During the Spring 2011 semester I completed EDRS 821: Advanced Applied Quantitative Methods, which further expanded my knowledge of data analysis procedures for research studies.  With permission from Dr. Sibinga at Johns Hopkins University (JHU), I conducted a data analysis on data that was collected during an 8-week Mindfulness-Based Stress Reduction (MBSR) intervention with 40 inner-city middle-school boys.  One of the measurement tools used throughout the study was the Teacher Observation of Classroom Adaptation - Checklist (TOCA), which is a survey form completed by teachers who observe students in the classroom.  Based on the teacher's observation of the student in question the survey assesses the student's concentration (CP), aggressive or disruptive behaviors (DB), and pro-social (PS) interactions in a classroom setting.  With this particular study the TOCA was administered during the pre-treatment, post-treatment, and during the three-month follow-up phase of the study.
  
     For the purpose of my EDRS: 821 research project I analyzed the data using

• a Pearson r linear correlation and a multivariate analysis of variance (MANOVA) to determine if there is a difference among two or more groups based on a set of two or more dependent variables,
• an analysis of variance (ANOVA) gain score and a repeated-measures ANOVA to determine if there was a change in the three behaviors (CP, DB, and PS) as measured by the TOCA-C, and
• an exploratory factor analysis (EFA) along with principal factor methods to verify the three basic constructs of the TOCA-C as reported in the Koth et al. (2009) study.

     Through this project I developed more confidence in working with the Statistical Package for Social Sciences (SPSS) software.  Not only was I able to use SPSS to analyze results, I also acquired a greater understanding about the results of each data analysis procedure.  Lastly, I also learned how to document the results in both manuscript form and table form. 
   
     During the Spring 2012 semester I was able to further my research competencies by developing a mock Institute of Education Sciences (IES) grant.  Through this project I practiced my skills of developing and writing a literature review to support the empirical rational for developing and implementing an intervention for students receiving special education services.  In addition, I used the knowledge I gained from EDSE 841: Intervention Research in Special Education, EDSE 842: Application of Research Methodology in Special Education, and my internship at Johns Hopkins University to develop a meditation intervention to use with secondary students with an emotional or behavioral disability (EBD).  This project was my first effort to pull together knowledge and skills from several different classes and professional experience to justify and create an intervention to be used in a public school setting.  This grant project has also provided me with a starting point in developing my initial dissertation plan.
  
     During the Summer of 2012, I started the development of a School-Based Meditation Barrier Survey (SB-MBS) to measure the potential barriers of why meditation is not practiced in public schools.  The survey will be tested during the summer in two Ph.D. level educational leadership courses that consists of general and special education teachers, and school administrators.  The survey may potentially demonstrate four different barriers a) perceptions and misconceptions, b) pragmatic concerns, c) sociocultural beliefs, and d) academic concerns.  Through the development of this survey I have researched current meditation surveys, meditation studies in education, and various other forms of survey tools. 
   
     As I start to develop my dissertation plan, I feel more confident in my own ability to develop an intervention study for students receiving special education services.  I am more confident on choosing measurements to be used in the intervention and developing null hypotheses and research questions.  Through my Graduate Research Assistant (GRA), internship, and EDRS 821: Advanced Applied Quantitative Methods class I have a better understanding of how to collect data, organize data, analyze and present data.  Lastly, I am confident I can develop a manuscript with a literature review to provide a rational for the intervention and a discussion section with the results from the data analysis.  I believe I have the confidence, knowledge, and skills to successfully complete a quantitative intervention study for my dissertation.