Course:



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Social Work 4810

Research Methods, Data Analysis and Practice Evaluation 2

August 31, 2011 – December 14, 2011

Sharonlyn Harrison, Ph.D.

Wayne State University

(866) 764-8441

ac5014@wayne.edu (preferred)

Office Hours: By appointment- either face to face or online

I. SCOPE AND PURPOSE OF COURSE

SW 4810 is the second of two courses focused on the basic concepts and methods of scientific inquiry as used in building knowledge for social work practice. The course materials build and expand on knowledge and skills for social work research covered in S.W.3810, and expands to include the application of data analysis and statistical techniques, and the use the Statistical Package for the Social Sciences (SPSS/PASW). Specific topics include an introduction to descriptive and inferential statistics with particular emphasis placed on bivariate and basic regression analyses. In addition, the ethical and human diversity issues associated with analyzing and interpreting data collected from culturally diverse, disenfranchised, and at-risk populations are examined. Specific emphasis will be given to the use of practice knowledge to inform social work research and the use of research findings to inform social work practice.

II. LEARNING OUTCOMES

Upon completion of the course students should be able to:

1. Identify and explain the steps of the research process and their interrelationships

2. Describe the basic principles of hypothesis testing and probability theory.

3. Use practice knowledge to identify research problems and design measurable research questions

4. Develop measurement instruments with consideration for the relationship between operational definitions and quantifying variables, including reliability and validity considerations salient to the measurement process

5. Understand the basic application and interpretation of descriptive and inferential statistics.

6. Identify and address ethical, cultural and political issues associated with the analysis, interpretation, and dissemination of empirical data evaluating social work interventions, programs, and policy outcomes with culturally diverse, disenfranchised, and or at-risk populations.

7. Identify, critically analyze and evaluate published sources of research appropriate for the research question and population and assess their implications for social work practice and social welfare policy in varied social work contexts.

8. Interpret statistical tables, charts, and figures published in scholarly journals.

9. Appraise and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom, to inform social work practice and research.

10. Use research findings as an essential component for ongoing professional development by engaging in evidence-based social work practice

11. Demonstrate the ability to use SPSS/PASW to test hypotheses and conduct basic descriptive and inferential analyses.

12. Demonstrate the ability to generate statistical tables and charts using SPSS/PASW.

13. Develop reports of statistical findings, including descriptive and inferential analyses.

III. PERFORMANCE CRITERIA

Through written assignments, quizzes, small group projects and class participation, the students will be expected to achieve the learning outcomes identified above.

Grading criteria for the major written assignments include:

1. Substantive Content: Full and adequate response to each of the required sections and adequacy and unity of argument and presentation.

2. Technical Format: Soundness of technical writing, professional appearance, appropriate use of references (APA style), adherence to the prescribed format for submission of each assignment, appropriate use of grammar and punctuation, and the absence of typographical and spelling errors. Papers must be well written and carefully presented to receive a grade in the A range.

3. Terminology and Concepts: Adequate, full and appropriate use of evaluation research knowledge, resource and statistical terminology and concepts, command of material conveys a message that the terms and concepts are fully understood.

IV. REQUIRED TEXT/MATERIALS (All books are available at Marwil and Barnes & Noble Bookstores)

Required texts:

Rubin, A. & Babbie, E. (2010). Rubin, A. & Babbie, E. Essential research methods for social work. Belmont, CA:

(Rubin & Babbie was purchased for 3810)

Rubin, A. (2010). Statistics for Evidence-Based Practice and Evaluation. (2nd Ed.). Belmont, CA: Brooks/Cole.

Other readings on Blackboard:

NIH OBSSR e-textbook



Kellogg Foundation Evaluation Handbook



Questionnaire Design: Asking Questions with a Purpose



University of Wisconsin Evaluation Resources



V. Role of the Student

This course is a partnership between the instructor and the students. With such an arrangement come responsibilities of both parties. The general expectations are identified as follows:

Attendance: No scheduled meetings, either face to face or online, are required in this course. Small groups can choose for themselves if they would like to meet in person, at scheduled chat times, or in asynchronous discussions (meaning students do not need to be online at the same time).

