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Journal Article Link 1.1: Martin, K., Galentino, R., & Townsend, L. (2014). Community college student success: The role of motivation and self-empowerment. Community College Review, 42(3), 221–241.

Abstract: Nationwide, low percentages of community college students graduate. Although community colleges’ higher percentages of low income, academically underprepared, nontraditional, and minority students are often cited as the reason for low graduation rates, this study sought to examine common characteristics of community college students who do graduate. The qualitative study included interviews of community college graduates from a large, public community college in the southeastern United States, as well as interviews of faculty and staff members at the institution. The students in this study were found to have the following characteristics in common: clear goals, strong motivation and a drive to succeed, ability to manage external demands, and self-empowerment.

1. Review the scientific method. Describe how the authors in this study followed each step or sub-step of the scientific method.
2. Why do you think a qualitative research approach was taken for this study?
3. What steps would need to be taken to answer this study’s questions from a quantitative research approach?

Journal Article Link 1.2: Fien, H., Smith, J. L., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E. (2014). An examination of the efficacy of a multitiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal of Learning Disabilities, 48(6), 602–621.

Abstract: This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first-grade at-risk students’ reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of Stanford Achievement Test—10th Edition scores (31st percentile and above = Tier 1; from the 10th to the 30th percentile = Tier 2). In both conditions, students identified as at risk (i.e., Tier 2; n = 267) received 90 min of whole group instruction (Tier 1) and an additional 30 minutes of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at-risk readers were provided an additional 30-minute daily, small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students’ decoding and first semester fluent reading and potentially positive effects on reading comprehension and total reading achievement.

1. Review the goals of science. Discuss how the authors sought out to describe, explain, predict, and control the behaviors and events that were observed in the study.
2. Would this study be considered basic or applied research? Why?
3. Would this study be considered quantitative or qualitative research? Why?