RSCH SPRING 23 Discussions
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Module 1
The topic of interest I plan to research is how the educator’s viewpoint affects black male
students as it relates to the school-to-prison pipeline. There are higher instances of suspensions
for black male students in the school setting and that directly relates to the number of black men
in the jail system. When black students are being suspended at a much higher rate than their
peers, they lose more education time and inadvertently increase criminal activity from these
students (Bacher-Hicks, 2022).
As an educational leader in the same city where I attended school, I now see the
connection between being suspended or having harsh consequences and eventually being
imprisoned. Anytime a student is suspended it is a loss of learning time. The other issue is why
there is a higher instance of black students that receive suspensions at a higher rate. Most
educators know that these students are being affected at a higher rate that their white peers. I
believe the reason is our viewpoint. Why do we see things the way we see them? Why do we
hear things the way we hear them? How educators view the world has a life-or-death impact on
black male students. Personal experiences from teachers and educators society can influence in
many impactful ways (Babbie, 2017). My interest is to find out how personal experience and
viewpoint as an educator influence black students to be suspended at higher rates and how that
leads to prison time.
3The philosophical orientation that reflects my worldview is progressivism. I believe that
education focuses not on the content solely, but on the entire child. Students need a well-rounded
education that is based on their culture and values and needs. Not on what a teacher is required to
teach. Upon going into education, I only ever engaged with special education. In doing so, my
priority has always been every part of the child to make them comfortable enough to be
vulnerable to learning or have access to learning.
There are no otological assumptions because there is not just one reason or rationale why
educators’ viewpoints do not support the entire child. The epistemological assumptions include
quantifying how many black students are being suspended compared to their peers and it is
objective because I personally see students being more harshly reprimanded with suspensions
(Walden University, 2016a). These assumptions lend themselves to support mixed-method
research approaches (Walden University, 2009a).
References
Babbie, E. (2017).
Basics of social research
(7th ed.). Boston, MA: Cengage Learning.
Bacher-Hicks, A. (2022, December 21).
Proving the School-to-Prison Pipeline
. Education
Next.https://www.educationnext.org/proving-school-to-prison-pipeline-stricter-middle-sc
hools-raise-risk-of-adult-arrests/
Walden University, LLC. (Producer). (2009e).
Roundtable: Research methods
[Video
file]. Baltimore, MD: Author.
Walden University, LLC. (Producer). (2016a).
Introduction to research design
[Video
file]. Baltimore, MD: Author.
MODULE 2 Discussion board 2 3/6/23
Post
an explanation of the role of theory in research. Next, identify a theory in your
discipline and explain its basic tenets. Then, with this theory in mind, consider your
answer to the following question posed by Drs. Burkholder and Burbank in last week's
reading: "What do I have to believe about the world and about human beings in order
for me to accept or use this theory?" (p. 27). Finally, describe the extent to which the
epistemological and ontological assumptions of your chosen theory align with the
philosophical orientation that reflects your worldview.
The role of theory in research creates the questions that inspire research to
begin. Theory is based on observations and experience that leads to asking questions.
Constructing or building a theory uses a person’s observations and reasoning to form a
theory (de Vaus, 2001).
A theory in my discipline is, if educators focus on the entire child, including
culture, students with behavior issues will be less likely to be suspended and referred
for special education services. The basic tenets of my theory include being diverse,
advocating, professional, self-awareness, and community. When considering the
answer to the following question, posed by Drs. Burkholder and Burbank: "What do I
have to believe about the world and about human beings in order for me to accept or
use this theory?" I have to believe all educators have the capacity to address personal
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bias and will implement interactions and activities with students that allow them to be
themselves. I also believe that educators are interested in building relationships with
students. My belief in the world yields congruence and is aligned with my theory
(Burkholder, 2020).
The epistemological assumption related to my chosen theory is explaining how
and why I know what I know. I do know from personal observation and experience, the
lack of building relationships and getting to know the whole student culturally can have a
positive response toward behavior in the school setting. The ontological assumption of
my theory is the nature of the theory. The nature of the theory is behaviors and how
they can be decreased by building relationships and keeping in mind culturally the
student can be affected. With these assumptions in place, the hope is to decrease the
likelihood of negative behavior that leads to suspension and being referred for special
education services at a higher rate than others. The philosophical orientation involves
questions about the nature of reality and is aligned with my epistemological and
ontological assumptions that reflect my worldview (Burkholder, 2020).
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J.H. (Eds.) (2020).
