Critical Research Design Report M3Correlational research and causal-comparative research are two widely used research designs of various types. An example of correlational research would be if district benchmark scores predicted STAAR test success. An example of causal-comparative research would be how attention deficit hyperactivity disorder (ADHD) affects students' STAAR scores. Causal-comparative research is used to compare groups and observe differences based on a variable. This research will essentially observe a cause and effect relationship. Correlational research determines whether or not a relationship exists between variables. Although they approach research differently, they are both the same in the sense that they have one variable. In order to design a quality survey, it is important that the questions are worded in a way that the group you are targeting can easily understand what you are asking. . Jargon should be avoided at all costs. Depending on your study, answer choices should be available for all types of situations or categories. When asking open-ended questions that require a typed response, make sure you only address one topic in the question. It's not a quality question if you ask someone to describe the positive and negative aspects of their job in the same question. Questions should be direct and specific. When providing someone with a survey, the instructions and purpose of the survey should be clearly stated before you begin the survey. To encourage participation, make sure the instructions or description provide information about why this survey is beneficial and what the results will be used for. Summary of the first articleThe purpose of this ...... middle of document ..... .ning” are satisfied with the results. Teachers are encouraged and more motivated to create deeper, more meaningful lesson plans. "Our curriculum was almost like a middle school; there was so much to cover in each subject that after planning my week, I didn't have enough time to plan creative activities to do or delve deeper into anything be it,” she said. . “Now I can do things that I wouldn’t have time to do in [a] self-contained [classroom].” Gewertz, C. (2014)ReferencesGewertz, C. (2014). “The “peloton” on the rise in the first years”. Education Week, 33(21), 1-17. McGrath, CJ and Rust, JO (March 2002). Academic success and transition time between classes for independent and departmental upper elementary classes [14 paragraphs]. Journal of Instructional Psychology [online series], available: http://findarticles.com/p/articles/mi_m0FCG/is_1_29/ai_84667407.