Description
Institutional Review Board Approval Completing Your Qualitative Dissertation, Ch. 4
Designing Social Research, Ch 9
How to Do Your Research Project, Ch. 2
1. IRB Objectives
Write a 250- to 300-word response to the following:
Based on the development of your IRB application, explain the objectives associated with the IRB approval requirement.
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
2. Ethical Concerns
Write a 250- to 300-word response to the following:
For your study, explain the ethical concerns you need to address within your submission for approval.
How will you address beneficence, respect for persons, and justice in your IRB application? Explain.
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
3. IRB Application and Documentation
The Institutional Review Board (IRB) maintains a Human Research Protection Program to protect the rights and welfare of those persons who volunteer to participate in the research activities. While the ultimate responsibility for the ethical treatment of all human participants rests with the individual researcher who has secured the privilege to conduct research through University of Phoenix, the IRB acts as a regulatory oversight group. The IRB reviews research studies to promote the ethical and responsible treatment of volunteer human participants. In addition, the IRB ensures research compliance with all federal, state, and local regulations as well as all institutional policies and procedures, and offers education and guidance related to human subject research for the University community.
If you have not done so already, register for the University of Phoenix IRB at IRBNet.org, and access the application forms and templates within the IRBNet library.
For this assignment, upload your IRB application materials to Blackboard for your faculty member to review. Doing so does not constitute your actual IRB submission, but this is an excellent opportunity for you to receive feedback on your materials from your faculty member.
Note: If your application has already been formally submitted to the Institutional Review Board, you will still need to upload the materials to Blackboard for this assignment.
If you have not already submitted to IRB, log in to IRBNet.org. Access, download, and review the IRB “Read Me First” document, located under Forms and Templates. This document provides general guidance for IRB submission.
Review all of the additional documents related to the IRB submission.
Develop and submit a Microsoft® Word document in which you list the relevant IRB forms that will be required with your IRB application. Briefly explain why each document listed is relevant to your study. Note that each dissertation proposal is unique, and the required forms will vary based on the proposed research.
Submit your assignment.
4. Summaries:
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic writing and clear and well-structured paragraphs. MUST USE APA7 FORMATTING.
a) Completing Your Qualitative Dissertation, Ch. 4
Read Ch. 4, “Ensuring Rigor and Ethics in Qualitative Research.”
b) Designing Social Research, Ch. 9
Read Ch. 9, “Ethics – Or What Practices Are Appropriate in My Research?” via the University Library.
c) How to Do Your Research Project, Ch. 2
Read Ch. 2, “Project Management, Ethics and Getting Clearance.”
Transferrable Skills for a Multidisciplinary Work Environment Developing Transferable Skills, Ch. 1–4 and Appendix 3
Fulfilling the Potential of Your Doctoral Experience, Ch. 1–4
5. Doctoral Skills
Review Ch. 1–4 of Fulfilling the Potential of Your Doctoral Experience, linked in this week’s learning activities.
Write a 250- to 300-word response to the following:
Describe the skills necessary to successfully undertake a doctoral dissertation. Discuss your strengths and weaknesses related to these skills.
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
6. Skills Development
Write a 250- to 300-word response to the following:
Explain the steps you will take to develop the most critical skill you identified in Wk 3 Discussion 1. How will you evaluate your success?
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
7. Researcher Development
Review Appendix 3, “Summary Diagram of the Researcher Development Framework,” of Developing Transferable Skills, linked in this week’s Learning Activities folder.
Review the skills in the outer ring of the circle.
Select 3 skills from each of the 4 domains (A, B, C, and D) you think are most necessary for you to develop to be successful in your chosen profession. You will select a total of 12 skills.
Develop a 5-point Likert scale using Microsoft Excel to measure the 12 skills you have identified.
Evaluate your proficiency with each skill. Use simple descriptions (e.g., not at all developed, partly developed, moderately developed, highly developed, expertly developed).
Create a spider/radar graph to illustrate your results.
Write a 175- to 350-word analysis of your strengths and weaknesses related to these skills.
Write a 175- to 350-word plan of action for how you will address any skill deficiencies. Include a timeline outlining key milestones in your development.
Compile your spider/radar graph, analysis, plan of action, and timeline together in one document for submission.
8. Summaries
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic writing and clear and well structured paragraphs. MUST USE APA7 FORMATTING.
a) Developing Transferable Skills, Ch. 1
Read Ch. 1, “What Are Transferable Skills and Why They Are Needed?”
b) Developing Transferable Skills, Ch. 2
Read Ch. 2, “How Can Researchers Identify Which Transferable Skills Are Needed?”
c) Developing Transferable Skills, Ch. 3
Read Ch. 3, ” How Can Transferable Skills Be Acquired?”
d) Developing Transferable Skills, Ch. 4
Read Ch. 4, “What Are the Key Intellectual Skills Directly Related to Research?”
e) Developing Transferable Skills, Appendix 3
Read Appendix 3, “Summary Diagram of the Researcher Development Framework.”
f) Fulfilling the Potential of Your Doctoral Experience, Ch. 1
Read Ch. 1, “What Is the Point of a Doctorate in the 21st Century?”
g) Fulfilling the Potential of Your Doctoral Experience, Ch. 2
Read Ch. 2, “How Can You Make a Good Start?”
h) Fulfilling the Potential of Your Doctoral Experience, Ch. 3
Read Ch. 3, “How Can You Develop Your Role as an Evolving Researcher?”
i) Fulfilling the Potential of Your Doctoral Experience, Ch. 4
Read Ch. 4, “What Makes a Good Research Story?”
