The Collector's Place

The Importance Of Surveys And Data Collection

Data collection through the conduction of surveys is an integral part of many organizations’ operations. It allows them to gauge the mood of the community at large and then adjust their activities to more fully exploit, benefit or profit from the prevailing trends and opinions. Regular scheduled surveys have become standard operating procedure for many groups.

The survey is usually done in two ways. Feedback can be collected by having real people interact live with their target market. While time consuming and relatively expensive, short interviews and focus group discussions allow for more in-depth information to be accrued. However, if lower expenses and a larger subject pool are more important, written questionnaires that are disseminated to the masses tend to be more economical and efficient.

There are many fields that depend on competent aggregation of large volumes of survey information in order for them to function effectively. Each one uses specific techniques that cater to their individual needs.

Since the government deals with such huge amounts of people, any survey necessarily has to be done in written form in order to streamline the process. The census is one great example of a
questionnaires data collection
agencies from the government regularly employ. In fact, all legal forms that citizens fill up and submit to the government can be classified as a type of survey since the information collected from such can influence public policy and reforms.

The most familiar kinds of
questionnaires data collection
experts give out are those that are used in marketing and advertising. Companies would use the information gathered from such operations to better tailor their product to appeal to as many people as possible. Every industry, from food manufacturers to Hollywood studios, engineers its output according to these specifications in order to generate the maximum amount of sales revenue.

The medical and social sciences often use surveys to supplement their research and experimentations. A drug company might ask people if they suffer side effects from this or that pharmacological agent and reformulate the compound based on the responses. A
questionnaire data collection
firms distribute to students could ask them about how much time they spend on the internet in order for sociologists to track the changing trends in media consumption. These are just two examples of how surveys are used in the scientific arena.

Data collection & analysis for a business impact assesment

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Now We Read, We See, We Speak $43.95 In-depth ethnographic study, w/ systematic data collection, of a Freirean-based adult literacy program in rural El Salvador, using a sociolinguistic literacy devel. lens. Highlights the relevance of resulting insights & principles for adult literacy educ

”Give me the worst of them, and I’ll make them the best”: An ethnographic study of a successful alternative school for at-risk African American children. $49.99 This study examined how school leadership at Urban Alternative High School (UAHS) adequately addresses the needs of at-risk alternative school students. The school’s principal, Joe, was different from other traditional and alternative school principals in that most have been unable to address the educational needs of African American at-risk children. Unlike the ‘dumping-ground’ depictions that characterize many alternative schools for at-risk children, UAHS was an environment in which many at-risk children academically and socially succeeded. Students who were previously in academic and social distress at traditional schools came to UAHS and drastically improved their behavior, graduated from high school, and made plans for a post-secondary education.;The ethnographic research took place over two years (2006-2008) and involved qualitative research methods in its data collection. Participant observation, field notes, interviews, official school and county documentation and interpretive follow-up questions were all instruments used in this research. Interviews were conducted with a myriad of stakeholders: UAHS principal and other administrators in the district, 10 teachers and other UAHS staff, 5 parents, 1 community leader, 5 students and 5 former students. While strongly considering theories related to the social and familial contexts that impact education, social and cultural capital, identity formation of ghetto youth, and flexible leadership behavior, the researcher assessed how the school environment was negotiated by all people involved with UAHS. Another consideration that highlighted several parts of this research was that of race; cultural synchronization between school leader and students and communities served, differentiated racial expectations, and perceived racism were all relevant to this research.;The findings have far-reaching implications and suggest that administrators must approach leadership differently when serving at-risk, urban,

”Give me the worst of them, and I’ll make them the best”: An ethnographic study of a successful alternative school for at-risk African American children. $49.99 This study examined how school leadership at Urban Alternative High School (UAHS) adequately addresses the needs of at-risk alternative school students. The school’s principal, Joe, was different from other traditional and alternative school principals in that most have been unable to address the educational needs of African American at-risk children. Unlike the ‘dumping-ground’ depictions that characterize many alternative schools for at-risk children, UAHS was an environment in which many at-risk children academically and socially succeeded. Students who were previously in academic and social distress at traditional schools came to UAHS and drastically improved their behavior, graduated from high school, and made plans for a post-secondary education.;The ethnographic research took place over two years (2006-2008) and involved qualitative research methods in its data collection. Participant observation, field notes, interviews, official school and county documentation and interpretive follow-up questions were all instruments used in this research. Interviews were conducted with a myriad of stakeholders: UAHS principal and other administrators in the district, 10 teachers and other UAHS staff, 5 parents, 1 community leader, 5 students and 5 former students. While strongly considering theories related to the social and familial contexts that impact education, social and cultural capital, identity formation of ghetto youth, and flexible leadership behavior, the researcher assessed how the school environment was negotiated by all people involved with UAHS. Another consideration that highlighted several parts of this research was that of race; cultural synchronization between school leader and students and communities served, differentiated racial expectations, and perceived racism were all relevant to this research.;The findings have far-reaching implications and suggest that administrators must approach leadership differently when serving at-risk, urban,