Preparation: It is expected that the students will complete each reading assignment and be sufficiently prepared to apply the readings to discussion and assignments. Some activities require participation several times during the week. This participation will be necessary for students to be prepared for the next step of the week’s lesson.

Student Participation: Student participation is a central part of the design of the course. It is expected that students will actively participate in online discussions, exercises, and work teams. Students are expected to participate in the online class environment by, (a) contributing to discussions and small group exercises, (b) sharing their responses to course readings and issues and topics raised, and (c) asking questions. Students are to be sensitive to the amount that they are participating and should strive neither to dominate nor to avoid participation. On average, students should expect to log on to the course web page 3 to 4 times per week.

Communication: E-mail is the quickest way to reach me if you have questions between classes. I check e-mail typically twice a day during the week so you can expect a reply within 24 hours in most cases. In the event that there is an important message that all students need, I will send an e-mail as well as a message through the WSU Blackboard System.

Assignments: It is expected that students will submit assignments on the day they are due before midnight. Assignments will either be posted to the discussion board or submitted through the assignment link, depending on the nature of the assignment. There will be no provisions for second submission of assignments.

Academic Honesty and Plagiarism: The principle of honesty is recognized as fundamental to a scholarly community. Students are expected to honor this principle, and instructors are expected to take appropriate action when instances of academic dishonesty are discovered.

It is expected that students will work together in a shared learning environment. This can involve sharing ideas and working together to solve problems. However, individual assignments must be unique and reflect one’s own work.

Plagiarism refers to the use of “someone else’s words or specific terms, phrases or sentences, statistics in various forms, ideas, or arguments without acknowledging the author or source.” (WSU Department of History, “Statement on Plagiarism”). Plagiarism will not be tolerated and will be addressed in accordance with university policy. An instructor, on discovering an instance of academic dishonesty or plagiarism, may give a failing grade on the assignment. Serious acts of dishonesty may lead to suspension or exclusion.

Accommodations: Any student needing an accommodation due to a disability or special circumstance should speak with the instructor at the beginning of the semester. The intention of this process is to ensure that the instructor fully accommodate the student in a confidential manner. Educational Accessibility Services can be contacted at (313) 577-1851, between 8:30 a.m. and 5:00 p.m., Monday through Friday.

Group Policy: It is up to the group to report when one student is not carrying out his or her portion of the workload. Do not wait until the day an assignment is due to notify me of a problem. If I am given appropriate advanced notice of a problem with a team member, and he or she consistently fails to meet responsibilities to the team, only the individual member’s grade will be affected adversely. Otherwise, team members will share the grade for the assignment.

Students will choose working groups for many of the activities in the class. You may choose to work alone on these projects to avoid some of the difficulties that sometimes come with group work. However, the shared knowledge and experience of the other group members may be an asset to your learning.

Late Policy: Because many assignments build upon one another, it is imperative to turn in assignments in a timely manner. An assignment that is turned in after the due date will be penalized by a 10 percentage point reduction. No assignments will be accepted more than five days after the due date.

VI. ORGANIZATION OF COURSE

This class is held completely online. Sessions will include supplementary reading material, group and individual activities and projects, and online discussion. The course has no set meeting times. However, the instructor is available for face to face meetings if requested.

|Unit |Content |

|Unit 1 |Review syllabus, graded assignments, & introduction to course goals and objectives. |

| | |

|Week of |Review logic of probability sampling and experimental, non-experimental designs, causal inference, |

|August 31st |correlational design |

| | |

| |Reading: |

| |Rubin & Babbie Chapter 10: Experiments and Quasi-Experiments |

|Unit 2 |Review of basic descriptive statistics: Frequency distributions, |

| | |

|Week of |Reading: |

|September 7th |Rubin: Chapter 1: Why Study Statistics |

| |Rubin: Chapter 2: Use of Statistics in Evidence-Based Practice |

| |Rubin: Chapter 3: Review of Key Research Methodology Concepts and Terms |

| |Rubin: Chapter 4: Frequency distributions |

|Unit 3 |Review of graphs, and measures of central tendency, normal distributions. |

