MASTER SYLLABUS

SOCIAL WORK 3810

Research Methods, Data Analysis, and Practice Evaluation I
(3 credit hours)
Instructor:
Mickey Sperlich, MA, MSW, CPM

Email: mickeys@wayne.edu
Mail Box: 3rd Floor Thompson Home

Class will be held at:

Macomb Community College/The
University Center
44575 Garfield in Clinton Township
Our room: UC2-202***

Wednesdays, 1/8/2014 to 4/16/2014

12:00pm- 2:45pm
Office Hours: Wednesdays, immediately
following class or by appointment

***Double-check our specific room

assignment as posted in the atriums of
the UC buildings and also at the WSU
office located in UC1.
COURSE DESCRIPTION
Prereq: Junior standing, admission to BSW program. Descriptive research methods for social
work concepts and skills of problem formulation; research design; description and critical
analysis of research studies.
S.W. 3810 is the first of two courses that examine the basic concepts and methods of scientific
inquiry used to build knowledge and evaluate impact of social work policy and practice. Course
content includes (a) exploring the science of knowing, (b) understanding the steps in the research
process and their interrelationships, (c) selecting the most appropriate research design and
approaches used in social work research, (d) developing skills in problem formulation and
measurement, (e) evaluating social work literature for its applicability in informing social work
practice, and (f) critically examining ethical issues associated with conducting and applying
social work research with culturally diverse, disenfranchised, and at-risk populations. 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.

COURSE COMPETENCIES AND PRACTICE BEHAVIORS FOR THIS COURSE

COMPETENCIES
1. Identify as a social worker and conduct oneself accordingly
Practice Behaviors:
1E) engage in career-long learning
3. Apply critical thinking to inform and communicate professional judgments
Practice Behaviors:
3A) distinguish, appraise and integrate multiple sources of knowledge, including
research-based knowledge and practice wisdom
3B) analyze models of assessment, prevention, intervention and evaluation
4. Engage diversity and difference in practice
Practice Behaviors:
4D) view themselves as learners, and engage those with whom they work, as informants
6. Engage in research-informed practice and practice-informed research
Practice Behaviors:
6A) use practice experience to inform scientific inquiry
6B) use research evidence to inform practice
10. Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities
Practice Behaviors:
10D) EVALUATION: critically analyze, monitor, and evaluate interventions
TEXTS AND REQUIRED MATERIAL
Rubin, A. & Babbie, E. (2013). Essential research methods for social work.
Independence, KY: Cengage Learning.
NASW Code of Ethics, available for free at:
http://www.sp2.upenn.edu/docs/resources/nasw_code_of_ethics.pdf
PERFORMANCE CRITERIA
Through written assignments, quizzes, and class participation, the students will be expected to
achieve the competencies 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 research

knowledge, terminology and concepts. Command of the material conveys a
message that the terms and concepts are fully understood.

GRADING AND ASSIGNMENTS

Assignment
Accessing Evidence in Social Work Practice
(Term paper Phases I and II)
Evaluating Evidence in Social Work Practice
(Term paper Phase III)
Quizzes
Participation and Attendance
Total

Percent
15%
30%
45%
10%
100%

BENCHMARK ASSIGNMENTS
Term Paper Phases I and II
Accessing Evidence in Social Work Practice
15 Points
The purpose of this assignment is to give students the opportunity to demonstrate their ability in
accessing empirical research and selecting an evidence-based intervention of relevance to their
social work practice.
Term Paper Phase III
Evaluating Evidence in Social Work Practice
30 Points
This component of the term paper gives students the opportunity to build on the previous two
phases by demonstrating their ability to critically examine published social work research
relevant to an identified practice problem. Students will 1) describe the strengths and limitations
of research design; 2) identify and assess ethical and cultural issues associated with conducting
research with culturally diverse, disenfranchised, and or at-risk populations; and 3) evaluate how
well the evidence presented in a selected empirical journal article is relevant for addressing a
social work relevant practice question.
GRADING POLICY:
Students may pass the course with a grade of D but must maintain a C average during the junior
and senior year. (See Undergraduate Bulletin, Wayne State University
http://www.bulletins.wayne.edu/ubk-output/index.html)