Research design and methods: An applied guide for the scholar-practitioner
. SAGE
Publications, Inc.
de Vaus, D. A. (2001).
Research design in social research
Download Research design
in social researc
h. Thousand Oaks, CA: Sage.
Discussion Board Week 3
Post
a critique of the research study in which you:
●
Evaluate the authors’ use of literature.
●
Evaluate the research problem.
●
Explain what it means for a research study to be
justified
and
grounded
in the literature; then, explain
what it means for a problem to be
original.
The
Use of Literature Checklist
and
Problem Statement Checklist
serve as guides for your evaluations. Please do not
respond to the checklists in a Yes/No format in writing your Discussion post.
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and
other scholarly evidence in APA Style.
Problem Statement Checklist
Use the following criteria to evaluate an author’s problem statement:
•Is a problem identified that leads to the need for this study?
•Is a rationale or justification for the problem clearly stated?
•Is the problem framed in a way that is consistent with the research approach?
•Does the statement convey how the study will address the problem?
•Are the citations to literature current (i.e., within the past 5 years with the
exception of seminal works)?
Use of Literature Checklist
Use the following criteria to evaluate an author’s use of literature.
•Look for indications of the following ways the author used literature:
•Introduce a problem
•Introduce a theory
•Provide direction to the research questions and/or hypotheses
•Compare results with existing literature or predictions
•Did the author mention the problem addressed by the study?
•Is the purpose of the study stated?
•Are key variables in the study defined?
•Is information about the sample, population, or participants provided?
•Are the key results of the study summarized?
•Does the author provide a critique of the literature?
•Are sources cited to support points?
•Are the citations to recent literature (within the past 5 years with the exception
of seminal works)?
•Does the literature justify the importance of the topic studied?
Discussion Board Week 3
Post
a critique of the research study in which you:
●
Evaluate the authors’ use of literature.
●
Evaluate the research problem.
●
Explain what it means for a research study to be
justified
and
grounded
in the literature; then, explain
what it means for a problem to be
original.
The
Use of Literature Checklist
and
Problem Statement Checklist
serve as guides for your evaluations. Please do not
respond to the checklists in a Yes/No format in writing your Discussion post.
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and
other scholarly evidence in APA Style.
Meeting the Needs of Gifted and Talented Students: Case Study of a Virtual Learning Lab
in a Rural Middle School
is a case study, by Swan, that investigates a virtual learning lab in a
rural school district. The theory of this research investigates whether a Virtual Learning Lab
(VLL) is a more effective way to meet the needs and academic outcomes of students with the
exceptionality of Gifted by increasing achievement and skill level in middle school, brick, and
motor settings (Swan. 2015)
The authors’ use of literature provided direction to the research question and introduced
the theory. The summary of the study is to describe how a Virtual Learning Lab and online
classes such as blended learning, in a rural community, can increase mastery in middle school
students that are gifted. Existing literature on virtual learning is limited but addressed in a similar
fashion. The cited report from The National Center for Education Statistics by Queen and Lewis
gave quantitative data related to how frequently technology classes are utilized at the elementary,
middle, and high school levels. The literature also reminds the reader of the meaning of blended
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learning where students are away from home, likely in a school building, and is supervised by a
physical adult. There are different ways to do blended learning. The literature circles back to the
focus of the study. The focus is using a lab Rotation Model so students can rotate between online
classes and other means of learning and its effects on student achievement (Swan. 2015).
The author does not mention a problem with using VLL or blended learning or online
classes but does mention a problem with the lack of literature on the effects on achievement. The
purpose of this study is to demonstrate how a Virtual Learning Lab, specifically online education
that occurs in traditional public schools, might be used to give accelerated coursework to gifted
and exceptional middle school children and to better understand participants' viewpoints (Swan.
2015).
Key variables are defined in the method review. These include the rural location in
Florida, the lab model being used in the VLL and middle school students that are gifted, the
fixed schedule, the type of adult supervising (certified gifted teacher), and the classroom setup
which includes school desks lined up in rows, teacher desk, whiteboard with windows and
storage. The population is stated as middle school students with the exceptionality of Giften in a
rural middle school in Florida. The key results include the completion of coursework at 100%
with most students earning an A or B with one or two C’s which was described as successful and
“better than expected.” Multiple classes were able to be offered with little staffing making a
more efficient approach to allowing students to learn by choice. Also, the environment provided
multiple layers of support because it is more flexible while being differentiated for each student
(Swan. 2015).
