Hope

Are you feeling as if you're about to implode due to the extent, range, scope and amount of research information to be digested, consolidated and sythesized, not to mention regurgitation for later assignments associated with the required studies to be conducted as we get closer to the dissertation process (for me 10 years from now- :( ? I was and to a degree, I'm still overwhelmed by the amount and the process. New knowledge goes through cognitive stages of acquistion, consolidation and retrieval (Nelson and Gilbert, 2002), and educational research is astonishingly new to me. Oh, I may have heard the terms quantitative and qualitative methods, but covariates, scatterplots, curvilinear distribution, and please don't try to make sense of Sperman rho (r/s), point-biserial correlation, phi coefficient! I was about to have a nervous breakdown, until I recently read the following article I present here []. This one article, given to me by another GMU student, namely Miss Faye C. Huie. I read it and like Moses before the burning bush, I was enlightened and challenged to perform even greater miracles. So, I'm content with the status quo of my lacking to understand and even comprehend all that is before me. The best thing I can say, since I am a very optimistic person is...I am learning and that in neurological language, for those of you who know my passion translates into synaptic networks. This class is providing the streets and avenues, along with signs and detours, which shall later establish highways for stronger connections between theoretical knowledge and actual practice and application of that knowledge. So, if you can empathize with me, hold on because more streets and roads, bridges and paths in educational research are on the way. We shall drink no wine, until it's time?