{"id":142,"date":"2023-08-01T21:02:47","date_gmt":"2023-08-02T01:02:47","guid":{"rendered":"http:\/\/www.horizon-research.com\/RAPID\/e-mis-implications-copy\/"},"modified":"2023-10-12T16:19:22","modified_gmt":"2023-10-12T20:19:22","slug":"ebola-2015-methodology","status":"publish","type":"page","link":"https:\/\/www.horizon-research.com\/RAPID\/ebola-2015-methodology\/","title":{"rendered":"EBOLA 2015 Methodology"},"content":{"rendered":"\n
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\n \n\t\t\t\t\tMETHODOLOGY\t\t <\/span>\n\n\t\n \n\t\t\t\t\tStopping an Epidemic of Misinformation: Leveraging the K-12 Science Education System to Respond to Ebola (EBOLA 2015)\t\t <\/span>\n <\/h1>\n<\/div>\n\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t\n\t\t
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The methodology for this study involved the development of a teacher questionnaire, recruitment <\/span>of participants, data collection, sample reduction, and data analysis. This section provides a <\/span>description of each of these components of the methodology, as well as important information on <\/span>interpreting the findings of the study while reading the report.<\/span><\/p> <\/div>\n<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t\n\t\t

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Instrument Development<\/a><\/h3> <\/div>\n<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t
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Participant Recuritment<\/a><\/h3> <\/div>\n<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t
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Data Collection & Sample Reduction<\/a><\/h3> <\/div>\n<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t
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Reading this Report<\/a><\/h3> <\/div>\n<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t\n\t\t
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\n \n\t\t\t\t\t\t\t <\/span>\n\n\t\n \n\t\t\t\t\tInstrument Development\t\t <\/span>\n <\/h1>\n<\/div>\n\n\n
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The teacher questionnaire developed by HRI for the study is included in the Appendix. Some <\/span>survey items asked teachers where they acquired information about Ebola and what factors <\/span>affected their teaching of the topic. CSSS, NSELA, and NSTA reviewed these items to ensure <\/span>that they accounted for likely information sources, instructional activities, and influential factors. <\/span>Other survey items, reviewed by scientists with Ebola-specific expertise, were intended to <\/span>measure teachers\u2019 understanding of the Ebola virus specifically\u2014for example, how the virus is <\/span>transmitted and how to prevent transmission. HRI conducted cognitive interviews (Desimone & <\/span>Le Floch, 2004) with teachers on all survey items to ensure that the items were interpreted as <\/span>intended. The revised items were then programmed in an online survey platform for <\/span>administration.<\/span><\/p> <\/div>\n<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t\n\t\t

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\n \n\t\t\t\t\t\t\t <\/span>\n\n\t\n \n\t\t\t\t\tParticipant Recruitment\t\t <\/span>\n <\/h1>\n<\/div>\n\n\n
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\"\"In collaboration with the study partners (CSSS, NSELA, and NSTA), HRI wrote a brief <\/span>overview of the study and an invitation to participate. NSTA distributed the study <\/span>announcement (including a link to the registration page) to its extensive mailing list using <\/span>multiple email blasts. In addition, NSTA included the announcement in various newsletters.\u00a0 <\/span>CSSS and NSELA also sent the announcement to their members. As a result of these efforts, <\/span>approximately 3,500 K\u201312 teachers of science registered for the study.<\/span><\/p> <\/div>\n<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t\n\t\t

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\n \n\t\t\t\t\t\t\t <\/span>\n\n\t\n \n\t\t\t\t\tData Collection & Sample Reduction\t\t <\/span>\n <\/h1>\n<\/div>\n\n\n
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After removing ineligible registrants (e.g., teachers in other countries), HRI administered the <\/span>web-based questionnaire to 3,442 K\u201312 teachers in May 2015. To encourage response, <\/span>completers were entered into drawings for 10 $100 cash prizes. Survey data collection closed at <\/span>the end of June 2015 with a response rate of 70 percent. <\/span>The study timeline and budget precluded drawing a nationally representative sample for the <\/span>teacher survey. Instead, HRI attempted to register and survey enough teachers that a <\/span>representative group could be constructed from respondents for analysis purposes. HRI used demographic data from the 2012 National Survey of Science and Mathematics Education <\/span>(Banilower et al., 2013) to specify the target sample characteristics. For example, survey <\/span>respondents were removed from the sample until it closely resembled population parameters for <\/span>race\/ethnicity. Ultimately, roughly half of the survey respondents were excluded from the <\/span>analysis in order to achieve this goal. HRI also segmented the respondents sample into <\/span>elementary, middle, and high school teachers. This approach allowed researchers to make claims <\/span>about these categories of teachers separately. The final analysis sample sizes are:<\/span><\/p>\n