While blended learning programs are a growing area of online education in K–12 schools
that can lead to a wider range of options and advantages for extending gifted programming, very
little has been written about the role and effectiveness of blended learning in a gifted classroom,
and none of this literature is empirically based. According to the author's critique of the
literature, this is true even though blended learning programs are a growing segment of online
education in K–12 schools. The sources cited support the points that support the pros of choosing
virtual learning. The citations are recent literature and literature from over 5 years ago. This is
likely because, as the author stated, there is little research that follows virtual learning and its
effects on achievement. The literature justifies the importance of this topic by not having enough.
The fact that there is such little reach to support virtual learning and blended learning in the
classroom for students with exceptionalities.
According to the author, the problem is suggested that students with the exceptionality of Gifted in rural
areas are not achieving as high as they should or could. I think of it more as a theory than a problem.
Improved teaching and learning are the rationales behind the theory of virtual learning increasing the
achievement and experiences of middle school students with the exceptionality of Gifted being justified.
The problem is framed in a way consistent with the research and conveys how the study plans to address
the problem. A research study is justified and grounded when a study offers enough reliable information
regarding the issue under study. Original research creates new knowledge that is only supported by
recently already-formed research. The evaluation of this research report gave me insight into how my
research question or theory needs to be original in order to add new information
to existing research (Babbie, 2017).
Resources
Babbie, E. (2017).
Basics of social research
(7th ed.). Boston, MA: Cengage Learning.
Swan, B., Coulombe-Quach, X.-L., Huang, A., Godek, J., Becker, D., & Zhou, Y. (2015).
Meeting the needs of gifted and talented students: Case study of a virtual learning lab in a rural
middle school.
Journal of Advanced Academics
,
26
(4), 294–319.
https://doi.org/10.1177/1932202X15603366
Week 4
Post
a critique of the research study in which you:
The purpose statement from Picard’s research on
iPads at School? A quantitative comparison of
elementary school children’s pen-on-paper versus finger-on-screen drawing skills
, encompasses
a purpose statement that gives a summary and details of the topic. The purpose statement begins
with signaling words such as, “for example” to describe how the ipad has all the best features of
all technology that came before it. It was also used to describe the size, mobility, and efficiency
of the iPad (Burkholder, 2020). The purpose statement does identify the research approach as
quantitative with a rigorous methodology due to a lack of existing literature to confirm the
positive affect of iPad’s in the classroom (Picard, 2014).
The purpose statement clearly mentioned the intent of the study. The intent was more
about having the students to concentrate not on a core subject, but on drawing skills on the iPad.
The study will test if Ipad’s are the more preferred device or method for drawing activities. The
participants are elementary aged children. The statement does mention the research site being at
an elementary school. The statement is framed in a way that is consistent with the identified
problem because it will initiate filling the gap in research for the long term affects on using the
iPad to increase activity and scores.
The theory by Picard, “that finger drawing on the ipad screen enhances the quality of the
resulting production because it bypasses the difficulties involved with handling a pen… drawing
quality would differ between conditions, with children scoring higher in the ipad condition than
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in the standard one” is aligned with the problem and purpose (Picard, 2014). The problem is the
highlighted issue since it will begin to address the lack of information on the long-term effects of
utilizing an iPad to boost performance and grades. The purpose statement is also directly aligned
because it opens with signal words leading me to data current data to inform about the ipad and
how it can used. The intent of the study is clear, the participantsand research site are aligned with
the theory and research problem.
My position on the relationship between research and social change is that they both
build on one another. Research will inherently manifest social change due to the transformation
of information to created positive change in the community on many levels. This particular
research I have evaluated will evoke social change on a school and community level by not only
filling the research gaps but also giving students, teachers and families the opportunity to be
apart of the research (Walden University, 2009a).
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020).
Research
designs and methods: An applied guide for the scholar-practitioner
. Thousand Oaks, CA: Sage.
Picard, D., Martin, P., & Tsao, R. (2014). iPads at school: A quantitative comparison of
elementary schoolchildren’s pen-on-paper versus finger-on-screen drawing skills.
Journal of
Educational Computing Research
,
50
(2), 203–212.
https://doi.org/10.2190/EC.50.2.c
Walden University, LLC. (Producer). (2009a).
Doctoral research: Social change
[Video file].
Baltimore, MD: Author.
