MINIMUM OF 150 WORDS
USE THE ATTACHED ARTICLES FOR REFERENCE
EACH QUESTION MUST BE ANSWERED SEPERATELY !! WITH ITS REFERENCE UNDER THE ANSWER!
Week 4 DQ 1- Question 1 – Participation Points Question – MINIMUM OF 150 WORDS MAXIMUM OF 300 WORDS! YOU CAN ONLY USE THAT ATTACHED ARTICLES FOR REFERENCE
Doctoral learners must understand the nature of a researchable dissertation topic and how the variety of available research literature leads to the illumination of a manageable research topic for the dissertation. This requires learners to evaluate the resources at their disposal and make informed decisions regarding the necessity of continued or associated study on a given topic. Doctoral learners who recognize their subjective position can avoid researcher bias and make informed decisions concerning the feasibility of a research topic.
How would you critically analyze among forms of academic literature to identify what constitutes a researchable topic? (Reminder: Substantive participation responses must be 150-250 words and one academic supporting source.)
Week 4 DQ 1- Question 2 – Participation Points Question – MINIMUM OF 150 WORDS MAXIMUM OF 300 WORDS! YOU CAN ONLY USE THAT ATTACHED ARTICLES FOR REFERENCE
Reading Quantitative Research- Conducting quantitative research is a good way to support ideas that can be generalized to an entire population. That does not mean that every person in the population will have a characteristic measured in the research, but it does mean that the characteristic is expected to be found in a statistically significant part of the population. When reading empirical articles based on quantitative research, you will notice larger sample sizes and valid, reliable instruments used to collect data. Data analysis sections will include tables and figures presenting results of inferential statics calculated based on what researchers want to know and the research questions asked. What was one of the most surprising aspects of quantitative research that you learned? Was there a belief you had about the process or appropriateness of using quantitative research that you now realize is not true? Explain. (Reminder: Substantive participation responses must be 150-250 words and one academic supporting source.)
Week 4 DQ 1- Question 3 – Participation Points Question – MINIMUM OF 150 WORDS MAXIMUM OF 300 WORDS! YOU CAN ONLY USE THAT ATTACHED ARTICLES FOR REFERENCE
Is Rigor Objective? Is there a checklist for ‘rigor’?- Regarding the concept of rigor, how can we tell a study has been ‘tested’ for rigor or data has been collected with rigor or results stand up to measures of rigor?
Is there a checklist we can go to or are the tenets of research we are familiar with that support rigor in our inquiry? (Reminder: Substantive participation responses must be 150-250 words and one academic supporting source.)
Step’by-step guide to critiquing
research. Part 1: quantitative research
Michaei Coughian, Patricia Cronin, Frances Ryan
When caring for patients it is essential that nurses are using the
current best practice. To determine what this is, nurses must be able
to read research critically. But for many qualified and student nurses
the terminology used in research can be difficult to understand
thus making critical reading even more daunting. It is imperative
in nursing that care has its foundations in sound research and it is
essential that all nurses have the ability to critically appraise research
to identify what is best practice. This article is a step-by step-approach
to critiquing quantitative research to help nurses demystify the
process and decode the terminology.
Key words: Quantitative research
Review process • Research
]or many qualified nurses and nursing students
research is research, and it is often quite difficult
to grasp what others are referring to when they
discuss the limitations and or strengths within
a research study. Research texts and journals refer to
critiquing the literature, critical analysis, reviewing the
literature, evaluation and appraisal of the literature which
are in essence the same thing (Bassett and Bassett, 2003).
Terminology in research can be confusing for the novice
research reader where a term like ‘random’ refers to an
organized manner of selecting items or participants, and the
word ‘significance’ is applied to a degree of chance. Thus
the aim of this article is to take a step-by-step approach to
critiquing research in an attempt to help nurses demystify
the process and decode the terminology.
When caring for patients it is essential that nurses are
using the current best practice. To determine what this is
nurses must be able to read research. The adage ‘All that
glitters is not gold’ is also true in research. Not all research
is of the same quality or of a high standard and therefore
nurses should not simply take research at face value simply
because it has been published (Cullum and Droogan, 1999;
Rolit and Beck, 2006). Critiquing is a systematic method of
Michael Coughlan, Patricia Cronin and Frances Ryan are Lecturers,
School of Nursing and Midwifery, University of Dubhn, Trinity
Accepted for publication: March 2007
appraising the strengths and limitations of a piece of research
in order to determine its credibility and/or its applicability
to practice (Valente, 2003). Seeking only limitations in a
study is criticism and critiquing and criticism are not the
same (Burns and Grove, 1997). A critique is an impersonal
evaluation of the strengths and limitations of the research
being reviewed and should not be seen as a disparagement
of the researchers ability. Neither should it be regarded as
a jousting match between the researcher and the reviewer.