Grade distribution:
100-95 A
94.9-90 A79.9-77 C+
76.9-73 C

89.9-87 B+
72.9-70 C-

86.9-83 B
69.9-67 D+

82.9-80 B66.9-63 D

79.9-77 C+
62.9-60 D-

ORGANIZATION OF THE COURSE

This is a three credit course composed of lecture and discussion. This course is organized to
provide competencies related to (a) exploring the science of knowing, (b) understanding the steps
in the research process and their interrelationships, (c) selecting the most appropriate research
design and approaches used in social work research, (d) developing skills in problem formulation
and measurement, (e) evaluating social work literature for its applicability in informing social
work practice, and (f) critically examine ethical issues associated with conducting and applying
social work research with culturally diverse, disenfranchised, and at-risk populations.
The sessions are organized around the following areas:
Quantitative Measurement
Qualitative Research
Research Design
Sampling
Data Collection
Implications of Research for Social Work Practice
POLICIES FOR THIS COURSE
1. See University Statement of Obligation of Students and Faculty Members of the teaching
- learning process
http://www.bulletins.wayne.edu/fib/fib2d.html
2. Students are expected to participate in class by, (a) contributing to class discussions and
small group exercises, (b) sharing their responses to course readings and issues and topics
raised in class, and (c) asking questions.
3. Student Disability Services - If you have a documented disability that requires
accommodations, you will need to register with Student Disability Services for
coordination of your academic accommodations. The Student Disability Services (SDS)
office is located at 1600 David Adamany Undergraduate Library in the Student Academic
Success Services department. SDS telephone number is 313-577-1851 or 313-577-3365
(TTY: telecommunication device for the deaf; phone for hearing impaired students only).
Once you have your accommodations in place, I will be glad to meet with you privately
during my office hours to discuss your special needs. Student Disability Services
mission is to assist the university in creating an accessible community where students
with disabilities have an equal opportunity to fully participate in their educational
4

experience at Wayne State University.

4. The Wayne State University Writing Center is the place to talk about your writing.
Whether you are working on your first or final draft, the Writing Center is available to
advise you at any step of the writing process. Services are free to all Wayne State
University students and faculty. Services include: one-on-one tutoring; a library
covering grammar, style and documentation; and computer access. The Wayne State
University's Writing Center is also piloting OWL (online writing lab) called HOOT.
HOOT stands for "Hypertext One-on-one Tutoring" and it will enable students to e-mail
us their papers for commenting. Depending on the student's level of comfort with this
technology, we will be able to leave comments in HTML, audio, or video. Learn more
about Writing Center services at http://www.clas.wayne.edu/writing/
5. Attendance & Participation Policy
The Universitys policy on attendance states, Students are expected to attend all sessions
of courses for which they are registered and to notify the instructor or his or her secretary
prior to the class sessions, if possible, when the student may be absent due to illness or
similar emergency.
In addition to attending all class sessions, students should arrive for class on time.
Students who arrive late miss important information and disturb their classmates.
Students are expected to complete assigned reading and come prepared to participate in
classroom discussions. Please note that attendance and participation are worth 10% of
your grade. Also: there will be 5 pop quizzes; these will not be announced in
advance, making it critically important that you attend all classes!
6. Assignments and Grades
Scores earned for graded assignments and/or quizzes determine final course grades.
Handouts, distributed in class, specify the criteria used to assess student performance on
graded assignments.
All assignments are due on the date specified by the instructor. Late assignments are
penalized by 10% points off the points earned. Deadline for submission of late
assignments is no later than 24 hours before the next class. Exceptions can be made in
extreme circumstances. To avoid the late penalty contact the instructor at least 48 hours
before the assignment is due and request an extension. Make-up examinations are
available only under unusual and unavoidable circumstances.
SEVERE WEATHER CLOSURE POLICY
Wayne State University will close affected units when severe weather conditions compromise
the safety of its students, faculty and staff, both at the University and in transit to or from the
University. Generally, the University may be closed when severe weather conditions exist.
Severe weather could consist of excessive accumulation of snow during a single snow period
and/or prediction of excessive accumulation of snow, and excessive or dangerous accumulation
of ice. Closure will be publicized through the University Newsline (313-577-5345), WSU
5