The purpose statement from Picard’s research on
iPads at School? A quantitative
comparison of elementary school children’s pen-on-paper versus finger-on-screen
drawing skills
, encompasses a purpose statement that gives a summary and details of
the topic. The purpose statement begins with signaling words such as, “for example” to
describe how the iPad has all the best features of all technology that came before it. It
was also used to describe the size, mobility, and efficiency of the iPad (Burkholder,
2020). The purpose statement does identify the research approach as quantitative with
a rigorous methodology due to a lack of existing literature to confirm the positive effect
of iPads in the classroom (Picard, 2014).
The purpose statement clearly mentioned the intent of the study. The intent was more
about having the students concentrate not on a core subject, but on drawing skills on
the iPad. The study will test if iPads are the preferred device or method for drawing
activities. The participants are elementary-aged children. The statement does mention
the research site being at an elementary school. The statement is framed in a way that
is consistent with the identified problem because it will initiate filling the gap in research
for the long-term effects of using the iPad to increase activity and scores.
The theory by Picard, “that finger drawing on the iPad screen enhances the quality of
the resulting production because it bypasses the difficulties involved with handling a
pen… drawing quality would differ between conditions, with children scoring higher in
the iPad condition than in the standard one” is aligned with the problem and purpose
(Picard, 2014). The problem is the highlighted issue since it will address the lack of
information on the long-term effects of utilizing an iPad to boost performance and
grades. The purpose statement is also directly aligned because it opens with signal
words leading me to data current data to inform about the iPad and how it can use. The
intent of the study is clear, and the participants and research site are aligned with the
theory and research problem.
My position on the relationship between research and social change is that they both
build on one another. The research will inherently manifest social change due to the
transformation of information to create positive change in the community on many
levels. This particular research I have evaluated will evoke social change on a school
and community level by not only filling the research gaps but also giving students,
teachers, and families the opportunity to be a part of the research (Walden University,
2009a).
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020).
Research designs and methods: An applied guide for the scholar-practitioner
. Thousand
Oaks, CA: Sage.
Picard, D., Martin, P., & Tsao, R. (2014). iPads at school: A quantitative comparison of
elementary schoolchildren’s pen-on-paper versus finger-on-screen drawing skills.
Journal of Educational Computing Research
,
50
(2), 203–212.
https://doi.org/10.2190/EC.50.2.c
Walden University, LLC. (Producer). (2009a).
Doctoral research: Social change
[Video
file]. Baltimore, MD: Author.
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WEEK 5 DISCUSSION
Post
a critique of the research study in which you:
●
Evaluate the research questions and hypotheses.
The
Research Questions and Hypotheses Checklist
serves as a guide for your
evaluation. Please do not respond to the checklist in a Yes/No format in writing your
Discussion post.
●
Identify the type of quantitative research design used and explain how the researchers
implemented the design.
●
Analyze alignment among the theory, problem, purpose, research questions and
hypotheses, and design.
Babbie, E. (2017).
Basics of social research
(7th ed.). Boston, MA: Cengage Learning.
○
Chapter 5, “Conceptualization, Operationalization, and
Measurement”
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020).
Research designs and methods: An applied guide for the scholar-practitioner
. Thousand
Oaks, CA: Sage.
○
Chapter 4, “Quantitative Research Designs”
McConnell, A. E., Martin, J. E., & Hennessey, M. N. (2015). Indicators of postsecondary
employment and education for youth with disabilities in relation to GPA and general education.
Remedial & Special Education
,
36
(6), 327–336. https://doi.org/10.1177/0741932515583497
While evaluating McConnell, Martin, and Hennessey journey article
Indicators of
Postsecondary Employment and Education for Youth With Disabilities in Relation to GPA and
General Education,
the identified the research question is “do students who have high GPAs and receive
more instruction in the general education setting possess more of the skills measured by the TAGG than
those with lower GPAs and who receive less instruction in the general education
setting (McConnell et al., 2015)?” The hypothesis is students with high GPAs who take general
education classes also have the non-academic abilities required for postsecondary work and education
(McConnell et al., 2015).
The type of quantitative research design being used is correlation quatitatove research design.
The researchers implemented the design by student GPA and the proportion of time spent in general
education settings were compared with educator, family, and student scores on each of the eight
TAGG characteristics and overall TAGG scores. The correlation approach was used to examine the data to see if
there was any relationship between the student non-academic skills assessed by the
TAGG and GPA or the proportion of time spent in general education.
The alignment among the theory, problem, purpose, research questions, hypothesis and design is
Consistent. They all are congruent with testing the correlation between high GPA and being in the
general education classroom leading students to having acquired more non academic skills.
