2.1

Scholarly Abstract Assignment – Quantitative

Create a 1-2 page single-spaced Analysis of Research abstract published scholarly articles related to a topic you selected in Week 1. This article should reflect a quantitative research method.

Brevity and being concise are important as this analysis is intended to be a brief summation of the research.

Each abstract must therefore consist of the following in this order:

1. Bibliographic Citation – use the correctly formatted APA style citation for the work as the title of your abstract, displaying the full citation in bold font.

2. Author Qualifications – name the qualification of each author conducting the research

3. Research Concern – one paragraph summary of the reason for the overall research topic

4. Research Purpose Statement AND Research Questions or Hypotheses – specific focus of the research

5. Precedent Literature – key literature used in proposing the needed research (not the full bibliography or reference list)

6. Research Methodology – description of the population, sample, and data gathering techniques used in the research

7. Instrumentation – description of the tools used to gather data (surveys, tests,interviews, etc.)

8. Findings – summation of what the research discovered and the types of analysis that were used to describe the findings (tables, figures, and statistical measures)

9. Conclusions – what did the findings show and how does that relate to current research

10. Suggestions for further research – based on the conclusions of the study, what additional research is needed

.

2.2 Scholarly Abstract Assignment – Qualitative

Create a 1-2 page single-spaced Analysis of Research abstract published scholarly articles related to a topic you selected in Week 1. This article should reflect a qualitative research method.

Brevity and being concise are important as this analysis is intended to be a brief summation of the research.
Each abstract must therefore consist of the following in this order:
1. Bibliographic Citation – use the correctly formatted APA style citation for the work as the title of your abstract, displaying the full citation in bold font.

2. Author Qualifications – name and qualification of each author conducting the research

3. Research Concern – one paragraph summary of the reason for the overall research topic
4. Research Purpose Statement AND Research Questions or Hypotheses – specific focus of the research
5. Precedent Literature – key literature used in proposing the needed research (not the full bibliography or reference list)
6. Research Methodology – description of the population, sample, and data gathering techniques used in the research
7. Instrumentation – description of the tools used to gather data (surveys, tests,interviews, etc.)
8. Findings – summation of what the research discovered and the types of analysis that were used to describe the findings (tables, figures, and statistical measures)
9. Conclusions – what did the findings show and how does that relate to current research
10. Suggestions for further research – based on the conclusions of the study, what additional research is needed

Sample Abstract Assignment Completed Example

Abstract 1:

Bibliographic Citation

Savas, A. C., Bozgeyik, Y., & Eser, İ. (2014). A Study on the Relationship between Teacher Self Efficacy and Burnout. European Journal of Educational Research, 3(4), 159-166.

Authors’ Qualifications

Ahmet Cezmi Savaş PhD, Yunus Bozgeyik PhD, and İsmail Eser PhD

Research Concern

As pointed out by the researchers, teacher competency is important, but the impact of teacher well-being and self-efficacy cannot be ignored when determining teacher effectiveness. More importantly a growing number of teachers are experiencing burnout within the teaching profession. While other research has been conducted on job burnout in other employment sectors, the same paradigms do not seem to hold true for teaching. Moreover, it is hypothesized through data gathered in the literature that not all teachers experience burnout syndrome. Therefore, the researchers in this article are primarily focused on characteristics that protect teachers from burnout and the relationship between self-efficacy and burnout syndrome.

Research Purpose Statement and Research Questions/Hypotheses

The main purpose of this study was to explore the relationship between teacher self-efficacy and teacher burnout in order to see if a positive, negative, or no correlation existed.

Therefore, the researchers attempted to answer the question of is teacher burnout caused by low levels of self-efficacy in teaching?