Homepage (www.wayne.edu), WSU Pipeline (www.pipeline.wayne.edu), WDET-FM (Public

Radio 101.9) and by local radio and television stations. A message will also be sent to registered
cell phones and email addresses using the Broadcast Messaging Services. If conditions are such
that you suspect the University or School may be closed, please feel free to call the Newsline at
the above listed number. Please note that if Macomb Community College is closed, WSU classes
at the University Center will be cancelled.
LIBRARY/WRITING CENTER SERVICES
The WSU Reference and Resource Center is located at the WSU Macomb Education Center
(16480 Hall Rd., Clinton Twp. 48038). A research assistant will be available in this comfortable
study space from 2:00 p.m. to 10:00 p.m., Monday through Thursday (hours may vary between
semesters and during holidays). During these hours, students, faculty and staff can receive
assistance accessing Wayne State University databases, performing internet searches, and
ordering/picking up books from WSU libraries, MeLCat, and Inter-library Loan. The space will
be open for general use during normal building hours.
For more information on library resources available to Macomb please visit:
http://www.lib.wayne.edu/info/maps/mcl.php
Macomb students also have access to Wayne States Writing Center, which provides a variety of
helpful services, including one-on-one tutoring sessions, tutorials, and online writing assistance.
Their website also has additional resources available such as style guides, suggestions for writing
essays, and information about avoiding common grammar mistakes. Their website is
http://clasweb.clas.wayne.edu/writing. In order to schedule a tutoring session you can follow the
online scheduling instructions, call (313) 577-2544 or email engwc2310@wayne.edu.
The School of Social Work also offers free supplemental support for BSW and MSW students
with their writing. To access this support, contact Vanessa Gualtieri, ac8153@wayne.edu. Her
office is in Room #011 a Thompson Home, (313) 577-4339
Additional WSU Student Resources:
Students with disabilities
http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/
APA Referencing
http://owl.english.purdue.edu/owl/resource/560/19/

Course Learning Units

The following is an outline for class meetings, with reading assignments for each. Readings
should be completed in advance of class, to permit participation in discussion.
UNIT

TOPIC AND READINGS

Session 1
Jan 8th, 2014

Research in Social Work

Readings:
Chapters 1 & 2 (Rubin & Babbie, 2013)

Session 2
Jan 15th

Research Ethics
Readings:
Chapter 16 (Rubin & Babbie, 2013)
NASW Code of Ethics

Session 3
Jan 22nd

Culturally Competent Research

Readings:
Chapter 17 (Rubin & Babbie, 2013)
-Term Paper Phase I DUE AT BEGINNING OF CLASS-

Session 4
Jan 29th

Overview of the Research Process

Readings:
Chapters 3 & 4 (Rubin & Babbie, 2013)

Session 5
Feb 5th

Evaluation Research
Readings:
Chapter 13 (Rubin & Babbie, 2013)

Session 6
Feb 12th

Reviewing Literature and Developing Research Questions

Readings:
Chapter 5 (Rubin & Babbie, 2013)

Session 7
Feb 19th

Conceptualization and Operationalization

Readings:
Chapter 6 (Rubin & Babbie, 2013)

Session 8
Feb 26th

Quantitative & Qualitative Measurement Part 1

Readings:
Chapter 7 (Rubin & Babbie, 2013)