| | |

|Week of September 21st |Reading |

| |Rubin: Chapter 5: Graphs and Charts |

| |Rubin: Chapter 6: Measures of Central Tendency |

| |Rubin: Chapter 7: Measures of Dispersion |

| |Rubin: Chapter 8: Normal Distributions |

|Unit 4 |Levels of measurement, coding, introduction to univariate and bivariate analyses |

| | |

|Week of |Reading: |

|September 28th |Rubin & Babbie Chapter 9: Sampling: Quantitative and Qualitative Approaches |

| |Rubin & Babbie Chapter 17: Quantitative Data Analysis |

| | |

| |SPSS/PASW Introduction, data entry, conducting descriptive statistics and correlation analysis in SPSS/PASW |

| |Analysis of variance (ANOVA) |

| | |

| |Reading: |

| |Rubin: Appendix G |

| |Review for Assignment #1 |

| |Rubin & Babbie Chapter 5: Conceptualization in Quantitative and Qualitative Inquiry |

| |Rubin & Babbie Chapter 6: Measurement in Quantitative and Qualitative Inquiry |

| |Rubin & Babbie Chapters 7: Qualitative and Quantitative Measurement Instruments |

| |Assignment #1: Measurement in Social Work Due: October 12th |

|Unit 5 |Review of hypothesis testing, statistical significance, measures of association |

| |Probability theory, sampling distributions, and testing the null hypothesis |

|Week of | |

|October 19th |Reading: |

| |Rubin: Chapter 10: Probability and Sampling Distributions |

| |Rubin: Chapter 11: Hypothesis Testing and Statistical Significance |

| | |

| |Correlation |

| |Reading: |

| | |

| |Rubin: Chapter 13: Interpreting the Strength and Importance of Relationships |

| |Rubin: Chapter 17: Correlation |

| |Mid-Term: October 20th |

Note: This syllabus made be revised based on the needs of the students.

|Unit 6 |T-Tests |

|Week of |Reading: |

|November 9th |Rubin: Chapter 14: Inferential Data Analysis Parametric ad Nonparametric Procedures |

| |Analysis of Variance |

| |Reading: |

| |Rubin: Chapter 15: Analysis of Variance |

| | |

| |No Class Week of November 23rd |

|Unit 7 |Cross Tabulation & Chi-Square |

|Week of |Readiing |

|November 29th |Rubin: Chapter 16: Cross Tabulation and Chi-Square |

| | |

| | |

| |Multiple Regression |

| |Reading: |

| |Rubin: Chapter 18: Regression Analysis |

| | |

| |Data File from Hypothetical Data Set: December 1st |

|Unit 8 |Assignment #2 Data Presentation Due: December 14th |

|Week of December | |

|12th | |

|Week of December |Final Exam: December 20th |

|19th | |

2 Assignments and Grades

|Assignment |Percent |

|Measurement in Social Work Research |20% |

|Data Presentation |20% |

| Final Exam and Mid-Term: 25% each (covering substantive content areas: conceptual understanding of |50% |

|statistics & interpretation of results in published journal articles) | |

|Participation |10% |

|Total |100% |

Bibliography

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Babbie, E. (2005). The basics of social research. Belmont, CA; Thomson/Wadsworth.

Beresford, P., & Evans, C. (1999). Research note: Research and empowerment. British Journal of Social Work, 29, 671-677.

Berger, R. (1997). The common logic of research and practice in social work. Social Work and Social Sciences Review, 7(2), 112-121.

Blanksby, P.E., & Barber, J.G. (2006). SPSS/PASW for social workers: An introductory workbook. Boston: Pearson Education, Inc.

Brawley-Martinez, E. E. (2001). Searching again and again. Inclusion, heterogeneity and social work research. British Journal of Social Work, 31, 271-285.

Burnette, D. (1998). Conceptual and methodological considerations in research with non-white ethnic elders. Journal of Social Service Research, 23(3/4), 71-91.

DePoy, E., Hartman, A. & Haslett, D. (1999). Critical action research: A model for social work knowing. Social Work, 44(6), 560-568.