The research question and hypothesis uses descriptive questions seek to describe responses to major
variables.
The inferential questions seek to compare groups of students with high GPA with students
with a low GPA and how much time spent in the general education classroom can impact non
academic tasks and the score on the TAGG. The inferential questions follow from a theory that with
A high GPA and increased time in the general educ ation classroom will improve skills used outside the cl
The variables are positioned consistently from independent/predictor to dependent/outcome in the inferen
Questions. The independent/predictor is the percentage of time the student in the general education classr
The dependent/outcome is the score on the TAGG assessment which scores ability
to perform non academic skills.
There is not an alternative hypothesis provided as a predictive statement.
The hypothesis is consistent with its respective research question. The hypothesis states that students with
GPAs in general education are able to acquire non academic skills for post education and post secondary. The
research question is related by asking if students with high GPAs spend more time in general education will
they possess more non academic skills than students with a lower GPA.
The question specifies the participants as students in the general education setting and students not
in the general education setting. The hypothesis specify the participants and research site as students in
the general education setting.
While evaluating McConnell, Martin, and Hennessey’s journey article
Indicators of
Postsecondary Employment and Education for Youth With Disabilities in Relation to GPA and
General Education,
they identified the research question as “do students who have high GPAs
and receive more instruction in the general education setting possesses more of the skills
measured by the TAGG than those with lower GPAs and who receive less instruction in the
general education setting (McConnell et al., 2015)?” The hypothesis is students with high GPAs
who take general education classes also have the non-academic abilities required for
postsecondary work and education (McConnell et al., 2015).
The type of quantitative research design being used is correlation quantitative research design.
The researchers implemented the design by student GPA and the proportion of time spent in
general education settings was compared with educator, family, and student scores on each of the
eight TAGG characteristics and overall TAGG scores. The purpose of the correlation design is to
comprehend the nature of the link between uncontrollable, naturally occurring factors (Babbie,
2017). The correlation approach was used to examine the data to see if there was any relationship
between the student non-academic skills assessed by the TAGG and GPA or the proportion of
time spent in general education (McConnell et al., 2015).
When employing a correlation study design, there is a primary criterion for determining causal
links. The cause occurs before the effect, the independent and dependent variables are correlated,
and the variables cannot occur by chance alone (Burkholder et al., 2020). The alignment among
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the theory, problem, purpose, research questions, hypothesis, and design is consistent. They all
are congruent with testing the correlation between high GPA and being in the general education
classroom leading students to have acquired more nonacademic skills. The research question and
hypothesis use descriptive questions seek to describe responses to significant variables. The
inferential questions seek to compare groups of students with high GPAs with students with low
GPAs and how much time spent in the general education classroom can impact nonacademic
tasks and the score on the TAGG. The inferential questions follow the theory that a high GPA
and increased time in the general education classroom will improve skills used outside the
classroom. inferential Questions position the variables consistently from independent/predictor to
dependent/outcome. The independent/predictor is the percentage of time the student is in the
general education classroom.
The dependent/outcome is the score on the TAGG assessment which scores the ability to perform
nonacademic skills. There is no alternative hypothesis provided as a predictive statement. The
hypothesis is consistent with its respective research question. The theory is that students with
high GPAs in general education can acquire nonacademic skills for post-education and
post-secondary. The research question is related by asking if students with high GPAs spend
more time in general education and will possess more nonacademic skills than students with a
lower GPA. The question specifies the participants as students in the general education setting
and students not in the general education setting. The hypothesis specifies the participants and
research site as students in the general education setting.
Resources
Babbie, E. (2017).
Basics of social research
(7th ed.). Boston, MA: Cengage Learning.
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020).
Research
designs and methods: An applied guide for the scholar-practitioner
. Thousand Oaks, CA: Sage.
McConnell, A. E., Martin, J. E., & Hennessey, M. N. (2015). Indicators of postsecondary
employment and education for youth with disabilities in relation to GPA and general education.
Remedial & Special Education
,
36
(6), 327–336.
https://doi.org/10.1177/0741932515583497
Week 6 Discussion
Post
an explanation of a threat to internal validity and a threat to external validity in
quantitative research. Next, explain a strategy to mitigate each of these threats. Then,
identify a potential ethical issue in quantitative research and explain how it might
influence design decisions. Finally, explain what it means for a research topic to be
amenable to scientific study
using a quantitative approach.