Burns and Grove (1999) call this an ‘intellectual critique’
in that it is not the creator but the creatio
International Journal of Psychology and Educational Studies, 2017, 4 (3), 53-63
© 2014 International Journal of Psychology and Educational Studies (IJPES) is supported by Educational Researches and Publications Association (ERPA)
International Journal of Psychology and Educational
Leadership and Job Satisfaction: Adjunct Faculty at a For-Profit University
Grand Canyon University, USA
A R T I C L E I N F O
A B S T R A C T
Received in revised form
There is a lack of research in the for-profit sector of higher education in the United States. Likewise,
there is a lack of research on the factors that affect the job satisfaction of adjunct faculty. To address
these gaps in knowledge, a quantitative correlational study was performed to investigate the effect
of administrative leadership on the job satisfaction of adjunct faculty who teach online classes at a
for-profit university in the United States. The Multifactor Leadership Questionnaire, which measures
perceived leadership behaviors, and Spector’s Job Satisfaction Survey, which measures job
satisfaction, were used to anonymously collect data from a sample of 77 adjunct faculty. The Full-
Range Leadership model, which is composed of transformational, transactional, and laissez-faire
leadership behaviors, was the theoretical model for leadership. Pearson’s product moment
correlational analyses were performed to investigate the bi-variate relationships between the
variables. The dependent variable of total satisfaction had a statistically significant, direct and strong
correlation with the independent variable of transformational leadership (r = .536, p < .0005). The strength and direction of the relationship indicated that increases in the scores of total satisfaction are associated with increases in scores in transformational leadership. Total satisfaction had a statistically significant, indirect and moderate correlation with the independent variable of laissez- faire leadership (r = -.372, p = .001). The strength and direction of the relationship indicated that lower total satisfaction scores are associated with higher laissez-faire leadership scores. There was no statistically significant relationship between transactional leadership and overall job satisfaction. © 2017 IJPES. All rights reserved Keywords:1 Job satisfaction, Full-Range Leadership, Adjunct Faculty, For-profit University, Transformational Leadership, Postsecondary Education. 1. Introduction Enrollments at for-profit universities in the United States have tripled sinced 2000, with close to 1.6 million students registered in the year 2014 (National Center for Education Statistics, 2016). This increased enrollment, along with the expansion of online education, has amplified the demand for classes By Cristie McClendon, Scott Greenberger, and Stacey Bridges Reading Quantitative Research Essential Questions 1. What types of research problems are suitable for quantitative research? 2. How does a researcher select a quantitative design? 3. What are the GCU core designs for quantitative research? 4. How does one select appropriate measures or instruments for quantitative research? 5. What sampling approaches are used in quantitative research? 6. What are the most common approaches used in quantitative data analysis? Introduction Quantitative research is frequently used in the social sciences because it is quick, relatively inexpensive, and considered a valid method of inquiry by researchers and academicians. The goals of quantitative research are to describe the attributes of a group of people, to measure differences between groups, to determine if a relationship exists between variables, or to predict if one event or factor causes another. Quantitative studies contain measurable and quanti�able data, a statistically appropriate sample, use of statistical techniques, and a structured data collection plan to ensure that the study can be replicated. Additionally, quantitative studies require the use of valid and reliable instruments, surveys, or databases to quantify variables. The research method is deductive, very structured, and in�exible as often the goal of the researcher is to generalize or apply the results to other groups and populations besides those participating in the study. Ultimately, quantitative research offers a systematic and structured process for answering research questions (Balnaves & Caputi, 2001). Critically Reading Quantitative Research Doctoral learners must go through a process of learning how to critically read empirical research. While reading is a familiar skill to learners, at the doctoral level, it takes on new depth as learners transition to the mindset of a researcher. The required reading materials will be more dif�cult to read, take more time, and require learners to improve their reading ef�ciency and critical-thinking skills. Having ample time built in for reading is crucial to the success of a doctoral student. Reading is the foundation to a dissertation research project. The �rst 2 years before a proposal is accepted will be spent reading peer-reviewed articles, dissertations, books, and other scholarly sources that can potentially contribute to the dissertation project. At the same time, the reading of these materials directly contributes to subject matter expertise of the learner helping to make him or her an expert in the �eld of study. Unfortunately, there is not a speci�c number of Schedule enough time to read critically. resources that a learner must read to transform into an expert. The reading process in a doctoral program is an ongoing, self-directed, independent project that begins in the �rst course and does not end until the dissertation is approved. Ev
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