English, B. (1997). Conducting ethical evaluations with disadvantaged and minority target groups. Evaluation Practice, 18(1), 49-54

Epstein, L. (1996). The trouble with the research-practitioner idea. Social Work Research, 20(2), 113-117.

Fook, J. (Ed.). (1996). The reflective researcher. St. Leonards, Australia: Allen & Unwin.

Fisher, R., & Dybicz, P. (1999). The place of historical research in social work. Journal of Sociology and Social Welfare, 26(3), 105-119.

Fuller, R. & Petch. A. (1995). Practitioner research: The reflective social worker. Berkshire, United Kingdom: Open University Press.

Gibbs, A. (2001). The changing nature and context of social work research. British Journal of Social Work, 31(5), 687-704.

Gil, E. F., & Bob, S. (1999). Culturally competent research: An ethical perspective. Clinical Psychology Review, 19(1), 45-55.

Gilgun, J.F., & Abrams, L. S. (2002). The nature and usefulness of qualitative social work research. Qualitative Social Work, 1(1), 39-55.

Gilsson, C., & Gillespie, D. F. (1993). Toward the development of quantitative methods in social work research. Journal of Social Service Research, 16(1/2), 1-10.

Healey, J. F. (2005). Statistics: A tool for social research (7th ed.). Belmont, CA: Thomson Wadsworth.

Holcomb, Z.C. (1998). Fundamentals of descriptive statistics. Los Angeles: Pyrczak Publishing.

Holosko, M.J. (2006). Primer for critiquing social research: A student guide. Belmont, CA: Thomson Brooks/Cole.

Hopson, R. (2001). Global and local conversations on culture, diversity, and social justice in evaluation: Issues to consider in a 9/11 era. American Journal of Evaluation, 22(3), 375-380.

Kirkpatrick, L.A., & Feeney, B.C. (2003). A simple guide to SPSS/PASW for Windows: For versions 8.0, 9.0, 10.0, & 11.0. (Revised Edition). Belmont, CA: Wadsworth/Thomson Learning.

Koeske, G.F. Some recommendations for improving measurement validation in social work research. Journal of Social Service Research, 18(3/4), 43-73.

Long, J.S. (1997). Regression models for categorical and limited dependent variables. Thousand Oaks, CA: Sage Publications.

MacDonald, C. (1988). Social work interviewing and feminism. Australian Social Work, 41(2), 13-16.

Massat, C. & Lundy, M. (1997). Empowering research participants. Affilia Journal of Women and Social Work, 1291), 33-56.

Mertler, C.A. & Vannatta, R.A. (2005). Advanced and Multivariate Statistical Methods: Practical Application and Interpretation (3rd ed.). Los Angeles: Pyrczak Publishing.

Milinki, A. (1999). Cases in qualitative research: Research reports for

discussion and evaluation. Los Angeles: Pyrczak Publishing.

Montcalm, D., & Royse, D. (2002). Data analysis for social workers. Boston: Allyn and Bacon.

Morris, T. (1994). Alternative paradigms: A source for social work practice research. Arete,

18(2), 31-44.

Nelsen, J.C. (1994). Ethics, gender, and ethnicity in single-case research and evaluation. Journal of Social Service Research, 18(3/4), 139-152.

Newton, R.R., & Rudestam, K. E. ((1999). Your statistical consultant: Answers to your data analysis questions. Thousand Oaks, CA: Sage Publications.

Orcher, L.T. (2005). Conducting research: Social and behavioral science methods. Glendale, CA: Pyrczak Publishing.

Ortega, D. M., & Richey, C.A. (1998). Methodological issues in social work research with depressed women of color. Journal of Social Service Research, 23(3/4), 47-70.

Padgett, D. (1998). Does the glove really fit? Qualitative research and clinical social work practice. Social Work, 43(4), 373-381.

Patten, M.L. (2002). Understanding research methods (3rd ed.). Los Angeles: Pyrczak Publishing.

Patten, M.L. (2005). Proposing empirical research. (3rd ed.). Los Angeles: Pyrczak Publishing.

Powell, J. (2002). The changing conditions of social work research. British Journal of Social Work, 32(1), 17-33.

