Beruflich Dokumente
Kultur Dokumente
(3 credit hours)
Instructor: Cassandra Barragan Ph.D., MSW
Office Hours: By Appointment
Email: ec0676@wayne.edu
COURSE DESCRIPTION
This course is a continuation of S W 3810. The course includes information on the integration of
inferential statistics and components of quantitative and qualitative designs appropriate for
evaluating service delivery and related policy.
This course builds on and expands knowledge and skills for social work research covered in SW
3810, including the application of data analysis and statistical techniques, and the use the
Statistical Package for the Social Sciences (SPSS).
COURSE COMPETENCIES AND PRACTICE BEHAVIORS FOR THIS COURSE
Competency 3: Apply critical thinking to inform and communicate professional judgments
Practice Behavior: 3B) analyze models of assessment, prevention, intervention and evaluation
Competency 6: Engage in research-informed practice and practice-informed research
Practice Behavior: 6B) use research evidence to inform practice
Competency 10: Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities
Practice Behaviors:
ASSESSMENT: A1. collect, organize and interpret client data
EVALUATION: D1. evaluate and assess interventions
TEXTS AND REQUIRED MATERIAL
Required Text:
Rubin, A. (2013). Statistics for Evidence-Based Practice and Evaluation. Belmont, CA: Cengage
Learning.
Required Software:
SPSS (Statistical Package for the Social Sciences) is available to students for FREE at the
WSU Software clearinghouse:
https://commerce.wayne.edu/clearinghouse/customer/account/login/
For further assistance with installing SPSS, contact C&IT support at (313) 577-4778 or at
helpdesk@wayne.edu
Recommended Text:
Rubin, A. & Babbie, E. (2013). Essential research methods for social work. Independence,
KY: Cengage Learning (You may utilize the earlier edition of Rubin & Babbie that was
purchased in previous semester)
INTRODUCTION:
Specific topics include:
1. An introduction to descriptive and inferential statistics with particular emphasis placed
on bivariate and basic regression analyses.
2. Ethical and human diversity issues associated with analyzing and interpreting data
collected from culturally diverse, disenfranchised, and at-risk populations.
3. 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.
Performance Criteria:
Through written assignments, quizzes [or tests] and class participation, the students will be
expected to achieve the competencies identified above.
Grading and Assignments
Assignment
Peer Evaluation
iRAT/tRAT 1
iRAT/tRAT 2
iRAT/tRAT 3
iRAT/tRAT 4
28%
iRAT/tRAT 5
iRAT/tRAT 6
iRAT/tRAT 7
5-minute article review
FINAL EXAM
Percentage
15%
1%/3%
1%/3%
1%/3%
1%/3%
1%/3%
1%/3%
1%/3%
12%
5%
20%
20%
Points
100*
100
100
100
100
100
100
100
100
100
40
Competencies
3,6,10
3,6,10
3,6,10
3,6,10
3,6,10
3,6,10
3,6,10
3,6,10
3,6,10
45
6,10
3, 10
Total
100%
200
*Final score may be more than 100, but the % remains the same in final grade
calculation
BENCHMARK ASSIGNMENTS
Measurement Assignment:
Students will demonstrate the ability to develop measurement tools and apply understanding
of practice context and peer-reviewed literature as they relate to measurement. Students will
convey understanding of the concepts of level of measurement and show the ability to
translate measurement instruments to SPSS data format.
Data Presentation Assignment:
Students will demonstrate the ability to independently analyze and interpret descriptive and
inferential statistical analyses and to report on the meaning and implications of the results.
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-
5.
6.
7.
penalized by 5 points off per day it is late. If your paper is late without my approval,
you lose one letter grade PLUS 5 points per day it is late. All late papers are due 24
hours before the NEXT scheduled class.
Exceptions can be made in extreme circumstances, but only if brought to the
instructors attention. 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.
Grading Rubrics:
For each assignment, I will use a grading rubric to determine the most
appropriate grade. Grading rubrics can be found later in the syllabus along
with specific instructions for each assignment.
