The Organization of Instruction in Migrant Education: Assistance for Children and Youth at Risk

The main aim of this article is to discuss the factors a researcher should take into account when selecting the appropriate research design or method (i.e. qualitative, quantitative, and mixed-methods). The article also discusses sample size determination and sampling procedures in qualitative and quantitative research. Further, the paper has provided an examination of qualitative and quantitative data collection and analysis methods. The study used online desk research to collect data from online public access scholarly databases such as Google Scholar, ResearchGate, Academia, and many more freely accessible electronic books in research methods. Search terms that were used included, among many, the following: qualitative research, quantitative research, mixed-methods, qualitative and quantitative data collection, qualitative and quantitative data analysis; descriptive and inferential statistics. A wealth of relevant and timely scholarly literature was downloaded, read, and used to write this paper, and draw the conclusion provided. Keywords: Qualitative Research; Quantitative Research; Mixed-Methods Research; Qualitative Data Collection Techniques; Quantitative Data Collection Techniques; Qualitative Data Analysis Techniques; Quantitative Analysis Techniques; Descriptive Statistics; Inferential Statistics. DOI: 10.7176/JMCR/87-06 Publication date: November 30 th 2022

This research investigated the effects of technology-integrated instructions on basic mathematics skills in Rwandan secondary education. The study aimed to assess the types of technology-integrated instructional methods used for acquiring basic math skills in Rwandan public secondary schools, assess the level of mathematics skills and performance in these schools, and determine the relationship between technology-integrated teaching and the acquisition of basic math skills. Schools were selected based on their location and type. Theory used in this research project was cognitive load theory and constructivism theory. The target population included 214 teachers, 422 students, and 80 head teachers, total of 716 respondents, with a sample size of 257 participants. Data was gathered using questionnaires, interviews, and observation, employing purposive, stratified, and simple random sampling methods. Both qualitative and quantitative data collection and analysis methods were used. Qualitative data were analysed through content analysis, while quantitative data were presented using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlational and regression analysis) with IBM SPSS Version 21.0. Findings for the first objective showed that 85.7% of respondents strongly agreed on the use of computer algebra systems, 93.5% strongly agreed on blended learning and online education, 87.0% strongly agreed on the use of mobile and handheld devices, and 63.6% strongly agreed on software applications for mathematics calculations as methods influencing the acquisition of basic math skills. Regarding the second objective, 87.0% of teachers strongly agreed that verbal counting ability indicates math skill levels, 93.5% agreed that identifying more and less of a quantity shows math skills, 85.7% agreed on problem-solving skills as an indicator, 66.2% on recognizing numerals, and 77.9% on understanding size, shape, and patterns as indicators of math skills and performance. The study revealed a strong positive relationship between skills such as identifying quantities, verbal counting, problem-solving, and blended learning or online education. Problem-solving skills were also positively linked with computer algebra systems and blended learning. The significance of verbal counting was confirmed, as indicated by a p-value of less than 0.05. The study recommends using digital tools like calculators and graphing software to improve understanding of mathematical concepts. Real-world examples and multimedia can foster problem-solving abilities, while group work can enhance teamwork and communication skills. Educational software and online platforms provide personalized learning, enabling students to learn at their own pace and receive specific support.

Beyond basic skills: An effective foundation intervention for low-achieving fifth graders’ understanding of basic concepts

questions have long been a part of the discussion about the appropriate role of public education in our society. Since the rise of the best system of public education, the questions have been the subject of much dialogue, debate, and policy making. During the last fifty years, a fourth question has been added to those three: Where shall the student be educated? Separate but equal schools, desegregated schools, neighborhood schools, special schools, and magnet schools have been some of the answers to that question. In the past, that matter of where a child will be educated has been a civil rights issue. Recently, a new dimension of the issue has emerged-that is, whether to include students with disabilities in the regular class or to educate them in a more restricted environment. This question has divided the educational community as well as the broader community. As with other important questions, the debate has produced much heat and has seen the various antagonists turn to the courts for support of their positions. Determining the appropriate educational environment for students with special education needs can be problematic. Consider the case of Rachel Holland, who has a tested IQ of 44. Rachel was born in 1982, and from 1985 to 1989, she attended a variety of special education programs in the Sacramento City School District in California. During these four years, Rachel spent approximately one hour a day in a regular classroom. Her parents constantly tried to convince the school district to increase the amount of

Federal migrant assistance programs were first launched in the 1960s to serve migrant farmworkers and their children. This chapter discusses the evolution of migrant and seasonal farmworkers (MSFW) programs in the United States and major justifications for these programs. The four major MSFW programs discussed are the following: Migrant Education Program (MEP), High School Equivalency Program (HEP), College Assistance Migrant Program (CAMP) and Migrant Education Even Start Program (MEES).