●
Babbie, E. (2017)
Basics of social research
(7th ed.). Boston, MA: Cengage
Learning.
○
Chapter 3, “The Ethics and Politics of Social Research”
●
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.).
(2020).
Research designs and methods: An applied guide for the
scholar-practitioner
. Thousand Oaks, CA: Sage.
○
Chapter 12, “Quality Considerations”
○
Chapter 13, "Ethical Considerations"
Threats to both internal and external validity in quantitative research should be
considered as one progresses through a research topic. There are quality issues and
considerations to keep in mind when using a quantitative research approach. While
doing research, validity is the use of reliable information that properly describes the
phenomena under study (Burkholder et al., 2020). The discrepancies between groups
are controlled by utilizing a certain characteristic, such random assignment, or any other
processes utilized to reduce the threat to the internal validity of the research
investigation.
The degree to which an independent variable or therapy is accountable for a
dependent variable or outcome is known as internal validity. The degree to which
conclusions are applicable in many contexts is known as external validity. The
quantitative research design takes its threats into account heavily. Building on existing,
relevant studies will help with external validity. By narrowing the scope and comparing
the results to previous research, the external validity may also be maintained
(Burkholder et al., 2020).
Using a control group or comparison group is a strategy to reduce internal
validity. The study's control group does not receive any treatment being studied
(Burkholder et al., 2020). Whether a treatment being studied makes a difference in the
results, it may be determined by administering it to a designated group first and then a
control group. With this method, you may determine a causal relationship from a simple
query. A thorough examination of the literature and how the researchers' conclusions
relate to varied situations are two strategies used to reduce external validity (Burkholder
et al., 2020).
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A potential ethical issue in quantitative research is potential benefits compared to
possible risks involved in conducting the study. This is referred as a risk-benefit ratio
(Burkholder et al., 2020). All research brings possible risks but the goal is for them to be
low risks or minimal risks. This issue might influence design decisions by choosing a
research method that you deem less risky for the participants and may limit your
choices in the manner. When a research topic is
amendable to scientific study
in a
quantitative approach, a researcher must be able to recognize factors that can be
numerically quantified as well as a tool that can evaluate the quantified data (Babbie,
2017).
Resources
Babbie, E. (2017)
Basics of social research
(7th ed.). Boston, MA: Cengage Learning.
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020).
Research designs and methods: An applied guide for the scholar-practitioner
. Thousand
Oaks, CA: Sage.
Week 7
Izumi-Taylor, S., Ito, Y., Lin, C. H., & Lee, Y.-Y. (2014). Pre-service teachers’ views
of children’s and adults’ play in Japan, Taiwan, and the USA.
Research in
Comparative and International Education
,
9
(2), 213–226.
https://doi.org/10.2304/rcie.2014.9.2.213
Post
a critique of the research study in which you:
●
Evaluate the research questions and hypotheses.
While critiquing the research study on
Pre-service teachers' views of children’s and
adults' play in Japan, Taiwan, and the USA
by Izumi-Taylor, Ito, Lin, and Lee, the following
discoveries were made. The research questions are a logical extension of the purpose of the
study. The study aims to investigate how pre-service teachers perceive play in various cultural
contexts, as well as the similarities and variations in play among pre-service teachers from the
United States, Japan, and Taiwan. The purpose is guided by the research questions: “What do
pre-service teachers think of children's and adult's play?” and “Are there any similarities and
differences among these pre-service teachers' views of play?” (Izumi-Taylor, et al., 2014).
Despite only having a few studies studying pre-service teachers' perspectives of play in various
cultures, the research questions do represent the ideal question to address the issue. However,
they do not necessarily describe a problem.
The research questions align with the design of the study in regards to collecting data to
give insight into the different cultures' views of play. I do not recognize a specific design being
used besides a questionnaire. If I had to choose a method to reflect this study it would be a
phenomenology qualitative design. This kind of research aims to define the viewpoint and
explain how people see a phenomenon, or in this case, playtime.
The research questions align with the method identified for collecting data. The method
for collecting data is a voluntary questionnaire. The research questions related to the central
question of the qualitative approach. One research question begins with what and the second
question is with “are” to seemingly give more details into the first question. The research
questions focus on a single phenomenon broken into multiple phenomena. These include “play
as learning and development, play as the development of social skills, play as the development of
creativity, play as being children's work, adults play as being both similar and different from
children's play, adults play as preventing stress, adults play as the opportunity to interact with
others, and playfulness as enjoyment (Izumi-Taylor, et al., 2014).” The study uses exploratory
verbs and nondirectional language such as understand and explore but not in the research
questions.