Session 9
March 5th

Quantitative & Qualitative Measurement Part 2

Readings:
Chapter 8 (Rubin & Babbie, 2013)
-Term Paper Phase II DUE AT BEGINNING OF CLASS-

March 12th

- SPRING BREAK!-

Session 10
March 19th

Surveys
Readings:
Chapter 9 (Rubin & Babbie, 2013)

Session 11
March 26th

Sampling
Readings:
Chapter 10 (Rubin & Babbie, 2013)

Session 12
April 2nd

Research Designs
Readings:
Chapter 11 (Rubin & Babbie, 2013)

Session 13
April 9th

Implications of Research for Social Work Practice

Readings:
Using a collaboratory model to translate social work research into practice and
policy (Allen-Meares, Hudgins, Engberg, & Lessnau, 2005) (Will be posted to
BB)
NASW Code of Ethics (Available online for free)

Session 14
April 16th

Wrap-Up
-Term Paper Phase III DUE AT BEGINNING OF CLASS-

BIBLIOGRAPHY
American Psychological Association (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Babbie, E. (2010). The basics of social research (5th ed.). Belmont, CA: Thomson/Wadsworth.
Corcoran, K. (2007). From the scientific revolution to evidence-based practice: Teaching the
short history with a long past. Research on social work practice, 17, 548-552.
Epstein, L. (1996). The trouble with the research-practitioner idea. Social Work Research, 20(2),
113-117.
Franklin, C., Moore, K. & Hopson, L (2008). Effectiveness of solution-focused brief therapy in a
school setting. Children & Schools, 30(1), 15-26.
Gainey, R.R., Haggerty, K.P., Fleming, C.B., Catalano, R.F. (2007) Teaching parenting skills in
a methadone treatment setting. Social Work Research, 31(3), 185-190.
Gibbs, A. (2001). The changing nature and context of social work research. British Journal of
Social Work, 31(5), 687-704.
Gilgun, J.F., & Abrams, L. S. (2002). The nature and usefulness of qualitative social work
research. Qualitative Social Work, 1(1), 39-55.
Hodge, D.R., Andereck, K. & Montoya, H. (2007). The protective influence of spiritualreligious lifestyles. Social Work Research, 31(4), 211-219.
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), 375380.
9

Howell, E.M. & Yemane, Al. (2006) An assessment of evaluation designs: Case studies of 12
large federal evaluations. American Journal of Evaluation, 27(2), 219-236.
Koeske, G.F. Some recommendations for improving measurement validation in social work
research. Journal of Social Service Research, 18(3/4), 43-73.
Lingler, J.H., Nightengale, M.C., Erlen, J.A. & Kane, A.L. (2006) Making sense of mild
cognitive impairment: A qualitative exploration of the patient's experience. The
Gerontologist, 46(6), 791-800.
Meezan, W. (2003). Exploring current themes in research on gay, lesbian, bisexual and
transgender populations. Journal of Gay & Lesbian Social Services, 15 (1/2), p. 1.
Mertler, C.A. & Vannatta, R.A. (2005). Advanced and multivariate statistical methods: Practical
application and interpretation (3rd ed.). Los Angeles: Pyrczak Publishing.
Mikelson, K.S., (2008) He said, she said: Comparing mother and father reports of father
involvement. Journal of Marriage and Family, 70, 613-624.
Nebbit, V.E., Lombe, M. & Lindsey, M.A., (2007) Perceived parental behavior and peer
affiliations among urban African American adolescents. Social Work Research, 31(3),
163-169.
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.). Glendale, CA: Pyrczak
10