Precedent Literature

Vast amounts of research in teacher self-efficacy and job burnout have already been conducted. Tuğrul and Çelik (2002) assert that the problems teacher come across in school settings can lead them to experience job burnout syndrome. Furthermore, the researchers then identify a commonly used job burnout of model based on the works of Maslach & Jackson (1981) which holds job burnout consists of three dimensions; the most important of these dimensions, exhaustion develops as a result of experiencing excessive work-load and it is related stress. This literature citation helps to frame the focus for the remainder of the introduction which focuses on how job burnout is derived from stress related factors: fatigue, tension, addiction, and depression. Next, the researchers refine the focus of their study to include precedent literature on the topic of self-efficacy, and they point out how self-efficacy is tied to job burnout. Following the researcher’s assertions, they define efficacy as the necessary knowledge, skills and attitudes to carry out a role (Balcı, 2005, p. 197). Finally, the authors funnel down into their topic and research question by citing the work of Bandura (1997) who puts forward that teacher self-efficacy can have a positive effect on teacher motivation and performance. From this literature review, the researchers make their claim for the purpose and usefulness of their study.

Research Methodology

The model used for data collection in this study was correlational research survey design model. As stated in the journal, the correlational research design is utilized to see whether there is a relationship between two variables after they are measured quantitatively (Savas, Bozgeyik, & Eser, 2014). The population included in the research includes teachers working in various primary and secondary state schools in the center of Gaziantep, Turkey. The sample consisted of 163 randomly chosen teachers from the population during the 2014-2015 academic year. The table below shows the distribution of the sample.

Two questionnaires were developed in order to gather data. One of the questionnaires was designed based on the model from Maslach and Jackson (1981) to determine teacher burnout. The other questionnaire was based on the work of Tschannen-Moran and Woolfolk (2001) to address teachers’ perception of self-efficacy.

Instrumentation

As previously mentioned, two questionnaires were used as the data gathering instrument. The first sought to understand teacher burnout. This questionnaire used three subscales: exhaustion, depersonalization and personal accomplishment to frame the findings. The other questionnaire sought to understand teachers’ perception of self-efficacy in the subscales of efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management subscales.

Findings

As mentioned in the journal, the data of the study was analyzed by SPSS programme. The data were analyzed through calculation of means, frequencies, correlation and hierarchical multiple regression analysis (Savas, Bozgeyik, & Eser, 2014). The results revealed that classroom management was the area teachers felt they had the greatest amount of self-efficacy in. Moreover, burnout levels were low compared to perceived efficacy levels. However, the teachers did report perceiving themselves high in the area of exhaustion meaning that teachers believed they are worn-out rather than burnout, but this only remained true for teachers with high self-efficacy. Teachers with low self-efficacy more often reported feeling as if they were burned out.

Conclusions

The authors of this study revealed that teachers with low self-efficacy levels experienced burnout more than their colleagues with high teacher self-efficacy levels. Through these findings the researchers conclude that improving teacher self-efficacy levels is critical for making schools more effective. Furthermore, the authors connect their findings with that of Karahan and Balat (2011) who found a negative relationship between teacher self-efficacy and burnout for teachers in private schools. This further proved the validity of their study. Therefore, the pointed conclusion is that in order to improve schools, teachers must have high self-efficacy.

Suggestions for Further Research

Based on the conclusion from this study that high levels of teacher self-efficacy lead to greater classroom performance, more research will need to be conducted to determine ways to improve teacher self-efficacy. Furthermore, the authors suggest that this data should also come from a qualitative perspective in order to yield the greatest possible conclusions.

Abstract 2

Bibliographic Citation

Dodson, R. (2014). Which Field Experiences Best Prepare Future School Leaders? An Analysis of Kentucky’s Principal Preparation Program. Educational Research Quarterly, 37(4), 41-56.

Author’s Qualifications

Richard L. Dodson Ed.D. in educational administration, Professor at Murray State University

Research Concern

The journal opens by identifying the problem that Kentucky principals are not “ready” when they graduate from in state principal preparation programs. Therefore, the education professional standards board in Kentucky implemented a requirement to enforce that all individuals in a principal preparation program complete field hours as part of their program. Dodson is primarily concerned with understanding if there really is a benefit to these field hours and what makes some experiences higher quality than others.

