Analyzing Basic Quantitative Research. Assignment attached.

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********** *********** dependent *** *********** ************ *********** ******** ** **** ******** ** the ************* ********* *************** *** study ******** **** **** ** see its ****** ** *********** teachers’ ******** ********** the ********* ** ******* ********* in general ********* ********* **** *** ********** can ********** **** ******** The influences of *********** ********* **** ** empirically proven ***** ************ data ** ************* Diverse learners ********* ** **** study *** ******** *** ********** under **** *********** ** ** having high disability ********** *** ******** those **** *** mildly ************** ******** ****** emotionally ******** ******** disabled *** *** **** ********** relating ** **** ***** Diverse ******** are ***** **** ******* from *** ************* ************ diversity *************** ****** to ********* *** ****** gives students * wide ********* ** handle diverse ******** (both ******** *** ********** diverseThe ********* ******** ** **** study ** *********** *********** attitude concerning the inclusion of ******* ********* in ******* ********* ********* *** ****** to ********* the attitude ** ******** ********* learner diversity ********* ** ******* ********* ********* ********** ********* relies on the ****** of service-based diversity ******** ********* ******** (independent ********* After ********* *** ******** on the *********** ********* towards the ******* ******** *** ***** ******** **** ** improve ** the ******** ******* in * ******* education ********* that ******* ******* *********** ********************* ********* ** **** study ******* age ****** *** **** of *** ******************* **** *** ********** by a brief ****** ********** Another ****** ** moderate *** ********* ******* *** *************** ********** ***** *** **** used as ******* *********** ******** The categories **** as ******** ****** ***** ** ******* age ** ***** ********* **** **************** *************** ************* ******** Asian ****** ******** *** ************ ********** **** 332-Yes ** ********** ** ************ *********** and ********* *********** ** **** ******** *** designed in a ****** that ** ***** **** ******* on *** * *** tri-semester hour ************* ************ ******** would ****** *** *********** teachers’ ******** ********* the ********* ** ******* ******** in a ********* *** ****** ********** *** *** study consists of ******* ******** enrolled ** **** SPED *** **** ******* *** ******* and ten students **** ******** ******** ** a ****** *** *** experiment and ****** **** ****** ****** The studies ****** **** ** *** ********* in ********* ** * *********** *** *** ************** ** ******* education ******** ******** is ******* *** ** * United ********* ************** private University ******** multiple ******** ******* The college *** 350 ******** *** *** ******** ******** *** come from ** ***** ********* *** ** ****** ** ** highlighted **** in *** ****** *** *** ********* ******** 285% ******* ******** ** Hispanic/Latino *** *** ***** *** *** ****** **** *** ********* ethnic ********* participants’ ********* ********* *** inclusion ** ******** **** mild ************ **** assessed ***** Opinions ******** ** *********** ***** ***** ** ** ********** *** the ******** **** scale ******** ************* ******** *** addressed **** ******** ********* Benefits ********** Behavior ********** in ********* Apparent ******* ** ***** ******** *** ******** ******* ******** *** ********** v ******* ******* ********* *** ******** ** *** *** ********** ** ******** ** ********* ** *** findings **** it ** ********** *** ************* related ** events ** attitudes ********** ****** **** disabilities *** ******** ********* ****** *********** ****** ********** information ** **** ****** *** age *** ******** *** carried *** with the ******* ** the ******** and the ********** *** ******** **** contacted ***** ****** ***** and ****** to inform **** ***** the studyThe experimental design *** * ****************** ************** ******** ** ****** a ******* ***** *** control ***** *********** ** *********** ******** who almost completed or *** ********* the ************ course ** diversity *** ********* ********* for *** ******* group was ****** **** *** ********** *** **** of ******** ****** ** informed by *** **** **** * ********** ****** randomize *** ************ group ********* *** methodology ****** of *** ******** covered ******* on the ************ ******* *********** *** instrumentation **** ********** ********* ***** design and **** ******** ****************** *** Methodology *********** ** **** ********** *** ************ ******** ************ ******** deserve ** benefit **** ******* ********* regardless ** variations ** ***** abilities ******** should ****** ******* ******** ** ***** ultimate **** ***** ** a ********** of factors creeping ** ** ****** learning for instance ******* ******** and student ********** ***** ****** ***** ** *** **** **** ** ******* ************ prepare teachers to deliver quality ********* ** ***** ******* ***** ** * need *** *********** ******* ** teaching ** *********** ******* preparation ******** ******** **** ** ***** ** meet ******** ********* *** all children *** **** **** *** ******** to ******** **** collection technique in the research is ****** ********* on *** survey and *********** **** *** data analysis follows *********** ********** **** is *** *********** ****** *** **** ********** analysis ******* *** participants’ ******** *** both ORI *** PADAA *** ****** ***** *** researcher a ***** to ********* *** significant ********** ** means ***** *** ******** **** ***** ********** *** **** ********* whether or *** *** ******************* had ** ****** ** *** ** participants’ attitudeQuantitative ******* ********** ************ ******* from the *********** ****** ****** ** *** ORI ****** a *********** ********** ** *** means ******* the *** *********** groups ****** who *** *** *********** in the diversity ****** *** ***** *** *** not) *** *** ********* ***** *** ******* analysis ** *** *** * ********** **** depicted *********** ************* in *** means ******* *** independent groups ** a ****** ***** **** result is ******** as * ******* ** integration in ***** *** ***** **** hypothesis *** ******** *** null ********** ****** **** ************* ** an introductory ************* ****** in diversity does not **** *** ****** ** *** perception ** attitudes ** *********** ******** ********* *** ********* ** diverse ******** *** ******** **** a ********** ** a ****** education classroomThe ******** ** *** ***** ** ***** *** Frazier ****** ********* ******** **** ** introductory ***** *** ******* *********** attitude ******* ******* *********** inclusion in *** ******* ******** ********* ************ the ********** ******** that **** ****** ** ***** not ****** to enhance achievement levels ** ******** **** disabilities ****** ** *** general ********* The ******** ******** are ******* ****** to *********** ************* *** ************ ** ************* ** ******* curricula to ******* *** ******** who are ***** to graduate *** *** ********* ************ **** ** ******** research **** ** ***** ******* ** ******** data ********** *** analysis ** ******* * ****** and ***** hypotheses The research *** ************ and ******** * **** ********** ******** *** ********** *** ******* out ** enhance a *********** ************ **** ****** ******* ********* **** ***** obviously **** **** a ********** *** *** ****** ******* research ReferenceLucas * ***** ******* * ****** THE ******* ** * SERVICE-LEARNING ************ ********* COURSE ** *********** TEACHERS'ATTITUDES ****** ******** DIVERSE STUDENT *********** Academy ** *********** ********** ******* ***** **

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