discussion 1287

In your post:

• Explain how the framework meets each of the criteria in the Grounding Check, as related to the doctoral study.
• Support your analysis.
• Below is the checklist and the doctoral study. I can save you some time and tell you that the study did do everything thing on the checklist and that it used a conceptual framework.

Please respond to two of the article responses below. The response doesnt have to be to much a small paragraph will do.

Article one

The article I chose in the previous assignment to evaluate is entitled, Perceptions and Enactment of Instructional Coaching in North Carolina.

In evaluating the standards rubric in reference to the framework of the article I chose, I would say my researcher is in compliance. The problem and purpose are clearly articulated as highlighted in the last discussion, pasted below for reference:

The methodology that Beam used in her study was a qualitative research method. She conducted her research through interview questions, observations, and empirical evidence.

The purpose of this study was to develop a clear picture of what the instructional coach’s role is in local school districts.

The problem that Beam identified was that there was zero guidance or drawn out expectations for which an instructional coach in her district could use to follow. Interestingly enough she identified that problem within the service of her own role as an instructional coach, which truly filled a gap in practice

The work Beam conducted through her research is grounded in a focused application of the relevant theoretical framework. The empirical research methodology is immersed in quantitative, qualitative or mixed methods research conducting through data ‘in the field’. Theoretical research however is more data-driven from previous research.

Beam’s research was conducted from a gap in practice. She was serving as an instructional coach in the field and realized that she did not have a clear understanding of her job expectations and that furthermore, this disconnect between school leaders and her colleagues were decreasing what could be accomplished in terms of student success. That said, her theoretical research was data-driven and derived from empirical evidence. It is in this place that a research purpose is linked to a research method (Butin, 2010).

The literature review that Beam conducted was exhaustive and reflected mastery of the current state of knowledge within the discipline related to her research. what Beam did exceptionally well was to align her problem statement, purpose, and research methodologies. The guiding framework in which she followed served to fill a gap in practice.

Article two

Framework Flowchart

The theoretical framework is one of the most important aspects in the research process, yet is often misunderstood by doctoral candidates as they prepare their dissertation research study. The importance of theory-driven thinking and acting is emphasized in relation to the selection of a topic, the development of research questions, the conceptualization of the literature review, the design approach, and the analysis plan for the dissertation study. Using a metaphor of the “blueprint” of a house, this article explains the application of a theoretical framework in a dissertation. Steps for how to select and integrate a theoretical framework to structure all aspects of the research process are described, with an example of how to thread theory throughout the dissertation.

The theoretical framework is one of the most important aspects in the research process, and a component that is often minimally covered in doctoral coursework. Iqubal described the struggle to identify and prepare the theoretical framework for the dissertation as “the most difficult but not impossible part of the proposal As professors and dissertation committee members of doctoral students in the fields of education, policy, leadership, curriculum and instruction, and social work, we have heard students express confusion, a lack of knowledge, and frustration with the challenge of choosing a theoretical framework and understanding how to apply it throughout the dissertation. Some students briefly make mention of a theoretical framework at the start of the dissertation and never return to it throughout the rest of the document; others omit the inclusion of a theoretical framework in the proposal and are required to restructure their document after committee review.

The importance of utilizing a theoretical framework in a dissertation study cannot be stressed enough. The theoretical framework is the foundation from which all knowledge is constructed (metaphorically and literally) for a research study. It serves as the structure and support for the rationale for the study, the problem statement, the purpose, the significance, and the research questions. The theoretical framework provides a grounding base, or an anchor, for the literature review, and most importantly, the methods and analysis. Lysaght (2011) highlighted the necessity of identifying one’s theoretical framework for a dissertation study:

Article three

Identifying the framework of research is essential as it directs the research methods of the study. In the research by Finnel (2018), she identified the selected theoretical framework to guide her study as student retention. Finnel (2018) identified explicitly the student retention theory was based off Tinto’s retention model. In previous research, Tinto studied academic and non-academic variables (social integration and prior qualifications) in relation to student retention (Finnel, 2018). Although student retention was studied in other academia using this theoretical model, Finnel’s (2018) study was the first to utilize Tinto’s model in radiography student retention.