Research Purpose Statement and Research Questions

As stated by Dodson (2014), The purpose of this research is to explore the overall utility of field experiences in training future school leaders and what exactly constitutes ‘high-quality” field experiences in the eyes of currently practicing principals.

Moreover, the following five research questions were developed:

1. Are programs that include field experiences more effective in preparing principals than those than do not include field experiences?

2. Does allowing students and their administrators to choose field experiences result in more effective training than having the university script which field experiences students perform?

3. Which field experiences do current principals consider the most effective?

4. What type(s) of field experiences should be added to principal preparation programs?

5. Does requiring field experiences put Kentucky ahead of the curve in principal preparation?

Precedent Literature

As previously mentioned, there is vast scholarship that states current school principals were not “ready” when they completed their principal preparation program. This problem then leads to too much on the job learning (Dodson, 2014). The author then cites research from Turnbull and Haslam (2010) that proposes districts could improve principal quality by acting as “consumers,” encouraging local universities to craft programs to meet specific needs. In response to this research, Dodson (2014) mentions that some districts have designed local level preparation programs that coincide with the experiences taking place at the universities. This is followed up with further research data from Zubrzycki (2012) that asserts, nationwide, ‘homegrown” leadership academies and career tracks supplement university-based programs, adding hands-on experience, mentoring, and training in district-specific information and initiatives. The authors argument is followed up with additional literature that suggest only true “hands-on” field experiences will lead to improvement of principal preparation programs (Fry, Bottoms, and O’Neill, 2005). The literature review section is concluded with the point that one learns school leadership by examining the key concepts and skills used by effective school leaders, watching good models, and “trial and error” on the job (Bottoms & O’Neill, 2001). Overall, the literature review from the journal was either short in nature or short to show there is a gap in literature about the evaluation of field experience in principal preparation programs.

Research Methodology

The author of this journal begin his data gathering by compiling a survey that was sent to 170 school superintendents that asked them to forward the survey to local school principals. A total of 900 possible principals were given the opportunity as one district of 230 declined participations. All in all, 263 principals responded to the survey giving the study just under a 30 percent participation rate. Of the participants, 99.2 percent were public school principals. Over 49 percent were listed as principals of elementary schools, 29.3 percent were listed as middle or junior high, and 32.8 percent listed as high school. Finally, 51.4 percent that completed the survey were female and 48.6 were male.

Instrumentation

The instrument used for data collection in this study was an online survey administered through email. According to Dodson (2014), The survey used a Likert-scale attitude measure, as well as forced choice (yes/no) and open-ended questions. Questions examined principal perceptions of field experiences’ impact on their preparation to be school leaders.

Findings

Over 60 percent of participants reported completing field experiences during their principal preparation program. 91.4 percent perceived field experiences as valuable to preparation while 8.6 percent found them ineffective. Of the principals that did not complete field experiences, all of them agreed they would have been better prepared if they had participated in field experiences. In attempting to find out what types of field experiences would achieve the greatest benefit, Dodson (2014) states, Desired experiences vary and include: shadow a principal; work on instruction and discipline; participate in committee meetings; conduct instructional coaching; analyze student data; conduct teacher observations and evaluations; develop a budget; Site-Based Decision Making; train to interact with upset parents; engage in Comprehensive School Improvement Planning; handle personnel issues; and review school law. Clearly, the complex demands of leading a school cannot adequately be taught without real-world practice. Finally, this study sought to determine if having a choice in your field experience placement increased your satisfaction. The data yield that 71.5 percent of principals that chose their field experiences were satisfied while only 37.1 percent who did not choose their placement were satisfied.

Conclusions

Dodson (2014) points out, this research indicates that programs that include field experiences are more effective in preparing principals than are those that lack field experiences. In addition, the best way to implement field experiences seem to be allowing students and their administrators jointly to choose those experiences. Therefore, this study offers support for the need of field experiences in principal preparation programs not only in Kentucky but also in other states as well. Finally, this study also concludes that there needs to be a variety of field experiences for principal preparation program students to engage in.