Publishing.
Patten, M.L. (2005). Proposing empirical research. (3rd ed.). Los Angeles: Pyrczak Publishing.
Patten, M.L. (2002) Educational and Psychological Research: A Cross Section of Journal
Articles for Analysis and Evaluation. Glendale, Ca: Pyrczak Publishing.
Powell, J. (2002). The changing conditions of social work research. British Journal of Social
Work, 32(1), 17-33.
Proctor, E. K. (2002). Social work research: Informing the frontlines and taking the long view.
Social Work Research, 26(3), 130-131.
Proctor, E.K. (2003). Research to inform the development of social work interventions. Social
Work Research, 27(1), 3-5.
Pyrczak, F. (2008). Evaluating research in academic journals: A practical guide to realistic
evaluation (4th ed.). Glendale, CA: Pyrczak Publishing
Scott, D. (2002). Adding meaning to measurement: The value of qualitative methods in practice
research. British Journal of Social Work, 32(7), 923-30.
Shaw, I. F. (2003). Cutting edge issues in social work research. British Journal of Social Work,
33(1), 107-116.
Smith L, McCaslin R, Chang J, Martinez P, & McGrew P (2010). Assessing the needs of older
gay, lesbian, bisexual, and transgender people: A service-learning and agency partnership
approach. Journal Of Gerontological Social Work, 53(5):387-401.
Stringer, E., & Dwyer, R. (2006). Action research in human services. Columbus, OH: Pearson
Education, Inc.
Thyer, B.A. (2010). The handbook of social work research methods. Los Angeles: Sage
Publications.
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Weinbach, R. & Grinnell, R. Jr. (2004). Statistics for social workers (6th ed.). NY: Allyn, Bacon,
and Longman.
Weinbach, R.W. (2005). Evaluating social work services and programs. Boston: Pearson
Education, Inc.
Westerfelt, A., & Dietz, T.J. (2005). Planning and conducting agency-based research (3rd ed.).
Boston: Pearson Education, Inc.
Yegidis, B. L. & Weinbach, R. W. (2006). Research methods for social workers (5th ed.). NY:
Allyn, Bacon, and Longman.

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TERM PAPER
Accessing & Evaluating Evidence in Social Work Practice
Purpose
This assignment assesses students ability to (a) identify and access rigorous empirical
intervention studies, (b) match the empirically validated intervention with a specific practice
problem or concern, and (c) critically analyze the intervention study; and (d) discuss the extent to
which the intervention might address their practice problem or concern.
All requirements for this assignment will be completed in three phases resulting in an 8-10page paper.
Assignment Requirements
Phases I and II: Accessing Research Evidence in Social Work Practice (first benchmark
assignment)
Phase 1 (7 points):
1. Formulate a Description of a Practice Need
a. Write a one-page description about a social work problem that is relevant to your
field placement, employment/volunteer experience, or area of interest.
Phase 2 (8 points):
2. Search for the Evidence
a. Use the library databases, Cochrane or Campbell Collaboration web sites, etc. to
review the evidence-based articles in the literature relevant to your practice
question.
b. Locate a rigorous intervention study that provides evidence of the effectiveness of
an intervention that addresses your practice problem or concern.
3. Determine Which Evidence-Based Intervention is Most Appropriate for Your
Particular Client(s)
a. Write a one paragraph overview of the intervention study and explain why you
think it addresses the needs of your target population and problem. Discuss your
reasons for selecting this intervention.
b. Write a second paragraph describing how you found the article. Be specific about
the process you used, which can include 1) using databases (specify which one),
2) bibliography from an existing article (specify the article where you obtained
the reference), systematic review (specify the review database). If you used
keywords, specify which keywords you used.
c. Submit the selected article and the one paragraph overview to the instructor. The
course instructor must approve the article you select to complete Phase 3.

