Imagine you are a teacher charged with the responsibility of supervising elementary students playing during recess. One day, you are visibly present to the students, carefully navigating the playground to oversee behaviors of play; you do not notice any behaviors where you might need to intervene (such as fights, bullying, unfair play, etc.). The next day, you follow the same pattern and notice no disruptive behaviors. However, on the third day, you walk around less and find you must redirect some bullying instances. The following day, you go back to your regular pattern, and there are no incidences. How might you assess the situation? Does consistently walking around, being present throughout the playground, reduce the likelihood of disruptive behavior? These types of questions and scenarios are typical areas studied for a within-subjects experimental method (Privitera, 2017). Specifically, researchers examine the same group participants and observe over time with the intent to rule-out time-related factors, which may help reveal what differences may be due to manipulation (Privitera, 2017).
The text reveals an example of music and its possible connection to how participants feel during running (Privitera, 2017), looking at how to control for what may be manipulating runners to feel good one day and not on another (i.e., music or possibly other factors, such as fatigue). This week, you will evaluate the processes of the within-subjects experimental method. These processes involve criteria for design, considerations for development such as time-related factors, counterbalancing, controlling for threats against validity, selecting and comparing related samples, and application of statistical tests in support for datasets (Privitera, 2017).
Sample Solution
the latter becomes one tool among many, and to ensure that physical experience (making things, doing experiments with laboratory equipment) and social interaction continues to be the core focus of classrooms. De-centralised education systems tend to encourage pockets of excellence and innovative practice. In reality these can end up being isolated, even within schools where one or more âsuper teachersâ experiment with new technologies and pedagogies and the rest of the staff carry on as before. Over the next three to five years, Change Management and teacher training and support will continue to be a priority to ensure that all staff are brought to the same level. Online teacher communities and support networks (e.g. Edmodo) are and will be a vital part of this. From a technology perspective the rise of mobile devices and apps has led to a rapid shift away from large one-program-does-everything model towards Playlist Learning and Teaching. With this approach, students and teachers are building and using their own highly personalised collection of apps to learn and teach both inside and outside the classroom. In the short term this has led to a huge demand for curated libraries of content. Long term this shift allows for the development of Diamond Age Primers â artificial intelligences that work with a student or teacher to build a flexible curriculum for learning in response to the interests, intellectual development, skills and needs of the individual. One student-one device teaching is currently problematic and, without standardisation, will continue to be so. There is still a demand for physically and technically robust student devices that can be controlled by the teacher and administration and which are handed out as and when the lesson demands. Beyond that we are seeing a reluctance to provide students with expensive tablets which they then use continually in and outside the classroom â mainly because of the expense and technical support issues. BYOD also raises a number of issues that are making teachers and administrators reluctant to ado>
the latter becomes one tool among many, and to ensure that physical experience (making things, doing experiments with laboratory equipment) and social interaction continues to be the core focus of classrooms. De-centralised education systems tend to encourage pockets of excellence and innovative practice. In reality these can end up being isolated, even within schools where one or more âsuper teachersâ experiment with new technologies and pedagogies and the rest of the staff carry on as before. Over the next three to five years, Change Management and teacher training and support will continue to be a priority to ensure that all staff are brought to the same level. Online teacher communities and support networks (e.g. Edmodo) are and will be a vital part of this. From a technology perspective the rise of mobile devices and apps has led to a rapid shift away from large one-program-does-everything model towards Playlist Learning and Teaching. With this approach, students and teachers are building and using their own highly personalised collection of apps to learn and teach both inside and outside the classroom. In the short term this has led to a huge demand for curated libraries of content. Long term this shift allows for the development of Diamond Age Primers â artificial intelligences that work with a student or teacher to build a flexible curriculum for learning in response to the interests, intellectual development, skills and needs of the individual. One student-one device teaching is currently problematic and, without standardisation, will continue to be so. There is still a demand for physically and technically robust student devices that can be controlled by the teacher and administration and which are handed out as and when the lesson demands. Beyond that we are seeing a reluctance to provide students with expensive tablets which they then use continually in and outside the classroom â mainly because of the expense and technical support issues. BYOD also raises a number of issues that are making teachers and administrators reluctant to ado>