Suggestions for Further Research

Overall, Dodson does not outline many suggestions for further research, but he does offer that more research should be conducted on this same topic with principals of more urban/high population schools. Also, he adds the importance of a study to indicate if adding a thorough internship to principal preparation programs would also improve principal readiness.

Running head:

QUANTITATIVE

RESEARCH METHOD

1

QUANTITATIVE RESEARCH METHOD 2

QUANTITATIVE

Bibliographic Citation

Cavelty, M. D. (2010). Cyber-security. The Routledge Handbook of new security studies, 154-162. Comment by Schrantz, Brenda: Is this from a peer-reviewed journal? I cannot find the article. Please send me a copy.

Authors’ Qualifications

Myriam Dunn Cavelty is a senior lecturer for security studies and deputy for research and teaching at the Center for Security Studies (CSS)

Rossouw Von Solms Director: Institute of ICT Advancement NMMU Port Elizabeth, South Africa.

Research Purpose

The major purpose of the research was to identify ways in which people can be able to adequately and effectively spend the grant. Secondly was the use of data science which is the mathematical, business acumen, tools, and machine learning that help detect various patterns from raw data to make a big business decision. In the determination of how to fund money can play a role in helping an organization, institution, and the community, data science is very efficient. Several questions were answered, such as: What is the priority in that organization or institute? What is the population of those individuals interested? Comment by Schrantz, Brenda: I am confused??? I’m not sure how this matches the title and focus of the article on cyber-security.

Precedent Literature

The need for research was to ensure that there are various ways in which funds can be put in use effectively. Data science and cybersecurity can play a part in this grant awarding. Data science can be used in making the appropriate decision, and cybersecurity can be used in making the protection of what is proposed when it will be implemented.

Research Concern

The research is talking mostly about the use of grant address in school, the workplace, and in the community. The grant is mostly obtained from government funds and other charity organizations. It is seen that most people who are not in a position to take care of themselves can use this kind of help. For example, a grant of about $20,000 can be used to pay for the bursary of orphans and those poor students. It can assist them in getting an education at whichever level they partake, which will be a good action. It can ensure that they undergo a proper learning process just like other students. In a workplace, it can be used to ensure that there is maximum security by employing cybersecurity. It can also ensure that they take part in work that can develop and train them to gain new skills and awareness. When employees are trained over a new field with adequate technology and equipment, they are likely to increase the quantity of production and its quality still. On the side of the community, it can be used to assist youths in building their businesses to reduce the dependency ratio.

Research Methodology

They chose students from different backgrounds, the bright students, the average and the ones who came last, and lastly, they chose students based on the grade they are in at that particular time. To find accurate information, there was a certain sample population that is used. For example, if the population is 1000, at least 100 students can be used as samples. In a workplace, tests were done because they will mostly involve security matters and data science. Testing with real data gave good feedback on what should be done (Cavelty, 2010).

Instrumentation

Various methods can be used in playing a role in any activity. For instance, in an institution, questionnaires and interviews were effective. In a community, surveys and interviews were used to get the real information, that is, first-hand information. It can enable people to get what they required in people and help them obtain a background where they could play a part in whatever field they want. Survey after interviews and questionnaires helped counteract any biased activities that could have taken place. 

Findings

In the findings, statistical measures were set in place since they were most adequate. They were used to ensure that people could play a part on behalf of the whole population. The later probability will be used to predict results that could fit the whole population at large. In a workplace, findings were made on better ways of protecting information and data against attackers.

Conclusion

In conclusion, grant-awarding can be done in many fields depending on an organization. The urgency of the work and what was needed for the normality of operations. The research methods that were employed determined the accurate results that were gotten (Von Solms & Van Niekerk, 2013).

Recommendation

There should be more facilities that can be able to detect if the information and data that are used are actually in use. There should be a way in which people can participate and take part in what is effective and appropriate. Computers and machines should be used to get accurate information other than getting from people. People can be paid to lie so that they may benefit from it.