Electronic submissions:
If assignments are collected electronically, the file must be named following the
format:
SW318_name of assignment_your name
For example: your file for the self-reflection paper should be named as follows:
SW318_self reflection_Susie Smith
Classroom Deportment
Refrain from side conversations and unrelated remarks during class. Treat other students and
your professors with courtesy. Address personal class-related problems with your professor
during office hours or outside of class. Failure to follow these guidelines may result in corrective
action by professors at their discretion. Students who disrupt class may be asked to leave in
order to provide a positive learning environment for others. It is my expectation that both
learners and instructor will strive at all times to be respectful of one another. This includes
being polite in our language and sensitive to the feelings of others in our discussions and
responses to our fellow students comments. We will be tolerant of ideas that are different
from our own and attempt to appreciate how these differences may be applied and
understood.
Assignment Format
With the exception of reading summaries, in-class writing assignments, and exams, all written
work is to be written in APA format. It is strongly suggested that you purchase a copy of the
APA manual (6th edition) and learn the format.
All papers should be typewritten, double-spaced, one inch margins in black, 12 point Times
New Roman font. Do not use extra spaces between paragraphs.
Follow APA format for all references and citations. Please do not submit your work in a
binder or folder.
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Staple the pages together with your name on each page and make sure to number the
pages.
Attach a title page that lists the name of the assignment as it appears on the syllabus, the
date, course information, and include your email address along with your name in the event I
need to reach you with a question.
Additional information on APA format will be posted on Moodle during the first week of class.
Communication/emails
When you email me, be sure to practice professional standards in communication. Try to avoid
using slang, unnecessary abbreviations, and other work-inappropriate verbiage. If you are
emailing me about the class, be sure to title your email: SW4810 Your Name
Team-Based Learning
Application activities
Teams work on a significant
problem that requires them
to make a significant choice.
All teams work on the same
problem and report
simultaneously
Unit
9/2/15
Unit 1
Content
Review syllabus, graded assignments, & introduction to
course goals and objectives.
Review of Team-Based learning
Pre-Test
Team assignments
Reading
Rubin: Chapter 1
Powerpoint: Unit 1
Unit 2:
Part 1
Unit 2:
Part 2
Rubin:
Chapters 3,5,6 & 7
Powerpoint:
UNIT 2:2
Unit 3
Rubin:
Chapter 8,10 & 11
Power Point:
UNIT 3
10/7/15
Unit 4
Survey design
Research ethics and the IRB
RAT 4: covering unit 4
IRB decisions
SPSS Introduction & data entry
Readings on Moodle
Power Point:
SPSS
Recommended: Survey draft by this date
10/14/15
Unit 4
10/21/15
Unit 5
Part 1
Review:
Rubin Chapter 7
Rubin:
Chapters 8 & 16
10/28/15
Unit 5
Part 2
Rubin:
Chapter 14
11/4/15
Unit 5
Part 3
Rubin:
Chapters 12, 13 &
15
11/11/15
Unit 5
In class practice
11/18/15
Unit 5
11/25/15
Happy Thanksgiving!
12/2/15
Presentations
Assignment 2 due
12/9/15
Presentations
12/16/15
Course Evaluation
Peer Review
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you to operationalize your definitions and specific aspects of behavior, etc. that you are
observing.
You can observe people in any setting you choose, it does not have to be based on your
internship and in fact, can be completely unrelated. However, you will still need to follow the
same standards for the assignment with some slight adjustments. If you choose this option, see
me.
HELPFUL READINGS:
1) Review the Rubin chapter on measurement
2) Review the Asking Questions with a Purpose handout, posted on Blackboard
Your assignment must include:
Part 1. Paper: 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,
C. At least one peer-reviewed article that speaks to some element of measurement.
That article should be attached to your assignment.
Part 2. Survey: A survey instrument measuring the desired client outcome(s) (approximately
one page)
A. It should be formatted ready to administer the survey to a client
B. Response options and instructions on how to complete the survey should be
included.
