Aimee Coleman Research Design 2

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Grand Canyon University *

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Feb 20, 2024

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1 RESEARCH DESIGN Research Design Aimee Coleman Grand Canyon University EDL-822 November 16, 2023

2 RESEARCH DESIGN Research Design The quantitative approach entails combining data that is analyzed by the attributes of subjects in quantity, which may be done individually in several ways. It utilizes numerical data, which consists of factual data with predetermined criteria and, grounded theories. During the case study the hypothesis was excluded. Without the use of statistics, the qualitative approach is a data gathering method that centers on experiences, relationships, and behaviors (Lew, et al., 2018). Basic principles for quantitative approaches, such as experimental, and exploring in nature, and without any experiments components that are descriptive, connected, and causally comparable, have been accepted by Grand Canyon University's College of the Doctoral Studies program. Grounded research, case studies, narratives, phenomenology, and descriptive analysis are recognized basic designs for qualitative methods. The goal of this qualitative, descriptive phenomenological study is to investigate educator perspectives on Alternative Education School at Lamar in Central Georgia (AESL) that will employ restoration methods and positive transitioning. GCU, on the other hand, does not recommend using traditional mixed techniques. Methodological Attributes To demonstrate how effective relationships of support and restorative practices can lower the probability among learners returning to their home schools, the researcher will apply a qualitative descriptive approach to examine a well-defined phenomenon that results from Alternative Education School at Lamar (AESL) educator experiences. This will provide a right analysis of the phenomenon that is now in place. Questionnaires can be utilized as a secondary form to get details or to reference additional research such as literature studies that will give

3 RESEARCH DESIGN more data. Interviews will be used as the major data collecting method to discuss educator experiences. Descriptive Qualitative Phenomenology Core Concept The researcher intends to gather data using an anonymous survey and conduct an insightful phenomenological investigation to investigate the correlation between the experiences of educators and their rate of return. The goal is to determine how the link between the factors and subjects, the efficacy of educators relate to each other. A confidential questionnaire will be necessary to gather real instructor experiences. Because participants aren't held accountable for their comments, anonymous data gathering encourages more involvement, according to ( Khan & state 2016). This encourages applicants to be more trustworthy and truthful in their responses. At an AESL, restorative practices, resources for support, and good educators are all necessary for the success of students. Queirós et al. (2017) state that a legitimate method of employing a qualitative approach for data collection is the combination of in-person interviews and classroom observations. Nonetheless, the researcher argues that the best approach for gathering data is to use descriptive design, phenomenology, or a mix of these with qualitative technique, as these methods offer a thorough examination of subjective experiences and a study of concepts. Opposing Core Designs Only one alternative design was proposed but was discarded because the research is based on educator "lived" experiences, a basic phenomenon described through descriptive design. Utilizing a quantitative quasi-experimental framework, the effects and outcomes of instructor experiences were studied. merge all information under only one file for statistical

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4 RESEARCH DESIGN evaluation, however, an outline of advantages and disadvantages must be identified. This strategy was rejected since the researchers were solely concerned with the intensity of the phenomena ( Booker & Mitchell, 2011). According to Sedgwick (2012), testing can create progressive values estimates on an ordinal scale, but the scale must incorporate non-parametric restricted value testing. Students who return to AESLs on a regular basis, as well as instructors' experiences, may give repetition or variations for parametric t-tests. Rooted case studies, extensive theory, and qualitative narrative approaches were also ignored. Although a reflective design would have allowed for a reflection on an occurrence and a chance to comprehend the connection and its causes more fully, the researcher determined that a descriptive strategy would provide more data for the purpose of this dissertation. Conclusion Teacher connection and attentiveness are critical success elements in the AESL. A student’s achievement during attendance can be fostered by AESL staff with the correct interaction and effective interventions. Although a teacher’s engagement and student socialization are successful. The current situation requires that the impact of effective techniques on future bad consequences be addressed. While ensuring the fact that student success is a product of positive relationships and interventions this will help with the reverting rate, not much is known about this phenomenon. After a learners suspended, they may exhibit more negative conduct, but only if they continue to encounter hardship, which raises the possibility of an arrest ( Allman, 2012). In addition to the fact that good interaction and interventions aimed at reducing the relapse rate result in student achievement, nothing is known about this phenomenon. After a learner is suspended, more negative conduct is observed, however only for individuals who continue to face hardship, increasing their chances of arrest ( Allman, 2012). To reduce the

