Theories Of Inquiry: Original 10 Strategic Points Revision

Original 10 Strategic Points Revision

Details:

In the prospectus, proposal and dissertation there are ten key or strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research. The ten strategic points emerge from researching literature on a topic, which is based on or aligned with, the defined need in the literature as well as the researcher’s personal passion, future career purpose, and degree area. Previously, you drafted the ten strategic points for a potential dissertation research study based on an identified gap in the literature. In this assignment, you will practice the doctoral dispositions of valuing, accepting, and integrating feedback and reflecting on those inputs as you revise your draft of the ten strategic points created in the preceding assignment.

General Requirements:

Use the following information to ensure successful completion of the assignment:

• Important note: Successful completion of this assignment does not      indicate that this topic and the related 10 Strategic Points have been      approved for use as your dissertation research study topic.
• Locate the draft of the 10      Strategic Points that you created in the preceding assignment and the      feedback from your instructor and use them to complete this assignment.
• This assignment uses a rubric.      Please review the rubric prior to beginning the assignment to become familiar      with the expectations for successful completion.
• Doctoral learners are required      to use APA style for their writing assignments. The APA Style Guide is      located in the Student Success Center.
• You are required to submit this      assignment to Turnitin. Refer to the directions in the Student Success      Center.

Directions:

Reflect on the feedback provided by your instructor on the draft of the 10 Strategic Points that you previously completed. Integrate that feedback as well as your own new ideas into a revised draft the 10 Strategic Points for the potential dissertation research study.

The Feedback are attached

Resources

1. 10 Strategic Points

Familiarize yourself with this document found in the DC Network under the Research/Dissertation tab. You will be completing this document as you progress in the dissertation process. This document will be expanded to become your dissertation.

https://dc.gcu.edu/

1. Insight, Inference, Evidence, and Verification: Creating a Legitimate Discipline

Morse, J. M. (2006). Insight, inference, evidence, and verification: Creating a legitimate discipline. International Journal of Qualitative Methods, 5(1), 1-7.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=21331314&site=ehost-live&scope=site

2. Pursuing Excellence in Qualitative Inquiry

Gergen, K. J. (2014). Pursuing excellence in qualitative inquiry. Qualitative Psychology, 1(1), 49-60. doi:10.1037/qup0000002

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-006&site=ehost-live&scope=site

3. Qualitative Inquiry in the History of Psychology

Wertz, F. J. (2014). Qualitative inquiry in the history of psychology. Qualitative Psychology, 1(1), 4-16. doi:10.1037/qup0000007

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-002&site=ehost-live&scope=site

4. The Promises of Qualitative Inquiry

Gergen, K. J., Josselson, R., & Freeman, M. (2015). The promises of qualitative inquiry. American Psychologist, 70(1), 1-9. doi:10.1037/a0038597

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2015-00137-001&site=ehost-live&scope=site

 

PHENOMENOLOGY 2

 

 

 

 

 

 

 

10 Strategic Points Qualitative Study Extraction

James A. Dada

Grand Canyon University

RES-825 Theories of Inquiry

September 6, 2017

 

 

 

 

 

 

 

 

 

Phenomenological Methods & Scientific Research Comment by Dr. Julie Nelson: Please correct your APA formatting (e.g., Running head, etc. )

