I have taught such courses and know that often not always they are limited to the main and most popular statistical techniques. This may not be enough for a very specific problem you've got. You may need a more advanced version of a presented method, because of serial correlation, censored observations, nonlinear interactions, hidden factors or any other issues reflected in your data set.
You cannot know all the relevant techniques but a statistics expert can. Once the optimal solution is identified, it can be explained to you reasonably fast. It's not like you are not fit to understand the intuition and some of the proofs behind the optimal procedure.
It is the small size of your scope that may not allow you to see this optimal procedure yourself at the beginning of the research. And the decisions made at the beginning are most important. One wrong choice and the consequences grow as an avalanche. Not knowing what your capabilities are, you submit ambitious research questions to the committee.
They approve them and now you are stuck. You cannot address those questions with the data at hand. Sooner or later you will have to go back and ask for restructuring of your responsibilities Your committee does not see the data or have not studied the details of the problem. He is dedicated to effectively disseminating knowledge to wide-ranging audiences and his efforts in these areas e.
Jim takes great pride in his ability to bridge the gap between quantitative methods and applied research. In doing so, he helps his clients identify and implement the best analytical solutions for rigorously evaluating research hypotheses. He has also been known to do the impossible — make statistics fun!
McGinnis earned his Ph. Harry taught applied mathematics at Florida Tech, mathematics and oceanography at Tallahassee Community College, and graduate public administration at Florida State. McGinnis has chaired over 35 doctoral committees and served as quantitative methodologist on nearly 70 committees at various universities. He has worked with students in a wide range of academic fields. Harry is known for being a kind and supportive mentor who enjoys supporting students through the dissertation process in a step-by-step manner.
Her dissertation focused on the relationship between oral narrative ability, language skills, and literacy outcomes in Armenian American English learner students in fourth through sixth grade. In this capacity, Ani provides students with structured guidance through the research process, including developing research questions, writing a literature review, developing research methodology, conducting data analysis both quantitative and qualitative , and writing up results and conclusions.
Ani truly enjoys working with graduate students and finds great satisfaction in supporting students through the research process. She is compassionate, straightforward, optimistic and passionate about helping individuals succeed in all they wish to accomplish.
She has taught at the university level for over a decade and has worked with thousands of students on research papers with topics ranging from race- and class-based analyses of academic achievement; education policy implementation; urban politics; to immigrant political integration.
Rowena is a published author and an expert in sociological theoretical frameworks that focus on race, class, and gender; education; immigration; and politics; and has extensive experience in quantitative and qualitative research design and data collection.
She enjoys and derives great satisfaction from working with students to develop strong hypotheses, construct research and fieldwork methodologies and plans, and assist in the overall organization of theses and dissertations. Has held appointments as a tenured professor and department chair of Sociology and Criminal Justice as well as directed the Center for the Enhancement for Teaching and learning.
Her areas of interest include criminal justice, social inequalities, environmental justice, and social construction of difference, but she is a generalist has worked with clients from Sociology to Nursing to Technology. She is well versed in both qualitative and quantitative techniques, having published research using both types of methodologies.
She has worked as a grant evaluator and co-authored large, community and direct services grants from the Department of Health and Human Services. She has worked with undergraduate and graduate students for over 15 years. She has mentored honors thesis and graduate thesis in a wide variety of topics, helping students to complete their projects in a timely manner. Rogers understands the ups and downs of academic writing and research and knows that individuals can overcome obstacles and successfully complete their work with the right support and guidance.
Kathryn Peterson holds an M. Peterson has worked with arts, humanities, and social science students for the past 16 years, teaching everything from developmental writing and reading to graduate level seminars in research.
She currently teaches at the University of Houston-Clear Lake, where she advises theses and mentors both undergraduate and graduate literature students. Her students have won local, state and national prizes and have published in a wide variety of journals. She has written plays, short fiction, and literary criticism, with research emphases in managing writing anxiety and in the application of mythic structures to the composition of lengthy projects. As a coach, she enjoys helping students at various stages of the writing process, particularly those who are stuck in the phases of idea development and generation.
She helps students identify their writing blocks and figure out strategies to overcome them and manage the physiological aspects of writing anxiety. Louis and Ohio State University before leaving to become a coach and journalist. In her coaching practice, she has helped dozens of clients achieve their goals and feel empowered and in control of their lives. A specialist in the relationships of music and dance, over the past fourteen years she has taught classes in musicology, dance history, and ballet.
In addition to working for five years at MUSA, the publishing branch of the American Musicological Society, she has been employed as a free-lance editor of music and scholarly texts.
As a professional academic writing coach, Dr. Schwartz-Bishir has worked with more than graduate students and professors in the humanities, arts, social sciences, and sciences.
By providing her clients with methods to get unstuck and become more productive in their writing and research, she has guided them to successful outcomes in their endeavors. Her coaching involves time and project management, overcoming perfectionism and other internal negative dialogues that slow down the writing process, and motivating people to work with realistic expectations and behaviors. She considers academic writing an enriching process from which people can grow as thinkers and as individuals.
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Our Team. The Dissertation Coach Alison strives to create collaborative coaching relationships of safety and openness that help her clients overcome barriers and learn tangible skills that will benefit them beyond the experience of earning their graduate degree. Los Angeles. Her dissertation focused on the relationship between oral.
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