13

Phase 3 (30 Points):

Write an 8-10 page paper. The first heading, as shown below, should be the statement of
the problem that you developed for Phase 1. Each of the bolded titles shown below in items
a through g should be a first-level APA header in your paper:
a.
Statement of the Problem: Include the statement of the problem that you
completed for Phase I. Make sure that you incorporate any changes suggested by your
instructor
b.
Research Design - What research design was used in this study? Discuss what
threats to internal validity and external validity are controlled with this research design.
Discuss which ones are not controlled.
c.
Sampling - How was the sample selected? What is the sampling frame for this
study? Discuss the advantages and disadvantages of the sampling strategy. How similar
is the sample for the study to the one used in your agency or volunteer setting?
d.
Measurement - Identify the key variables in the study. How were
the variables defined and measured? How might the findings have been different if one of
the variables was defined in a different way?
e.
Data Collection - What methods were used to collect the data? Discuss the
advantages and disadvantages of the data collection method. How might the results have
been different if the data had been collected using a different method?
f.

Ethics and Cultural Considerations

1. Explain why you believe the intervention in the article would prove effective
with your target population. Are the intervention activities and processes sensitive
to the unique cultural characteristics of your target population? Explain your
answer.
2. What did the research do well in trying to address ethical issues? What more
could have been done?

g.

Results and Implications

1. How does the intervention youve identified address the specific practice need
you discussed in Phase I? How do the activities or theory of the program relate to
the problem?
2. What kinds of practitioner expertise do you think would be needed to
implement this intervention?
3. What challenges or barriers would make it difficult or infeasible to implement
the intervention in your agency?

14

Grading Criteria: Term Paper

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 intervention to your population of interest.
3.
Identification of the peer-reviewed research journal article that is relevant to your identified practice problem.
4.
The accuracy of your analysis. Please focus on providing your own critique/ analysis rather than repeating what is written in the
research paper.
5.
Quality of the paper with regard to writing. Your paper should be succinct and clearly written. You should proofread your paper
carefully.
The grading rubric is shown below:
Points
Paper Section
Possible
No Points
Partial Points
Full Points
PARTS I AND II: ACCESSING EVIDENCE IN SOCIAL WORK PRACTICE (15 POINTS TOTAL)
1.Formulate a
7
There is no mention of a practice Does not address all of the
Describes a practice setting and a
description of a
setting and there is not discussion questions in this section (1-6)
practice question that emerges
practice need
of why this practice setting or
from that setting. Explains why
(PHASE I)
problem is of interest.
this is of personal interest.
Does not explore why this is a
Explores why this is a social
social problem.
problem. (7)
There is no critical analysis of
justification for the social problem
(0)
2.Search for the
8
Does not describe the intervention Does not give thorough
Describes the intervention study
Evidence
that is being discussed in the
description of the intervention,
that was identified, explains why it
(PHASE II)
article. Does not describe how the does not thoroughly explain why it is relevant to the practice problem
article was obtained
is relevant to the practice problem identified in Phase I, and describes
(0)
identified in Phase I and/or does
the process used to obtain the
not describe the process used to
article. (8)
obtain the article. (1-7)

15

PHASE III: EVALUATING EVIDENCE IN SOCIAL WORK PRACTICE: 30 POINTS TOTAL

Possible No Points
Partial Points
Full Points
Paper
Points
Section
Statement of
3
No mention of practice setting
Some of the required elements
Describes a practice setting and a practice
the Problem
are addressed but not all of
question that emerges from that setting.
- No discussion of why this practice
them. Incomplete changes in
Explains why this is of personal interest.
setting or problem is of interest.
response to feedback provided
Explores why this is a social problem.
Does not explore why this is a social
in phase I. (1-2)
Responds to all suggestions provided for
problem. No critical analysis of
phase I. (3)
justification for the social problem.
- Changes were not made in response
to phase I (0)
Research
4
Does not mention or correctly identify Identifies study design but does Correctly identifies the study design and
Design
design and threats to internal validity
not fully explore threats to
which threats to internal validity are
that are present or controlled for.
internal validity. Does not
controlled and which are not. Uses a scenario
Does not communicate an
communicate understanding of to illustrate how findings could be impact by
understanding of causal inference
causal inferences and what are
design. Discusses whether a causal inference
and/or the three criteria needed to
required in order to establish
is possible against the three specific criteria
establish one. (0)
them. (1-3)
required to make a causal inference. Relates
the causal inference to the purpose of the
study. (4)
Sampling
3
Does not identify sampling strategy.
Identifies sampling strategy but Correctly explains study sample and
Does not discuss strengths and
does not provide critical
population to which the authors hope to
weakness of method used. It is not
analysis of strengths and
generalize. Demonstrates understanding of
clear on issues of generalizability of
weaknesses of method. Doesnt any sampling utilized in the study and clearly
findings. Does not provide an
fully explore issues of
explains the advantages and disadvantages of
alternative strategy and how it might
generalizability and nor how an the chosen approach. Provides a critical
have impacted generalizability. (0)
alternative approach would
analysis of how study findings can or cannot
impact findings. (1-2)
be generalized and how altering the strategy
could change the findings of the students. (3)

