Click on the following links. Please note these will open in a new window.

Article 1

Zuk, L., Tlumek, H., Katz-Leurer, M., Peretz, C., & Carmeli, E. (2014). A new tool for identifying children with motor problems: Reliability and validity study. Journal of Child Neurology, 29(5), 592-598. doi:10.1177/0883073813513836

Abstract:  This study examined reliability and validity of the Zuk Assessment for diagnosis of motor problems and determined standardized scores in an Israeli population of 151 children aged 5 to 6 years.  Findings showed that the Zuk total score had a normal distribution similar to that found in the literature identifying 5.1% (–2 standard deviations) and 12% (between –1 and –2 standard deviations) of children with motor-related problems.  Reliability was indicated by high intraclass correlation scores both in intrarater and interrater paradigms.

Questions that apply to this article:

1. How do the authors of this article address issues of reliability?
2. How do the authors of this article address issues of validity?
    

Article 2

Haider, S. Z., & Dilshad, M. (2015). Higher education and global development: A cross cultural qualitative study in Pakistan. Higher Education for the Future, 2(2), 175-193. doi:10.1177/2347631114558185

Abstract:  This article reviews global developments in the area of higher education (HE) all over the world and surveys the expected facets of HE in Pakistan.  The researcher adopted a qualitative approach and collected data through an open form questionnaire from faculty members, doctoral students, university officers, and other educational professionals.  The study identifies 26 main global trends and 10 sub-trends of HE in global perspective.  Result revealed that quality assurance and accountability, economic competition, international student mobility, and advancement in technology appeared as favorite developments in Pakistan.

Questions that apply to this article:

1. What form(s) of qualitative data collection methods identified in your text were used in this study?
2. Does the authors’ choice of qualitative data collection methods seem to be appropriate for the type(s) of information they were trying to obtain?
    

Article 3

Cooley, S. J., Burns, V. E., & Cumming, J. (2016). Using outdoor adventure education to develop students’ groupwork skills: A quantitative exploration of reaction and learning. Journal of Experiential Education, 39(4), 329-354. doi:10.1177/1053825916668899

Abstract:  This study investigates the initial development of groupwork skills through outdoor adventure education (OAE) and the factors that predict the extent of this development, using the first two levels of Kirkpatrick’s model of training evaluation. University students (N = 238) completed questionnaires measuring their initial reactions to OAE and learning from pre- to post-course.  There were high levels of enjoyment and satisfaction with OAE, and significant self-reported improvements in the use of groupwork skills, attitudes toward groupwork, and groupwork self-efficacy.  Learning and intention to transfer learning to the university setting were both positively predicted by students’ perceived use of groupwork skills before OAE, course satisfaction, enjoyment, groupwork self-efficacy, and attitude toward groupwork.  These findings demonstrate that OAE increases students’ use of interpersonal groupwork skills.

Questions that apply to this article:

1. What form(s) of quantitative data collection methods identified in your text were used in this study?
2. Does the authors’ choice of quantitative data collection methods seem to be appropriate for the type(s) of information they were trying to obtain?