”Hablamos espanol”: An inquiry into the use of role-plays in a Spanish middle school classroom. $49.99 Research Question. How do small group role-plays influence students’ engagement in class, attitudes toward learning Spanish and ability to use the language to communicate with both written and oral fluency?;Research Activities. Context: This study took place in an 8th grade Spanish classroom (N=14) in rural Appalachia. Nine focus students were selected for in depth analysis, three at each level of performance: (low, medium and high).;Methods and Data. This intervention occurred over a five-week period and consisted of three five-day lesson cycles in which students worked in groups of 4–5 to complete open-ended role-plays. Role-plays were designed to mimic real-to-life scenarios in a restaurant. Students researched restaurant websites in Spain, wrote, practiced and preformed a different role-play over each of the five-day periods. A home school connection included students practicing role-playing with family members and each other via phone calls.;Results. Student self-efficacy as language speakers greatly improved (from 50% to a 100%), as did their confidence speaking Spanish in both one-on-one situations and in front of the class, with only 2 students feeling hesitant about presenting. Student writing also improved, with students showing an average increase of 8.5 verbs and 6 additional message units. Additionally, students developed greater oral fluency based on a 1–4 rubric, becoming more comprehensible (from 2.4 to 3.3) and more accurate in their use of grammar rules. All students were observed to be highly engaged and excited about practicing and performing role-plays.;Conclusions. Using role-plays in a language classroom improves student confidence, and speaking abilities. Role plays helped students in using Spanish during group work and provided extensive speaking practice. Additionally, students who engage in role-plays improve their writing abilities by including more complex grammar structures.;Grade Level. Eighth Grade;Data Collection Methods.

”Hablamos espanol”: An inquiry into the use of role-plays in a Spanish middle school classroom. $49.99 Research Question. How do small group role-plays influence students’ engagement in class, attitudes toward learning Spanish and ability to use the language to communicate with both written and oral fluency?;Research Activities. Context: This study took place in an 8th grade Spanish classroom (N=14) in rural Appalachia. Nine focus students were selected for in depth analysis, three at each level of performance: (low, medium and high).;Methods and Data. This intervention occurred over a five-week period and consisted of three five-day lesson cycles in which students worked in groups of 4–5 to complete open-ended role-plays. Role-plays were designed to mimic real-to-life scenarios in a restaurant. Students researched restaurant websites in Spain, wrote, practiced and preformed a different role-play over each of the five-day periods. A home school connection included students practicing role-playing with family members and each other via phone calls.;Results. Student self-efficacy as language speakers greatly improved (from 50% to a 100%), as did their confidence speaking Spanish in both one-on-one situations and in front of the class, with only 2 students feeling hesitant about presenting. Student writing also improved, with students showing an average increase of 8.5 verbs and 6 additional message units. Additionally, students developed greater oral fluency based on a 1–4 rubric, becoming more comprehensible (from 2.4 to 3.3) and more accurate in their use of grammar rules. All students were observed to be highly engaged and excited about practicing and performing role-plays.;Conclusions. Using role-plays in a language classroom improves student confidence, and speaking abilities. Role plays helped students in using Spanish during group work and provided extensive speaking practice. Additionally, students who engage in role-plays improve their writing abilities by including more complex grammar structures.;Grade Level. Eighth Grade;Data Collection Methods.

”I thought this U.S. place was supposed to be about freedom”: Young Latinas speak to equity in mathematics education and society. $49.99 This dissertation outlines findings from a critical ethnographic research study that attempted to document young Latinas engaging in critical mathematics education, with implications for shifting dominant ideas about the form and goals of education. As Latina youth are marginalized from classrooms and in society where their language, culture, practices, and community are seen as “problems,” and particularly in mathematics classrooms where a dominant culture is said to further exclude girls (Walkerdine, 1998), there is an exigency to understand how in fact Latina students could experience education as transformative. Critical race and feminist/feminista theories further argue for centralizing the experiences of women or girls of color as essential to understanding where change can happen in society because of the role that racism and sexism play in structuring educational experiences. Therefore, this study foregrounds the experiences of young Latinas as they engage in critical mathematics.;A critical educational paradigm has been put forth in which the purpose is to develop critical literacy in students where they investigate, make apparent and challenge oppressive societal structures. This critical ethnographic research study seeks to gain a more nuanced understanding of how young Latinas experience and shape a social justice mathematics learning environment through the facilitation and research of an after-school, all girls mathematics club. More specifically, data in the form of field notes, videotaped sessions, classroom observations, collection of student work and interviews offers a rich source for analysis of their practices in the learning environment, their perceptions of mathematics, themselves as learners of mathematics and as people who can make changes in their lives, communities and in the world. The construct of critical mathematical agency is employed in attempting to understand how the participants’ actions expressed a sense of being able to use