The research question also uses an open-ended format and specifies the participants and
research site. The participants include 25 pre-service teachers from the southeast of the United
States, 25 from the main island of Japan, and 25 from the center of Taiwan. All pre-service
teachers majored in early childhood education and are in their third or fourth year of college. The
research sites I assume are in the native counties in the early elementary setting. The researchers
implemented the design by having students volunteer to participate in the questionnaire and also
give the questionnaire to their students to gain perspective. There is alignment among the
conceptual framework, problem, purpose, research questions, and design.
Week 8
For this Discussion, you will explain criteria for evaluating the quality of qualitative research
and consider the connection of such criteria to philosophical orientations. You will also consider
the ethical implications of designing qualitative research.
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Lincoln, Y. S., & Guba, E. G. (1985).
Naturalistic inquiry
. Thousand Oaks, CA: Sage.
Post
an explanation of two criteria for evaluating the quality of qualitative research
designs. Next, explain how these criteria are tied to epistemological and ontological
assumptions underlying philosophical orientations and the standards of your discipline.
Then, identify a potential ethical issue in qualitative research and explain how it might
influence design decisions. Finally, explain what it means for a research topic to be
amenable to scientific study
using a qualitative approach.
The two criteria for evaluating the quality of qualitative research designs are
validity
and
reliability
. Research findings that are valid and correctly represent the study's descriptions are
what are referred to as having validity. Additionally, it is recognized that a series of discoveries
that are backed by reliable data constitute validity. The idea of trustworthiness is sometimes
referred to as truth in validity (Burkholder et al., 2020). Credibility, transferability, dependability,
and confirmability are supporting factors for trustworthiness.
The consistency of a study's findings and outcomes across the data-gathering and analysis
phases of the research technique of choice is referred to as reliability. Consistency and validity
are both connected to the concept of reliability.
Epistemological and ontological assumptions based on underlying philosophical
orientations are linked to reliability and validity. Since all truths are created via the interactions
of qualitative inquiry, ontology deals with relativity and the notion that there is no such thing as a
single, objective truth. According to the epistemology idea, knowledge is created via social
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interactions that produce meaningful social structures. The facts are significant because of
interpersonal commerce (Burkholder et al., 2020).
Ethical issues are often context dependent and commonly encountered by student
researchers in the education disciplines. Informed consent is a possible ethical issue because in
order to be able to give informed consent, you have to be able to make a descision for yourself.
Decisions may not be taken by the individual but rather by the family in other nations due to
cultural considerations. The benefits and hazards of participating in the research study are
described in the informed consent. The participants and the location of the qualitative study may
be impacted by this. When a research topic lends itself to scientific investigation in a qualitative
approach, more participants and other survey techniques might be employed to tackle the
problem in the research (Burkholder et al., 2020).
and the standards of your discipline.
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Week 9
Through the extension of the possible contributions of qualitative or quantitative
studies alone, mixed-method research entails the examination of complicated research
issues (Burkholder et al., 2020). The purpose of the research must be considered. If the
study is addressing a purpose that is measuring change but also a phenomenon would
be a cause for a mixed method study. It is not as simple as placing both quantitative and
qualitative designs together and it’s mixed.
Mixed method research designs are a mix between qualitative and quantitative,
but they both capitalize on the strengths of both, sometimes one more than the other. It
depends on the purpose of the study. To capitalize on each research method's
advantages, mixed methods intentionally integrate quantitative and qualitative research
techniques. Through a strategy that optimizes the strengths of each data type and
promotes a more thorough understanding, mixed method approaches enable
researchers to use a variety of methods, combining inductive and deductive thinking,
and offsetting limitations of exclusively quantitative and qualitative research (Burkholder
et al., 2020).
Mixed methods research is most effective when it is used to answer separate
qualitative and quantitative questions, followed by a mixed method question. A different
kind of mixed-method research question that does not distinguish between qualitative
and quantitative inquiries and reflects the content. With this strategy, the ultimate goal is
to link the study's quantitative and qualitative stages (Johnson & Onwuegbuzie, 2004).
When compared to qualitative or quantitative approaches, one strength of mixed
methods research is that the results are more thorough and need less time to collect
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data. One limitation of mixed methods research is that collaborating the two methods
can cause a need for more resources to complete the study. I am for the use of mixed
method research when used in the special education discipline. If I am studying the
impact of something on student grades and what their experience was, I would likely
need to employ mixed methods. It would ultimately depend on the purpose of the study.