Geographic information-based planning support tools implemented in a maptable have the potential to mediate collaborative spatial planning processes. However, available tools for a maptable either lack advanced analytical functions or have usability shortcomings. Given these limitations, this research aims to conceptualize an interactive planning support tool intended to fully exploit maptable capabilities while providing spatial analytical functions to better support planning and decision-making processes with a larger group of participants. To do so, we conducted a literature review of reported maptable-based applications and semi-structured interviews with identified intended user groups of such applications, and derived Agile user stories. We identified a) principal spatial analyses, b) must-have functionalities, c) required support for individual contributions, and d) preferred space-time settings for group work collaboration, and based on that conceptualized an interactive tool for a maptable. By involving the intended users in the conception of the tool we revealed a discrepancy between the understanding of scholars and developers with respect to what users need and what they do. Intended user groups require tailored but straightforward instruments, rather than complicated or time-consuming models. Our research has laid down the foundation for future maptable tool development to support collaborative planning processes.

The purpose of this entry is to inform readers of the status of educational leader preparation programme research and evaluation. It includes an overview of the need for leader preparation research and evaluation (Section 1), the major types of preparation research conducted to date and some of the major findings (Sections 2 and 3), and concludes with challenges (Section 4) and implications for future research and inquiry (Section 5). The body of research on leader preparation programme evaluation is growing. The total number of studies, both published research and dissertations, has increased in recent years (2007–2015) compared with prior decades (1993–2007). Further, the research is gradually moving beyond descriptive studies of programme implementation and reform. More recent research is tackling the challenging agenda of assessing the relationship between programmes or programme features and resulting leadership-related outcomes – including immediate outcomes (e.g., graduate learning, career aspirations, job attainment, and early job retention) as well as more distant yet highly salient outcomes (e.g., effective leadership practices, leader impact on school conditions that enhance teaching and learning, and indirect impact on student learning). Below are some key highlights about the body of leadership preparation evaluation scholarship. The majority of journal articles on leader preparation have been published in UCEA’s Journal of Research on Leadership Education), with other well-recognized peer-reviewed journals contributing to a lesser degree (e.g., Educational Administration Quarterly, Planning and Changing, Educational Management Administration and Leadership, International Journal of Educational Leadership Preparation, Educational Evaluation and Policy Analysis, and Journal of School Leadership). Dissertation research also represents a significant source of leader preparation research – some outcome-based dissertations in addition to a larger number of implementation studies. In addition, policy reports such as those published by Rand or Wallace Foundation provide some sources of leadership preparation scholarship. Most of the leader preparation research can be characterized as descriptive implementation studies. Implementation studies often address specific programme features thought to be ‘exemplary’, including instructional or organizational strategies, instructional content or thematic emphases, or the process or context in which programme redesign and reform occurs. Although the volume of implementation studies exceeds that of outcome studies, increasingly more recent research is addressing the relationship between programme features and programme outcomes (largely proximal graduate outcomes but some more distal leadership practices, resulting school conditions, and student outcomes). The largest portion of implementation or outcome studies utilize qualitative data collection and analysis methods (e.g., participant interviews, programme documents, and/or observations), although some utilize quantitative data collection and analysis methods (e.g., participant surveys, student achievement data). A few studies utilize structural equation modeling or other more sophisticated quantitative analytical tools to address the multivariate relationships among programme features, proximate programme outcomes, and distal programme outcomes.

The Lau v. Nichols ruling shows the importance of tailoring programs for local multilingual learners. We used longitudinal data from one school district in California to assess the relationship between attending a school with a language support program and English language arts (ELA) achievement. We found that students labeled an English learner had positive and significant average score changes over time when they attended a school with an academic language acquisition or a two-way bilingual program. Findings highlight how emerging multilingual learner access to high-quality bilingual programs can be associated with positive ELA growth over time.

Structural retrofitting is a vital aspect of building maintenance and sustainability. Fibre Reinforced Polymers are being speedily embraced globally for structural retrofitting of existing dilapidated buildings due their strength, non-corrosive property and light weight. But this may not be the case in the construction industry in Nigeria. Therefore, there is a need to understand the perception, attitude, level of awareness, acceptance and utilization of Fibre Reinforced Polymer composites as a good alternative for structural retrofitting of Nigerian buildings. The study used a mixed method of qualitative and quantitative data collection and analysis. 5 point-likert scale questionnaire was used for field survey in addition to semi structured interviews of professionals in Lagos. The research findings from the qualitative analysis showed several important insights regarding awareness, acceptance, perception and challenges of using Fibre Reinforced Polymers for structural retrofitting in Nigeria. Strategies to increase the use of fibre reinforced polymers were also recommended.