Pyrczak, F., & Bruce, R.R. (2005). Writing empirical research reports (3rd ed.). Glendale, CA: Pyrczak Publishing.

Race, K.E., Hotch, D.F., & Parker, T. (1994). Rehabilitation program evaluation: Use of focus groups to empower clients. Evaluation Review, 18, 730-740.

Roffman, R. A., Piccano, J., Wickizer, L., Bolan, M., Ryan, R. (1998). Anonymous enrollment in AIDS prevention telephone group counseling: Facilitating the participation of gay and bisexual men in intervention and research. Journal of Social Service Research, 23(3/4), 5-22.

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Safyer, A.W., Griffin, M.L., Colan, N.B., Alexander-Brydie, E., Rome, J.Z. (1998). Methodological issues when developing prevention programs for low income, urban adolescents. Journal of Social Service Research, 23(3/4), 23-46.

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Westerfelt, A., & Dietz, T.J. (2005). Planning and conducting agency-based research (3rd ed.). Boston: Pearson Education, Inc.

Assignment #1

Measurement in Social Work Research

Purpose

The purpose of this assignment is for students to gain exposure to the development of measurement tools and proficiency applying understanding of practice context and peer-reviewed literature as it relates to measurement. In addition, the assignment gives students the opportunity to demonstrate understanding of the concepts of level of measurement and ability to translate measurement instruments to SPSS/PASW data format.

Assignment Requirements

Imagine that you are developing an instrument to assess client outcomes at an agency where you work, intern or volunteer. This can be a hypothetical agency or one where you have worked, interned or volunteered. Your objective is to create a short survey to assess at least one of the desired outcomes for the client population.

This assignment is due October 12th 11:59 pm

Links will be provided on Blackboard for submission of all components

Please do not email your submission to me.

Here are the steps for completing this assignment:

⇨ Create a short survey (one page) to assess at least one of the desired outcomes (changes in knowledge, attitude, behavior, status) for the client population.

a. It should be formatted as if you were going to administer the survey to a client

b. Response options and instructions on how to complete the survey should be included

⇨ Consult available resources, including the peer-reviewed literature, for guidance and consider your understanding of the ethical, cultural and political issues associated with conducting research with culturally diverse, disenfranchised and at-risk populations.

⇨ If necessary, revise the survey or adapt/adopt an outcome instrument from another source, such as the peer-reviewed social work literature, based on what you learn from the literature and what you know about the ethical, cultural and political issues associated with conducting research with culturally diverse, disenfranchised and at-risk population. Justify in your paper why you did not revise or adapt the survey.

⇨ Develop a codebook for the questions and responses using the survey that you developed. Do not create your codebook in SPSS. It should be a Word document.

a. Include the variable name associated with each question on the survey

b. Include numbers for the response categories for individual questions, particularly for scaled responses.

c. The idea is that any person – even someone unfamiliar with your survey – could look at your SPSS/PASW data set and understand how the variables in the data set link to the questions in the survey. The codebook provides that link.

⇨ Include an SPSS/PASW data file that is aligned with that codebook. Your SPSS/PASW data file should include the following for each variable of your survey:

a. The name of the variable. The name of the variable should be directly linked to the question as indicated in the codebook. The name of the variable in the codebook and the SPSS/PASW file should be the same.

b. A label for the variable that is appropriate and linked to the survey/ codebook.

c. The values for that variable, again linked to the responses for the question as indicated in the codebook.

d. Values to be entered for missing data

e. The appropriate level of measurement (nominal, ordinal, scale).

⇨ Write an approximately 2-3 page paper that provides a justification or rationale for why you are recommending use of this survey tool. Your justification should include:

a. Description of the agency setting, services provided in the program and client population and brief discussion of how this impacts measurement,

b. Conceptual definition of the outcomes assessed and discussion of why they are selected,

⇨ Include at least one peer-reviewed article that speaks to some element of measurement (See Rubin and Babbie Chapter 8 on Measurement for topic ideas e.g., types of reliability or validity). That article should be attached to your assignment.