Resources
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020).
Research designs and methods: An applied guide for the scholar-practitioner. Thousand
Oaks, CA: Sage.
Johnson, R. B., & Onwuegbuzie, A. J. (2004).
Mixed methods research: A research
paradigm whose time has come Links to an external site
.
Educational Researcher
,
33
(7), 14–26.
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Week 10
For this Discussion, you will first consider sampling strategies. Then, you will turn your
attention to data collection methods, including their strengths, limitations, and ethical
implications. Last, you will consider measurement reliability and validity in the context of your
discipline.
Position B
: Nonprobability (or purposive) sampling represents the best strategy for selecting
research participants.
Post
a restatement of your assigned position on sampling strategies. Explain why this position is
the best strategy for selecting research participants. Support your explanation with an example
and support from the scholarly literature. Next, select a data collection method (e.g., surveys,
interviews, observations) and briefly explain at least one strength and at least one limitation.
Then, identify a potential ethical issue with this method and describe a strategy to address it.
Last, explain the relationship between measurement reliability and measurement validity using
an example from your discipline.
Nonprobability (or purposive) sampling represents the best strategy for selecting research
participants.
In non-probability sampling, participation samples are chosen by the researcher based
on their assessment rather than by random selection. This position is the best strategy
for selecting research participants because non-probability sampling is a faster and less
expensive selection process than probability sampling. How proficient the researcher is
mainly relying on this sampling technique. It is frequently used for qualitative research
and conducted through observation. Since non-probability sampling involves much
simpler, faster, and less expensive selection processes than probability sampling, it is
frequently used. This is particularly true in convenience sampling (Onwuegbuzie &
Collins, 2007).
Purposive sampling or non-probability techni- quest have three categories of purposive
sampling techniques. These include sampling to achieve representativeness or
comparability, sampling using multiple purposive techniques, sampling unique cases,
and sequential sampling (Teddlie & Yu, 2007).
Having a bigger population and increased statistical power is one advantage of survey
data collection. It allows for the collection of a great deal of data and the availability of
proven models for the researcher. One drawback of survey data collection is that
respondents might not feel confident offering responses that could be interpreted
negatively. Asking delicate questions in surveys may produce an ethical issue. This
should be addressed by making the sensitive questions optional and as specific as
feasible. The consistency and precision with which an evaluation tool assesses learning
determine how reliable it is. How well a tool measures what it was intended to measure
determines its validity (Drost, 2011). In special education, a survey given to students to
assess a teacher would need to be specific to gauge valid results for teachers to use as
feedback in the classroom.
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Teddlie, C., & Yu, F. (2007).
Mixed methods sampling: A typology with examples
Download Mixed methods sampling: A typology with examples
. Journal of Mixed
Methods Research, (1), 77–100.
Onwuegbuzie, A. J., & Collins, K. M. (2007).
A typology of mixed methods sampling
designs in social science research Links to an external site.
The Qualitative Report,
12(2), 281–316. Retrieved from http://nsuworks.nova.edu/tqr/vol12/iss2/9
Drost, E. A. (2011).
Validity and reliability in social science research Links to an external
site
. Education Research and Perspectives, 38(1), 105–124.
Week 11
Post
an explanation of the criteria you could use to evaluate alignment between data
collection methods and other research components, such as the problem, purpose,
research questions, and design. Then, reflecting on the course content, discuss the
extent to which your newly acquired research knowledge and skills can support your
role as an agent of positive social change. Be specific and provide an example(s).
●
Walden University. (2015b).
Social change Links to an external site
. Retrieved
from http://www.waldenu.edu/about/social-change
The criteria I could use to evaluate alignment between data collection methods and other
research components is validity. The study's scientific accuracy and dependability are considered
to be part of its validity. Since valid data-gathering methods must be employed, validity is
crucial. Otherwise, the entire study will not be valid from a scientific standpoint. The validity of
methods should also be consistent with the validity of the other study components. Invalid study
procedures, for example, will not improve the study's overall validity if the study's purpose is
invalid.
My newly acquired research knowledge and skills can support my role as an agent of positive
social change by implementing what I learned in my everyday role. As a special education
coordinator, I can continue to research in the school setting to further my contribution to positive
social change (Walden University, 2015b).
Walden University. (2015b).
Social change Links to an external site
. Retrieved from
http://www.waldenu.edu/about/social-change
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.
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