C. You must have a minimum of 10 questions or observations and no less than 2 at each
level of measurement.
Part 3. Codebook: A codebook for the questions and responses.
A. Include the variable name associated with each question on the survey
B. Include question numbers for the response categories for individual questions,
include variable name, label, description, value, and level of measurement.
C. The idea is that any person even someone unfamiliar with your survey could look
at your SPSS data set and understand how the variables in the data set link to the
questions in the survey. The codebook provides that link.
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Example Codebook
Q#
1
Question
What is your
gender?
Name
Sex
Age
Q15JobSat
Label
Gender of the
respondent.
Age of Respondent in
Years
Satisfaction with Job
Values
1= Female, 2=Male,
SYSMIS= 999
Measure
Nominal
Interval
Ordinal
Part 4. Data set Setup: Create a SPSS data set. Your SPSS data set should include:
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 file should be the same.
B. A label for the variable that is appropriate for the variable.
C. The values for that variable
D. Values to be entered for missing data
E. The appropriate level of measurement (nominal, ordinal, scale).
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Example of Independent
Variable (level of
measurement)
Pearson r (correlation)
Years of education
(ratio)
Chi-Square
Gender (nominal)
ANOVA
Part II. (8 Points) Submit the Output file based on your research questions and planning table
submitted for part I. Your instructor will review and grade your output file and give feedback on
your analysis prior to completion of part III.
Part III. (24 Points) The report must be organized in the following manner.
1. Sample (10 points)
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A. Describe how each of the variables used in the analysis were measured.
B. Conduct appropriate descriptive analyses of the variables in the data set and present
the results of your analyses and your interpretation of the data, using both tables
and text.
EXAMPLE: DESCRIPTIVE STATISTICS TABLE
Table 1: Example of Categorical, Ordinal, or Nominal Descriptives.
n (%)
Gender
Male
Female
Race
Black
White
Other
44 (50%)
44 (50%)
22 (25%)
44 (50%)
22 (25%)
44 (50%)
44 (50%)
22 (25%)
44 (50%)
22 (25%)
n
88
84
88
Mean
34.4
12.5
x
SD
5.3
7.7
x
15
2.
16
17
18
19
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BIBLIOGRAPHY
American Psychological Association (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Babbie, E. (2005). The basics of social research. Belmont, CA; Thomson/Wadsworth.
Blanksby, P.E., & Barber, J.G. (2006). SPSS/PASW for social workers: An introductory workbook.
Boston: Pearson Education, Inc.
Gilgun, J.F., & Abrams, L. S. (2002). The nature and usefulness of qualitative social work
research. Qualitative Social Work, 1(1), 39-55.
Healey, J. F. (2005). Statistics: A tool for social research (7th ed.). Belmont, CA: Thomson
Wadsworth.
Holosko, M.J. (2006). Primer for critiquing social research: A student guide. Belmont, CA:
Thomson Brooks/Cole.
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.
Mertler, C.A. & Vannatta, R.A. (2005). Advanced and multivariate statistical methods: Practical
application and interpretation (3rd ed.). Los Angeles: Pyrczak Publishing.
Royse, D. (2010). Research methods in social work (6th ed.). Independence, KY: Cengage
Learning.
Orcher, L.T. (2005). Conducting research: Social and behavioral science methods. Glendale, CA:
Pyrczak Publishing.
Patten, M.L. (2002). Understanding research methods (3rd ed.). Los Angeles: Pyrczak Publishing.
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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.
Scott, D. (2002). Adding meaning to measurement: The value of qualitative methods in practice
research. British Journal of Social Work, 32(7), 923-930.
Shaw, I. F. (2003). Cutting edge issues in social work research. British Journal of Social Work,
33(1), 107-116.
Stringer, E., & Dwyer, R. (2006). Action research in human services. Columbus, OH: Pearson
Education, Inc.
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.
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