5 RESEARCH DESIGN recurrence rate of students who return to their home campus, AESL campuses in Central Georgia employ restoration techniques and positive transitioning. This phenomenological inquiry, which is qualitative in nature aims to investigate the experiences of teachers in these institutions. Success depends on the relationship that exists between the AESL instructor and student, but more research is required because the empirical literature suggests that not much is known regarding it (Johnson-Pier, 2020). Motivational interviewing, or, is an efficient form of support, according to although the research currently in publication does not endorse this method (Moore, 2020). Although program success is shown by the literature, it is uncertain which particular manner these initiatives have been effective in. The researcher concludes that more investigation is necessary to ascertain whether these techniques are beneficial to AESL students and make it possible to make their way to AESL schools even though doing so puts them at danger of engaging in risky conduct. There must be other colleges that these kids may visit without running afoul of the law.

6 RESEARCH DESIGN Reference Allman, K. L., & Slate, J. R. (2012). Disciplinary Consequence Effects on the Achievement of Students with Disabilities: A Statewide Examination. Journal of Education Research , 6 (4), 369–384. Block, W. E. (2020). Do Black Students Need African American Teachers: Commentary on Prescod-Weinstein. Journal of African American Studies , 24 (1), 164. https://doi- org.lopes.idm.oclc.org/10.1007/s12111-020-09462-x Booker, K., & Mitchell, A. (2011). Recidivism Patterns and Discretionary Placement in Gender, Ethnicity, Age, and Special Needs in Disciplinary Alternative Education Status of Education. Education and Treatment of Children, 34(2), 193-208. Johnson-Pier, C.V. (2020). Using Regenerative Methods to Lessen the Requirement for Recidivism and Discipline Alternative Placement in Educational Programs. (Doctoral Dissertation, University of Sam Houston). Khan, M. Q., & Slate, J. R. (2016). Disciplinary Consequence Differences in Grade 6 Students as a Function of Race, Ethnicity, and Economic Status. Journal of School Administration Research and Development , 1 (1), 36–4 Lew, S., Yang, A. H., & Harklau, L. (2018). qualitative approach. According to The Palgrave Handbook of Applied Linguistics Research Methodology (pp. 79-101). Palgrave Macmillan, London.

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7 RESEARCH DESIGN Majid, U., & Vanstone, M. (2018). Appraising qualitative research for evidence syntheses: A compendium of quality appraisal tools. Qualitative Health Research, 28 (13), 2115– 2131. https://doi.org/10.1177/1049732318785358 McDuff, N., Tatam, J., Beacock, O., & Ross, F. (2018). Closing the attainment gap for students from black and minority ethnic backgrounds through institutional change. Widening Participation & Lifelong Learning , 20 (1), 79–101. https://doi- org.lopes.idm.oclc.org/10.5456/WPLL.20.1.79 Moore, C. P., Ohrt, J., & Packer-Williams, C. L. (2020). A Solution-Based Method for Reintegrating Students into the Customary Classroom Following a Disciplinary Alternate Educational Assignment. Journal of Child & Adolescent Counseling , 6(2), 83–96. https://doi- org.lopes.idm.oclc.org/10.1080/23727810.2020.1719350 Scholl, A. (2008). Quantitative methodology. The international encyclopedia of communication , 1-7. \ Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies, 0 . Retrieved from: http://dx.doi.org/10.46827/ejes.v0i0.1017 Ratanavivan, W., & Ricard, R. J. (2018). Effects of a Motivational Interviewing–Based Counseling Program on Classroom Behavior of Children in a Disciplinary Alternative Education Program. Journal of Counseling & Development , 96 (4), 410–423. https://doi-

8 RESEARCH DESIGN org.lopes.idm.oclc.org/10.1002/jcad.12223 Sedgwick, P. (2012). Parametric v non-parametric statistical tests. BMJ (British Medical Journal) , 344 (3), e1753.

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