This page has the complete PowerPoint slide presentations I use in class, or will have when I get done sending them up. You can download these presentations to your own computer to play them for review if you wish. Simply click once on the button or the title of the PowerPoint file next to the button. This should open a dialog box giving you the option of either opening (viewing) the slideshow or saving it to disk. If you save to disk, you will need to have a folder ready to receive it, such as c:\downloads or c:\slideshows.
You should be aware that I sometimes use links and cross links back and forth between presentations, usually controlled from a master slide linking as many as 30 or so presentations. Unless you are adept at reconstructing a set, you will need to play them one at a time.
The archive for Special Education Law is here.
| File Name & Course Number | Description |
| EDAD 8043 | Advanced Organization Theory |
| Activity-process Orientation Paradigm Group process concepts & skills |
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| Historical milestones in the evolution of administrative theory | |
| Analysis of classical bureaucracy as root metaphor for structure, process & outcomes | |
| Why is it that, the more things change, the more they remain the same? |
| EDFN 8773 | Doc Seminar in Research & Evaluation |
| Example Structures: Effects of inservice training & a model for juvenile delinquency | |
| How to apply statistics to descriptive, bivariate, univariate and multivariate research questions |
| EDFN 6773 & 7773 | Introduction to Research & Statistics
(some are also used in the advanced class) |
| Overview of the course and what it will cover | |
| The nature of knowledge & vantage points from which to discover it | |
| Systems of logic | |
| Introduces the idea of program evaluation as a type of action research | |
| Key concepts in evaluation research | |
| The basic program evaluation model | |
| The general linear model of statistics in research | |
| Examples of how theory & logic frame the thinking behind research design | |
| Basic overview of validity in research | |
| It may be valid, but is it dependable? | |
| How many other explanations are there for the findings from research? Threat to conclusion validity | |
| Internal validity. Establishing cause and effect | |
| Single group threats to internal validity | |
| Multiple group threats to internal validity | |
| Social interaction threat to internal validity | |
| The concept of construct validity | |
| Convergent & divergent validity are indicators that a construct is made up of what it's supposed to be; e.g., motivation & self esteem are constructs, but are they independent constructs? | |
| As with other types of validity, there are design and procedural elements that may weaken validity | |
| The acid test for whether or not new knowledge from research has relevance to the world beyond the study itself | |
| The concept & system of notation for research design | |
| A decision tree with basic properties of the 3 basic design types | |
| General considerations researchers use to build focus and control into their studies | |
| One widely used variation on the experimental design & the idea of signal to noise ratio | |
|
reserved for other experimental designs
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| Non-equivalent groups design | |
| How pretest, post-test deigns are related | |
| Experimental and nonexperimental combined | |
|
Elementary Statistics
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| General principles of elementry statistics | |
| Levels of measurement | |
| Statistical models and research design | |
| The test for differences between mean scores for two groups | |
| Means, medians, modes, etc. What is typical? | |
| Indicators of relative position. Where do scores stand in relatin to one another? | |
| The idea of variability is introduced along with characteristics of the normal distribution | |