As stated in previous posts, the research problem stated by Finnel (2018) was, “Program completion in a healthcare field is an increasing concern due to the current healthcare labor shortage across Wisconsin” (p. 10). The purpose of the study was “to determine the association between completing the pre-admission requirements prior to beginning the core Radiography courses, and program completion of radiography students within six semesters at a mid-western technical college from 2008-2014” (p. 18). Finnel’s (2018) research question was “Is there an association between completing the pre-admission requirements prior to beginning core radiography courses and Radiography student’s program completion?” (p. 3). This was the only research question addressed by Finnel’s (2018) quantitative study. As Burkholder, Cox, and Crawford (2016) suggested, Finnel’s (2018) question is mindful of the research hypothesis. The research hypothesis identified by Finnel (2018) was:

A statistically significant difference exists between the completion rates of radiography students who have completed the pre-admission courses prior to beginning the radiography coursework as they have the fundamental knowledge necessary for success, than radiography students who have completed the pre-admission courses during their radiography course. (p. 47)

Finnel’s (2018) research methodology is quantitative. Using the covariate variables of gender, age, final course grades in anatomy, math and English and program completion was collected and compiled into two categories: student characteristics and student effort (Finnel, 2018). Included in the student characteristic category were timing of matriculation (2008-2011 students took pre-admission criteria during, 2012-2014 students took pre-admission criteria prior), gender, and age (Finnel, 2018). Final grades in anatomy, math, and English were categorized as student effort (Finnel, 2018). The independent variables consisted of the student characteristics and student effort. The dependent variable was program completion.

Utilizing Laureate Education’s (2016) EdD Dissertation Checklist-Quantitative, Finnel’s (2018) chosen theoretical framework of student retention is appropriate and aligns with the other key components of the study. The quantitative methodology is suitable for the theoretical framework and helps to answer the research question. The research question is needed to provide the answer to the purpose of the study. The purpose statement summarizes the goal of the study and reflects the research problem. As one reads this research study, there is clear alignment between the problem, purpose, research question and hypothesis, research methodology, and theoretical framework.

Article four

Theoretical and Conceptual Framework

According to Walden University’s guidelines and rubrics, four major components must be within the capstone. The capstone must entail the problem, methodology, project, and reflection/conclusion of the research collected (Walden University Center for Research Quality, 2015). When determining a framework that will guide the capstone, the decisions are based on how the researcher wants to observe the problem, how they will analyze the findings, and what are the underlying goals from the completion of the research (Butin, 2010). Frameworks are based on fundamental concepts and the relationships between those ideas while maintaining the alignment throughout the paper (Single, Ph.D., 2010). The conceptual framework is associated with qualitative research as it explains observations and clarifies concepts while proposing the relationship (Laureate Education, 2016I). While theoretical framework test theories and is relatable to the numbers encompassed in the data collection (Butin, 2010).

Conceptual Framework

Butin (2010), indicates “most educational research is empirical; that is, it examines specific data, such as test-score results, teacher surveys, or parent interview (p. 71).” The conceptual framework utilizes questions such as how and why to drive the dissertation, as previously discussed Postiglione (2012) aligns his research questions explicitly in table 1 with the problem and purpose statement. Later Postiglione (2012) uses the conceptual framework to indicate the specific gap in research and the need for the study along with the educational support of theorist Abraham Maslow and Howard Gardner. The use of interviews and observations was used to analyze the relationship between at-risk adolescent’s academic achievement and the role of alternative teaching strategies.

Table 1

Research Questions

1. What are the roles of student-centered, alternative teaching strategies in the academic development of at-risk adolescents in an eleventh grade ELA classroom?

2. How do student-centered, alternative strategies alter teacher planning and preparation?

 

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