1.
What are single-case designs and when are they
most useful?
2.
How may a researcher enhance the
generalizability of the results of a single case design?
3.
What is the relationship between
quasi-experiments and confounding variables? Provide an example
4.
Provide examples of: one-group posttest designs
and one-group pretest and posttest designs. What are the limitations of each?
5.
Provide examples of non-equivalent control group
designs. What are the advantages of having a control group?
6.
What is a quasi-experimental research design?
Why would a researcher use a quasi-experimental design rather than a true
experimental design?
7.
What is the difference between a cross-sectional
and a longitudinal study? What is a sequential study? Which of these designs is
most vulnerable to cohort effects? Which design is most vulnerable to the
effects of attrition?
8.
What are the differences between: needs
assessment, program assessment, process evaluation, outcome evaluation, and
efficacy assessment? Why is program evaluation important to the field?
9.
A researcher wants to investigate patriotic
behavior across the lifespan. She samples people in the following age groups:
18–28, 29–39, 40–50, 51–60, and 61 and above. All participants are interviewed
and asked to complete questionnaires and rating scales about patriotic
behavior. This type of developmental research design is called
________________. What is the primary disadvantage of this type of design?
Explain.