If education is to be truly student-centred, students should be consulted about the process of learning and teaching. Moreover, within the current higher education climate, it is imperative that institutions move from an 'inside out' approach, where those on the inside 'know' what is best, to an 'outside in' approach where customers' expectations are researched and serviced. The research reported here investigated higher education students' perceptions of and attitudes to student-centred learning. Two studies were conducted, employing the complementary methods of qualitative and quantitative data collection and analysis. The first study involved focus groups while the second involved an Internet questionnaire. Results showed that students generally held very positive views of student-centred learning. However, they were unsure as to whether current resources were adequate to support the effective implementation and maintenance of such an approach. Implications of these findings are discussed with respect to educational research and practice.

The purpose of this paper is to introduce a philosophical and phenomenological perspective to complement, extend, and enrich algorithmic and network views of social media in support of connectivities and awareness in the city. The edges, surfaces, and spaces of 21st century urban environments are explored in relation to how social media is being used to support greater opportunities for awareness and in turn, for more meaningful engagement, learning, and participation in city life. The research design for this study employs an exploratory case study approach, a minimally viable social media space, and multiple methods of qualitative and quantitative data collection and analysis. Anecdotal evidence from informal individual and group discussions conducted in parallel with this study supports further data analysis, comparison, and triangulation. This work makes a contribution to the research literature across multiple domains and a conceptual framework is developed, operationalized, and advanced for connectivities and awareness.

The purpose of this paper is to explore contemporary understandings of the smart city movement in relation to information technology (IT) transformations, specifically emerging aware technologies and the use of social media in urban spaces. Faced with rapid urban growth, cities are responding by innovating themselves to address the associated and unprecedented challenges and opportunities. This paper is significant in that it reaches across interdisciplinary domains, to shed light on awareness and the smart cities phenomena. The theoretical perspective for this work draws on material-discursive practices, practice theory, and a performative perspective in relation to IT transformations, smart cities, and awareness. The research design for this study employs an exploratory case study approach, a minimally viable social media space, and multiple methods of qualitative and quantitative data collection and analysis. This paper focuses on two levels of analysis, the individual and the social, in contemporary urban environments. Anecdotal evidence from informal conversations conducted in parallel with this study supports further data analysis, comparison, and triangulation. Key findings are discussed in terms of awareness in relation to experiences of contemporary urban spaces based on the constructs of noticing, sensing, sharing, and smartness. The major contributions of this work include: further development of the research literature for awareness and for IT transformations in relation to smart cities; development, operationalization, and advancing of a conceptual framework for awareness in smart cities; and the identification of future directions for smart cities practitioners and researchers.

CHAPTER 7 - PenTest Metrics

The purpose of this exploratory subanalysis was to compare the effects of two depression quality improvement approaches on clinical outcomes and service utilization for individuals with comorbid depression/anxiety. This study used data from Community Partners in Care (CPIC), a cluster-randomized comparative effectiveness trial (N = 1,018; depression = 360; comorbid depression/anxiety = 658). Each intervention arm received the same quality improvement materials, plus either technical support (Resources for Services, RS) or support for collaborative implementation planning (Community Engagement and Planning, CEP). For the comorbid depression/anxiety subgroup, the collaborative planning arm was superior at improving mental health-related quality of life and mental wellness, as well as decreasing behavioral hospitalizations and homelessness risk at 6 months. The effects were not significant at 12 months. A collaborative planning process versus technical support for depression quality improvement can have short-term effects on mental wellness and social determinants of health among those with comorbid depression/anxiety.

Battle planning is a collaborative effort involving decision-making and war gaming at different levels of the command structure. It is an iterative process requiring that appropriate views of the battlefield be conveyed to all the participants of the planning process. This paper details the issue of database support for the collaborative battle planning environment that permits participants to interact with one another in a group battle-planning task by manipulating artifacts in their workspace. Complexity is added by the necessity to add legacy components to the system while permitting the users of the system to meaningfully participate in this collaborative environment and still maintain the integrity of the data. The data model is detailed and system architecture is described. The data server component provides an interface via a data API that provides the functions to authenticate clients, create and store database objects, and access objects and their values. System level details and data issues in collaborative planning are discussed in the paper.