement”

1. By what methods will you collect data on your key variables?

2. How will you ensure your observations and measurements are valid?

3. How will you ensure your observations and measurements are precise and reliable?

4. How will you code and format your data for data-analysis?

5. ….?

1. By what methods will you collect data on your key variables?

2. How will you ensure your observations and measurements are valid?

3. How will you ensure your observations and measurements are precise and reliable?

4. How will you code and format your data for data-analysis?

5. ….?


What Types Of Data Are Typically Collected In Quantitative Research?What Types Of Data Are Typically

Collected In Quantitative Research?



Some that are just labels… Categorical Data

Some that are just labels… Categorical Data

Some that are regular numbers… Continuous Data

Some that are regular numbers… Continuous Data

Some that are part label, part number… Ordinal Data

Some that are part label, part number… Ordinal Data

Any self-respecting analytic method must be able to deal with each of these!

Any self-respecting analytic method must be able to deal with each of these!


What Types Of Data Are Collected?

What Kinds Of Question Can Be

Asked Of Those Data?

Do people who say they study for more hours also think they’ll finish their doctorate earlier?

Are computer literates less anxious about statistics?

…. ?

Are men more likely to study part-time?

Are women more likely to enroll in CCE?

…. ?

Questions that Require Us To

Examine Relationships

Between Two or More

Attributes of the Participants.

How tall are class members, on average?

How many hours a week do class members report that they study?

…. ?

How many members of the class are women?

What proportion of the class is fulltime?

…. ?

Questions That Require Us To

DescribeAttributes of the

Participants, One by One.

“Continuous”

Data

“Categorical”

Data

Research Is A Partnership Of

Questions And Data

Research Is A Partnership Of

Questions And Data






Content of the module focuses on Analysis of Quantitative Data, and is organized by:Type ofType of Data. Data.Type ofType of Question. Question.



To succeed in the S-010Y module, you must …To succeed in the S-010Y module, you must …



Attend, And Participate Fully In, All Classes:: Digitized video of each class is available on the module

website for review.

Use The Computer To Conduct Statistical Analysis:: Program your analyses with the PC-SAS software.

Complete Required Data-Analytic Memoranda (DAMs):: Consists of structured data-analysis and written

interpretation. Complete the DAM thing by collaborating with a partner. Weekly or bi-weekly, total of two memos.

Complete Required Research-Design Memoranda (RDMs):: Readings on research design, applied in the critique of a

published study. Complete the RDM by collaborating with a team. Weekly or bi-weekly, a total of three memos.

Complete The Required Final Examination:: Covers all course content, including readings. Work alone, take-home, open-book, time-limited (2 days). Based on professor-supplied “evidentiary materials.”

Attend, And Participate Fully In, All Classes:: Digitized video of each class is available on the module

website for review.

Use The Computer To Conduct Statistical Analysis:: Program your analyses with the PC-SAS software.

Complete Required Data-Analytic Memoranda (DAMs):: Consists of structured data-analysis and written

interpretation. Complete the DAM thing by collaborating with a partner. Weekly or bi-weekly, total of two memos.

Complete Required Research-Design Memoranda (RDMs):: Readings on research design, applied in the critique of a

published study. Complete the RDM by collaborating with a team. Weekly or bi-weekly, a total of three memos.

Complete The Required Final Examination:: Covers all course content, including readings. Work alone, take-home, open-book, time-limited (2 days). Based on professor-supplied “evidentiary materials.”

You need to begin the first of these today … let’s take a look!You need to begin the first of

these today … let’s take a look!

http://isites.harvard.edu/icb/icb.do?keyword=k64514&pageid=icb.page288661

http://isites.harvard.edu/icb/icb.do?keyword=k64514&pageid=icb.page288661


1. Access the module website, and make sure you check out the Announcements and the eMailbag before you come to the next class.

2. Read the Announcements and download/print the Materials required for the next class.

3. Establish a collaborative group – of about four people – to work on the Research Design Memos.

4. Begin Research Design Memo #1 – you have until next Tuesday, beginning of class.

5. Identify a partner with whom you will work on future Data-Analytic Memos.

1. Access the module website, and make sure you check out the Announcements and the eMailbag before you come to the next class.

2. Read the Announcements and download/print the Materials required for the next class.

3. Establish a collaborative group – of about four people – to work on the Research Design Memos.

4. Begin Research Design Memo #1 – you have until next Tuesday, beginning of class.

5. Identify a partner with whom you will work on future Data-Analytic Memos.

So, before our next class, you should …So, before our next class, you should …



1. Access to, and navigation of, module website?

2. Details of the module syllabus, organization & logistics?

3. Details of the schedule of classes/memos/examination?

4. Anything else … forms, petitions, small personal loans ?

1. Access to, and navigation of, module website?

2. Details of the module syllabus, organization & logistics?

3. Details of the schedule of classes/memos/examination?

4. Anything else … forms, petitions, small personal loans ?

Are there are any questions remaining, about …Are there are any questions remaining, about …

S-010Y: Answering Questions with Quantitative Data Class #1: Introducing the S-010Y Module

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