Running head: QUALITATIVE RESEARCH METHODS

1

QUALITATIVE RESEARCH METHODS 2

Qualitative Research Methods

Bibliographic Citation

Martin, G., Martin, P., Hankin, C., Darzi, A., & Kinross, J. (2017). Cybersecurity and healthcare: how safe are we?. Bmj, 358. Comment by Schrantz, Brenda: Please check APA formatting in APA manual on p. 317.

Authors’ Qualifications

Guy Martin is a clinical research fellow in the Institute of Global Health Innovation.

Paul Martin honorary principal research fellow in the Institute of Global Health Innovation.

James Kinross senior lecturer in surgery.

Rossouw Von Solms Director: Institute of ICT Advancement NMMU Port Elizabeth, South Africa.

Research Purpose and Hypothesis

The purpose of that research was to ensure that there is adequate information collected before a certain decision is made. There were ways in which people could have maintained a good decision to develop their organization, institution, and community. The research enabled grant award activities or issues that need funding more than the rest. There were certain questions that were answered, such as: What are the examples of activities in an institution, in a workplace, and in a community that can be funded? What methods are used to obtain accurate results? Comment by Schrantz, Brenda: This does not match the article’s purpose or research questions.

Precedent Literature

In the past, many people developed a way in which they can gain funds to better their lives. Funds were used to ensure that students continue with their studies and employees could obtain loans. Government funds and other funds played an important role in ensuring that development, investment, and the economy do not go down at any moment in time.  Comment by Schrantz, Brenda: This does not match article.

Research Concern          

There were three different areas by the name community, schools, and workplace. All these areas required funding for them to be in a conducive environment or rather have peace while working or studying. There were ways in which people can obtain all these. There should be adequate planning and budgeting. Activities and issues that required assistance that amounted to that particular grant were given priority after researching it with various methods. For example, schools that had a limited number of resources that as textbooks, exercise books, and stationery when conducting the learning process. They can be assisted when the funds are allocated to them. In a workplace, people can be able to make progress when their documents and the assets of an organization were protected. It ensured that they made the best out of what they have, and that includes securing and tightening their security and defense mechanism in an organization. For employees who worked and produced quality results, they need a safe environment. Comment by Schrantz, Brenda: The article was about healthcare not grants and activities.

Research Methodology

Comment by Schrantz, Brenda: Does not match article

In any research, it depends on the amount of time that is set to complete it. There was a need to establish a strong ground where people can be able to obtain first-hand information from the whole population or with the help of samples. Samples were usually a good ground that enabled the research to be completed on time. In a workplace, there was no need to use samples if an organization does not have many employees. If otherwise, it could have brought out the best in whatever happens. Schools are known to have a population of about five hundred students and more. Therefore, there was a need to establish a good ground for all that. In health care, samples were used in testing and experimentation in the laboratory (Martin et al., 2017).

Research Instrumentation

In school, the observation was used to know which student is happy and those who are straining. With the look of how a student behaved, how they dressed, and the stories they told their friends at school, they can identify the kind of life a student lives. This can be able to separate the well-off students from those who are struggling in life. That is when the comfortable students are provided with textbooks, stationery, and exercise books. In a workplace, testing and simulation was the most accurate method of partaking in such research. It was because there were a lot of activities that go on in an organization, and some of them are legal while others are illegal. For a community, an organization could be detected to be progressing by looking at the results, and that is observation. Comment by Schrantz, Brenda: Does not match article

Conclusion

                Comment by Schrantz, Brenda: I am confused. This topic does not match the article from the British Medical Journal

In conclusion, research was done without any interference. It was partaken with a clear mind and ensured that those people were not biased. Open-minded people could ensure they engaged in such kinds of activities (Von Solms & Van Niekerk, 2013).

Recommendation

There should be three or more methodologies and instrumentation that are implemented. This will enable the results to be studied and evaluate what went wrong if the results do not range between given figures. There should be a way in which people can participate in the activity without them knowing what they are getting into, that is, the people who are representing the whole population as samples. Comment by Schrantz, Brenda: Does not match article.