加州assignment代写 美国教育

2020-10-31 19:33

在被选中之后，六个城市(费城、波特兰、凤凰城、奥马哈、林肯和新墨西哥州的拉斯克鲁塞斯)被征集来推荐学校，这些学校将有可供该项目使用的教室和警力。Esbensen等人采用了一种基于非概率抽样方法的研究设计。该评估采用了15所学校的可用性抽样和7所学校更具目的性的抽样，每一所学校都试图进行随机抽样。其目标是“将两组治疗班和对照组之间的潜在差异最小化”(Esbensen等人，第93页)，覆盖“22所学校，153个教室，超过3500名学生”(第92页)。关于磨损的可能性，“每一修改的程序都设法确保研究目标的完整性”(第93页)。在费城的一个横断面研究中，“治疗组和对照组之间的预测和消耗差异是最明显的;因此，无效结果的风险是最大的。因此，我们处理组间电位差的第三种方法是仅使用其他五个位点重复分析”(Esbensen等，第107页)。正如本文后面讨论的，建模软件也支持样品磨损的结果。内布拉斯加州大学的机构审查委员会批准了家长的被动同意(没有拒绝意味着同意)，随后的年度调查也批准了家长的主动同意(没有允许意味着拒绝)。研究中没有提到受限制的学生作为“特殊人群”的地位。大学的伦理委员会如何能够逃避这一要求仍然是个问题。虽然，有不少于两次邮寄的求职信和同意书，以及教师和学校工作人员的激励他们的学生返回同意书，在最初的样本，有57%的整体保留。
加州assignment代写 美国教育
  Having previously been selected, six cities (Philadelphia, Portland, Phoenix, Omaha, Lincoln, and Las Cruces in New Mexico) were enlisted to recommend schools that would have the classrooms and police officers available for the program. Esbensen et al used a research design based on a nonprobability sampling method. The evaluation applied availability sampling from fifteen schools, and a more purposive sampling from seven schools, and in each, attempts were made to draw a random sampling. The goal was to “minimize the potential differences between the sets of treatment and control classes” (Esbensen et al., p. 93), covering “22 schools, 153 classrooms, and more than 3,500 students” (p. 92). For the probability of attrition, “each modified process sought to ensure the integrity of (the) research objective” (p. 93). During a cross-sectional In Philadelphia, “the pretest and attrition differences between the treatment and control groups were the most pronounced; so, the risk of invalid results is greatest there. Therefore, our third approach to addressing the potential difference between groups was to repeat the analyses using only the other five sites” (Esbensen et al., p. 107). As later discussed in this paper, modeling software also supported the results in sample attrition.The University of Nebraska’s Institution Review Board approved passive parental consent (absence of refusal implies consent), and subsequent annual surveys warranted active parental consent (absence of permission implies refusal). No mention of the status of the students falling under restrictions as “Special Populations” in research was found. How the university’s IRB was able to evade that requirement remains a question. Although, there were no less than two mailings with cover letters and consent forms, as well as, teachers and school personnel plying their students with incentives to return consent forms, and at the initial sample, there was an overall retention of 57%.

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