16

Paper
Section
Measurement

Possible
Points
4

No Points

Partial Points

Full Points

Does not mention or correct identify

key variables, issue of reliability or
validity, and does not propose how
alternative strategies might alter
results. (0)

Correctly identifies key variables & clearly

describes how they are measured. Critically
analyzes measurement reliability and validity.
Develops a clear argument on how an
alternative (yet feasible) measurement
strategy might impact findings. (4)

Data
Collection

Ethics and
Cultural
Consideration
s

Does not identify data collection

methods utilized in the study or assess
strengths and weaknesses of the
methods that were used. Does not
identify an alternative data collection
strategy that could have been used.
(0)
Does not address cultural competence
of research nor provide how cultural
competence could have been
improved.
Does not identify any ethical issues
and does not address how authors did
or did not address ethical conduct of
research. (0)

Correctly identifies only some

of the key variables, does not
use a critical analysis in
discussion of reliability or
validity. And does not identify
a feasible alternative strategy
that could impact findings. (1-3)
Does not provide a critical
analysis of data collection
choices nor provide alternatives
and the implications of those
choices. (1-3)

Correctly identifies data collection methods

utilized in the study and provides a critical
analysis of the strengths and weaknesses of
the methods that were used. Identifies at least
one alternative data collection strategy that
could have been used and how this might
have impacted study findings. (4)
Identifies cultural issues but
Critically discusses any cultural issues present
does not provide additional
in the study and analyzes the cultural
strategies that could have
competence of the study approaches.
improved cultural competence. Provides at least one additional approach or
Identifies ethical issues but does procedure that might improve study cultural
not provide critical analysis of
competence.
additional steps the research
Identifies ethical issues that could have arose
could have implemented in
in the conduct of the research (e.g., risks to
order to improve the ethical
participants) and how the study did or did not
conduct of the research. (1-3)
address them. Provides additional discussion
about what the study authors might have done
to improve the ethical conduct of this
research. (4)

17

Paper
Section
Results and
Implications

Possible
Points
4

No Points

Partial Points

Full Points

Does not summarize key findings and

doe not explain how they can be
applied to practice. (0)

Does not provide new ideas

about problems or settings
where research could be
applied. (1-3)

Grammar and
Readability

Difficult for reader to follow. Paper is

not organized well. Many
grammatical and typographical errors.
Required headings are not included(0)

Paper is somewhat difficult for

reader to follow. Organization
of paper is somewhat difficult
to understand. Required
headings are incomplete.
Several grammatical and
typographical errors. APA style
is not followed consistently (13)

Summarizes what the study found and the

degree to which findings are generalizable.
Provides a critical analysis of why this
intervention will prove effective to the target
populations. Recognizes challenges and
barriers to implementation. References the
social problem discussed in (a) and explains
how this addresses it. Links study validity
and research findings and their applicability
(4)
Paper is easy for reader to follow.
Organization of paper follows assignment
outline. Paper includes required headings.
No or minimal typographical errors. APA
style is followed correctly (4)

TOTAL for
Phase III

30

18