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Session I: Quantitative Studies—Reading for Meaning


This 3-session series is designed to be interactive and provide you with guidance on how to effectively read, critique, and write about journal articles.  We will primarily focus on quantitative study design and how to understand the statistical analyses found in articles so you can synthesize articles for your Learning Achievements and dissertation. 

Session Overview

Do your eyes glaze over when reading quantitative research?  Do you skip over data tables because you don’t know how to interpret them?  You’re not alone, and in this session we will take a deep dive into one quantitative article to practice reading for meaning.  Students should read the article in advance of the session and bring their questions, frustrations, and curiosities about quantitative research articles. 

Topics we will cover:

  • Identifying study design
  • Approaches to reading journal articles
  • Understanding quantitative tables
  • Purpose of types of statistical analyses found in articles

What you will take away:

  • An understanding of how to read statistical tables used in quantitative research
  • Awareness of the various types of statistical analyses used and their purpose
  • Ideas for effectively and efficiently reviewing research articles


Required Reading: Ronfeldt, M., Brockman, S. L., & Campbell, S. L. (2018). Does cooperating teachers' instructional effectiveness improve preservice teachers' future performance? Educational Researcher, 47(7), 405-418. doi: 10.3102/0013189X18782906 

Access article directly at:  This link will require you to use your AU login to view and download the article. 

Thursday, November 21, 2019
7:30pm - 9:00pm
Zoom-Holly King's Room —
  PhDLC Students in Candidacy     PhDLC Students in ProCan     PhDLC Students Year 2     PhDLC Students Year 3  
  PHDLC Session Inquiry     PHDLC Workshop Learning Achievements  
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Holly King

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Note- All times are in Eastern Time