General plan for this week:
Mon: Tools of Research ppt and Ch 5-7 Worksheet
Tue: Data and Measurement and Ch 5-7 Worksheet
Wed: Test with Internship: coverage is What Research Is and Is Not; Tools of Research; Validity and Reliability; Ch 5-7 Worksheet
Thu: Epidemiology Work
Fri: Epidemiology Work
Lecture Files: you will be asked to read over these at home prior to the class in which we will go over them
Small Group Work on the Features of Research
Epidemiology Project Hall of Fame/Hall of Shame Activity
We will add to this in the future, but here is our starting point for a checklist.
How does decreasing class size to 20 in freshmen math compared to decreasing student:teacher to 30:2 as a method of improving math passing rates?
Both will improve math passing rates but decreasing student:teacher ratio to 30:2 will have higher pass rates than decreasing class size to 20.
Preliminary data: The same 20 teachers have been teaching freshmen math for the past 5 years. Class size has been 28-32 consistently. Pass rates for all teachers for all years are known and have been consistent for all 5 years with an overall mean of 30%, std of 2%.
Plan: Take the 600 freshman, and divide them into three groups. 5 teachers will have 100 students randomly selected. 10 teachers will pair up and have 150 students randomly selected. The remaining 5 teachers will have the usual class size of 30, serving another 150 students. The remaining 200 students will be served by 8 new teachers funded under a grant from DOE for this trial.
Dr. Kate Maloney was considered a genetic anomaly as a child in her family of writers, readers and history and English majors. After a few career stops that include researching as a National Science Foundation Post-doc Fellowship, teaching at Georgia Tech, writing the manual for a 40G optical transport system, co-founding a small engineering business, she finds herself happily sharing her days with the best students in the world: Wheeler High kids. #WildcatNation