Selecting Non-Random Samples Quiz

Selecting Non-Random Samples: Known as non-probability sampling. Use of methods that do not have ______ sampling at any stage.

Non-probability sampling involves methods where every element of the population does not have an equal chance of being ______.

In conducting the survey, we would use these quotas to set the limit on how many persons possessing each ______ will be included in the survey.

Unlike probability sampling, non-probability sampling does not allow for the calculation of ______ probabilities.

Common types of non-probability sampling include convenience sampling, judgmental sampling, and ______ sampling.

Write 5 'fill in the ______' statements using the content above.

Non-probability sampling is often used in qualitative research or when it is difficult to create a ______ sample frame.

We would use these quotas to set the limit on how many persons possessing each characteristic will be included in the ______.

We would use these quotas to set the ______ on how many persons possessing each characteristic will be included in the survey.

In conducting the ______, we would use these quotas to set the limit on how many persons possessing each characteristic will be included in the survey.

Convenience sampling is a technique based on the ______ of subjects

Purposive sampling is a selection based on the researcher's ______ and knowledge of the group being sampled

Quota sampling is based on the exact characteristics and ______ of subjects in the sample

Concerns related to representation and generalizability are important in both purposive and ______ sampling

We set quotas even before we set out to conduct our survey, determining that we would get a certain number of males, a certain number of females, a certain number of students, of teachers, and so ______

Concerns with accessibility, representation, and generalizability Qualitative Sampling: Unique characteristics of qualitative research In-depth inquiry Immersion in the ______ Importance of context Appreciation of participant’s perspectives

Description of a single ______ Purposive techniques – relying on the experience and insight of the researcher to select participants Intensity – compare differences of two or more levels of the topics

Students with extremely positive and extremely negative ______ Effective and ineffective teachers

Homogeneous – small groups of participants who fit a narrow homogeneous ______ Criterion – all participants who meet a defined criteria

Snowball – initial participants lead to other ______ Random purposive – given a pool of participants, random selection of a small sample

Action research : Any systematic inquiry conducted by teachers ,principals school counselorsor other stakeholders in the teaching learning environment to gather information about the ways that their particular schools oprate how they teach and how their student ______

The dialectic action research spiral provides teachers with a practical guide and illustrates how to proceed with ______

The two types of action research mentioned are Critical action research and Practical action research based on their ______ approach

Action research can be conducted at three levels: Individual teacher research, Small teacher groups, and School-wide ______

One of the key characteristics of action research is that it challenges the reform of the educational ______

To identify a meaningful, engaging problem for action research, it is important that the focus involves ______ and learning

Data collection in action research typically starts with a phase known as ______, which involves preliminary data gathering