Part II: Modified 10 Strategic Points Template

Article Citation	Vangilder, C. H. (2016). A Grounded Theory Investigation of Thinking and Reasoning with Multiple Representational Systems for Epistemological Change in Introductory Physics. (Doctoral Dissertation). Available from Dissertation & Theses @ Grand Canyon University. Retrieved from Dissertations & Theses @ Grand Canyon University. (Order No. 10027568) Comment by Dr. Julie Nelson: See the answer key for the APA reference formatting.
Point	Description	Location (Page #)
Broad Topic Area	How students used multiple representational systems (MRS) in their own thinking and reasoning on personal epistemological change.	23
Lit Review	The author analyzes previous empirical studies on multiple representational systems (MRS) in thinking and reasoning as well as personal epistemological change. This is helpful in coming up with research questions and delimit the research scope to address the problem statement. Comment by Dr. Julie Nelson: See my feedback on other papers and the answer key. You need much more here—with citations.	23-44
Problem Statement	It was not known how thinking and reasoning with MRS occurs, and how that sort of thinking and reasoning affects epistemological change in terms of mechanisms and processes whether cognitive, behavioral, or social in an IP classroom. It is also not clear what anyone means by the terms thinking and reasoning within any context. Comment by Dr. Julie Nelson: It was not known how (a) thinking and reasoning with MRS occurs, and (b) how that sort of thinking and reasoning affects epistemological change in terms of mechanisms and processes—whether cognitive, behavioral, or social—in an IP classroom This should be written exactly how it appears in the dissertation.	8
Research Questions	The goal of this qualitative grounded theory study was to determine the influence that multiple representational systems (MRS) have on the thinking and reasoning of 20-30 community college IP students at Central Arizona College with respect to their conceptual frameworks and personal epistemology. Comment by Dr. Julie Nelson: See my feedback on other papers and the answer key. There are 2 RQs.	10
Sample	The study research used a sample of 34 students who enrolled in 2 IP courses at Central Arizona College; with 1 Hispanic that served the college (HSACU, 2014) which is located in Coolidge, Arizona in the fall semester of 2014. It also comprised of 17 students whose ages ranged from 17- 45. 29 students, involved in PEP survey.	83-84
Describe Phenomena (qualitative) or Define Variables/ Hypotheses (quantitative)	MRS, and the thinking and reasoning affects epistemological changes are the key variables in the Research Study. The primary instrument that was used for measuring epistemological change (the PEP), including other miscellaneous assessments (FCI, MBT) provided quantitative results mainly for the objective of bringing descriptive data on elements of the Proposal that were material to the overall study goals; however, not straight to the part of the research questions. It also performed two specific types of analysis on the qualitative data were performed which were cluster analysis and node matrices, in addition to constant comparative analysis through memo bracketing. Comment by Dr. Julie Nelson: See the answer key.	116
Methodology & Design	A grounded theory design is qualitative research seeking to assess. The qualitative designed used in the research is the Grounded theory which enables the author to theorize interactions in the variables based on the participants’ views. The research used qualitative method approach alongside inductive analysis. This approach is participant friendly thus yields much in terms of research expectations. Comment by Dr. Julie Nelson: See my previous feedback and the answer key. This should be a one-sentence statement of method.	76-84
Purpose Statement	The purpose of this qualitative grounded theory study was to determine how representational systems deployed in an IP classroom correspond to epistemological change in accordance with the ways that students therein think and reason, within a study sample at Central Arizona College—located in Coolidge, Arizona. The purpose statement delimits the specific area of the research and incorporates the rationale for the study.	9
Data Collection Approach	The research employs the use of interview, electronic poll as well as diary entries. This was important in capturing raw data from the students for purposes of scientific study. Comment by Dr. Julie Nelson: See my previous feedback and the answer key. You need much more here—exactly how data was collected.	35
Data Analysis Approach	The research study employs the use of two coding schemes; a priori theoretical and indigenous in vivo coding schemes. Coding for the identification of key words and word groupings in the data (Saldaña, 2013). Comment by Dr. Julie Nelson: See my previous feedback and the answer key. You need much more here—exactly how qualitative data was analyzed.   Data analysis follows with in vivo codes when important words and word groupings warrant their own code label. NVivo codes were analyzed for relationships and subsequently displayed in multiple graph formats ranging from bar charts to cluster analysis maps that reveal the relationships that exist between nodes (codes) and/or families of nodes (Bazeley & Jackson, 2013). Two coding schemes, namely: a priori theoretical and indigenous in vivo were employed in this study.	98-99

 

 

 

 

 

 

 

 

 

 

Reference.

Lakatos, I. (1980). The methodology of scientific research programmes: Volume 1: Philosophical papers. New York: Cambridge university press.

Oxley, L. ((2016). An Examination of Interpretative Phenomenological Analysis. Educational & Child Psychology, 33(3), 55-62.