Grading Criteria

You will be graded based on the extent to which you meet the following criteria:

1. Thoroughness of the paper.

2. The appropriateness of the outcome measure for your practice context and population.

3. Degree to which the conceptual definition is translated into the survey instrument.

4. Application of content from peer-reviewed literature. Did you attach a copy of the article you used? Is it from a peer-reviewed research journal?

5. Appearance of survey instrument, including readability and ease of use.

6. Consistency through the survey instrument, codebook and dataset and accuracy of dataset.

7. Quality of the paper with regard to writing. Your paper should be succinct and clearly written. You should proof-read your paper carefully.

Assignment #2

Data Presentation

The purpose of this assignment is to assess students’ ability to compute and interpret descriptive and inferential statistical analyses using the Statistical Package for the Social Sciences (SPSS/PASW). Ultimately, this assignment is designed to strengthen students’ practice evaluation skills by enhancing their overall data analysis and interpretation skills and competencies.

You must work on this assignment with two – three partners.

Please submit one final paper with a title page that has each participant’s name and email address on the title page, the assignment, the course and the dates. All reports should be approximately 5-8 pages (with page numbers) typed (12-point font) and double-spaced. Papers must be submitted via a SafeAssign link provided by the instructor.

This assignment is due December 14th 11:59 pm

Links will be provided on Blackboard for submission.

Please do not email your submission to me.

Part 1: Data Entry and Verification

⇨ Enter the data set provided by the instructor into SPSS

⇨ Use SPSS to create frequency distributions for all variables (Note: This step is important for determining if errors have been made in data entry).

⇨ Save the output file and submit to the instructor by Thursday, December 1, 2011 via the Blackboard Link (Assignment 2 Submissions). The instructor will check the output to determine if your data set has errors.

Part 2: Introduction

⇨ Label this first section of your report: Introduction. In this section write an introductory paragraph about what you will study in the data set. Describe the rationale for your study and present the three research questions (below).

1. Is there a relationship between type of treatment received and whether client earned off-campus privileges? (Chi-square).

2. Is there a correlation between the client’s level of improvement on the Trauma Symptoms Scale and their rating of their relationship with their therapist? (Correlation).

3. Do client’s trauma symptoms improve from pre to post treatment as measured by the Trauma Symptoms Scale? (Comparison of means)

Part 3: Descriptive Statistics

⇨ Label the next section of your report: Descriptive Statistics.

⇨ Conduct appropriate descriptive statistics (frequency distributions, means, standard deviations) of the variables in the dataset. Such as:

o Gender

o Ethnicity

o Age

o Number of trauma experienced

o Number of serious behavioral incidents

o Other variables that you feel will give the reader a understanding of the sample

⇨ Next, present the results of your analyses. Do not present the findings of all of the variables. Just select those of interest to you and your study.

⇨ Present your interpretation of the data using tables, graphs and text.

⇨ The summary should be brief (one paragraph) and not restate the statistics presented in the tables or graphs. Instead it should direct the reader to the most important statistics while summarizing the statistics for all variables presented in the table.

Part 3: Bivariate and Multivariate Analysis

⇨ Test your three research questions.

⇨ One question must use chi-square to examine the relationship between two nominal variables.

⇨ One question must test for statistically significant correlations between interval or ratio-level independent variables and one interval or ratio-level outcome variable.

⇨ One question must test for statistically significant differences between the means of two groups.

⇨ Label this section of the paper: Bivariate and Multi-variate Analysis. In this section state each research question again and then report the findings using APA format. Present appropriate tables or charts to illustrate the results of your work. Consult the APA manual for guidance. Write a brief one-paragraph summary of the meaning of the results. Briefly summarize the meaning of the data in terms of statistical and practical significance. What were the significant differences or relationships? Consider the strength and direction of the relationships, the amount of variance explained (r squared) and the meaning of differences.

Part 4:

⇨ Label the last part of the paper: Discussion.

⇨ In this section, briefly summarize the main results of the study in a few sentences, and then discuss the implications of your findings for social work or social welfare policy and at-risk, disenfranchised or culturally diverse populations.

⇨ How can these findings inform future research in the area?

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