Comfortable Do You Feel With Data and

¶ … comfortable do you feel with data and the data collection and analysis process? A better understanding on data, data collection, and analysis process informs me on the need to have effective training and professional development. With the increased diversity in data collection methods, I often face the challenge of grasping differentiated data, which require great skill and knowledge level. While enhancing the skills related to collecting, analyzing, and interpreting data, I am potentially equipped to adjust my knowledge to accommodate different needs.

While accessing great data volumes, I have learnt to collect and analyze them in a timely manner (Johnson & La, 2010). Experts consider such skills crucial in understanding and identifying the areas that need improvement whilst applying tailored data in such situations. Data collection and analysis are useful processes especially when one has to make an informed decision.

Are you more likely to rely on quantitative data, qualitative data, or both to make decisions about curriculum and instruction? Even with the differing emphasis, purpose, and results, both the quantitative data and qualitative data will allow me to investigate areas of concern and fulfill the challenges within the classroom and school settings. The data might be quantitative, or qualitative. In some cases, I will use quantitative data to develop measures and test hypothesis.

I will experiment with different actions meant to address the study and the tested problems whilst recording the impacts of the actions and modifying various phenomena based on the findings. I will use qualitative data in similar processes where necessary. Besides, I will operate more like a phenomenologist preferring to let the hypothesis emerge from the process (Klein, 2011). I will be the primary audience for my research. However, I will be conducting research and making decisions about curriculum and instruction in the classroom and school setting.

If students participate directly in the research, they will be part of the primary audience. Based on the number of sample involved, both qualitative and quantitative data will focus on problems and changes in the classroom and the entire school. Similar to individual research, I will use both the quantitative and qualitative data (Klein, 2011). Besides, I will rely on quantitative data of the intermediate service or the central office defines the study area. I will also use various strategies and divide labor whilst concentrating on diverse dimensions of the problem.

Studies evidence the fact that many researchers have used instructional improvement and productive curricular through quantitative and qualitative data. Strengths and challenges of using data to select scientific-based programs and strategies Data collection is the most complex aspect of research and requires complete participation from different faculty members. However, the complexity generates vital strengths and challenges during the selection of scientific-based programs and strategies. Strengths The faculty learns to manage and build collegiality the group process.

Teachers are able to reflect on aspects of instruction and curriculum they might not have had in case they worked alone. Data remains a powerful tool for improving the practice of selecting scientific-based programs and strategies. The process enables individuals to experience problem-solving tactics (Klein, 2011).