Metacognition and Critical Thinking Becoming an Academic Writer, Ch. 9 and 10
University Library Readings
9. Informing Research
Review Ch. 9, “Exercises for Writing the Results/Findings Section,” of Becoming an Academic Writer, linked in this week’s learning activities.
Write a 250- to 300-word response to the following:
Goodson describes exercises to consider while developing the results/findings section of your dissertation. Explain how these exercises might help you think critically about your research findings.
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
10. Conclusions
Review Ch. 10, “Exercises for Writing the Discussion or Conclusion Section,” of Becoming an Academic Writer, in this week’s learning activities.
Write a 250- to 300-word response to the following:
As you think about the conclusions of your literature review in Chapter 2, explain how you will develop the conclusions of your dissertation.
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
11. Reflective and Applied Statement 1
Create a reflective and applied statement describing how the material from #s 1-13 has affected your thought processes, development, and professional disposition. This statement should reflect your personal learning process (challenges, moments of discovery, life experiences, and interactions).
You may also include questions for your faculty member about material that may still be unclear. Ideally, you will use these reflections throughout the course and the program to document your development as a scholar, practitioner, and leader, and to reflect critically on the changes that occur during this process.
Cite (using APA7 Formatting) at least 3 peer-reviewed sources to support your response.
Format any citations and references in your reflective statement according to APA7 guidelines.
12. Mindfulness as Metacognitive Practice
Review this week’s selections from the University Library. Ku and Ho (2010) discuss specific metacognitive strategies that may enhance critical thinking. Building on these concepts, Kudesia (2019) describes mindfulness as a metacognitive practice that can enhance organizations and institutions. The purpose of this assignment is to consider the applicability of these strategies to your industry and organization.
Consider your own industry and the organization(s) or institution(s) you are studying in your dissertation.
Write a 700- to 1,050-word paper in which you describe potential mindfulness strategies and how an industry, organization, or institution within your field of study might benefit from the use of these transformational practices. In your paper:
Define critical thinking.
Define mindfulness as metacognitive practice.
Describe mindfulness strategies and how industries, organizations, or institutions within your area of study might benefit from these practices.
Cite at least 5 peer-reviewed sources to support your paper.
Format all citations and references according to current APA7 guidelines.
References
Ku, K. Y., & Ho., I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, 5(3), 251–267.
Kudesia, R. S. (2019). Mindfulness as metacognitive practice. Academy of Management Review, 44(2), 405–423.
13. Summaries:
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic writing and clear and well structured paragraphs. MUST USE APA7 FORMATTING.
a) Becoming an Academic Writer, Ch. 9
Read Ch. 9, “Exercises for Writing the Results/Findings Section.”
b) Becoming an Academic Writer, Ch. 10
Read Ch. 10, “Exercises for Writing the Discussion or Conclusion Section.”
c) University Library Readings
Metacognition and Critical Thinking
a. Ku, K. Y., & Ho., I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, 5(3), 251-267.
b. Kudesia, R. S. (2019). Mindfulness as metacognitive practice. Academy of Management Review, 44(2), 405–423.
Dissertation Chapter 4: Analysis Designing Social Research, Ch. 4 and 6
Writing Your Doctoral Dissertation or Thesis Faster, Ch. 11–13
How to Do Your Research Project, Ch. 8
14. Challenges – Data and Results
Write a 250- to 300-word response to the following:
Describe challenges associated with analyzing your research data and developing the results of your dissertation.
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
15. Chapter 4 Development
Write a 250- to 300-word response to the following:
What questions do you have regarding the development of Chapter 4 of your dissertation? Explain how you will align Chapter 4 to your findings.
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite at least 2 peer-reviewed sources to support your response.
16. Chapter 4 Outline
Data collection and analysis procedures vary based on the research method and design used in your study. For this assignment, you will develop an outline of Chapter 4 of your dissertation.
The outline should be based on your selected method and design as described in the appropriate section of the CDS Dissertation Guide. Use both the Dissertation Format Template and your proposal Chapter 3 Data Collection and Data Analysis sections as reference.
Note that qualitative study instrumentation field tests occur prior to data collection and should be fully described in Chapter 3; therefore, Chapter 4 should not include a discussion of instrumentation testing for qualitative studies and quantitative studies using validated instruments. Original or unvalidated quantitative instruments require a pilot study, which must be described in Chapter 4.
For qualitative narrative data, the results will normally be reported as themes. Each theme should be reported in a separate sub-section and numbered (i.e., Theme 1, Theme 2, etc.). There are typically three to eight major themes in a qualitative study. Note that each theme will need to be compared to existing literature in Chapter 5, so exceeding eight themes is not recommended.
If your data collection will be performed in multiple phases, such as in a mixed-methods study or one that utilizes the Delphi technique, Chapter 4 should include subsections for each of the data collection and data analysis phases. The Chapter 4 outline should include only the headings appropriate for your selected research method and design.
Submit your assignment.
17. Summaries:
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic writing and clear and well structured paragraphs. MUST USE APA7 FORMATTING.
a) Designing Social Research, Ch. 4 and 6
Read Ch. 4, “Elements of Quantitative Design: Sampling and Statistics – Or What Can I Do With Numbers?” and Ch. 6, “Dealing With Qualitative Data – Or What Should I Do With All These Words?” via the University Library.
b) Writing Your Doctoral Dissertation or Thesis Faster, Ch. 11–13
Read Ch. 11, “Are You Ready to Write Up Your Qualitative Data?” Ch. 12, “Are You Ready to Write Up Your Quantitative Data?” and Ch. 13, “Are You Ready to Write Up Your Mixed Methods Data?” via the University Library
c) How to Do Your Research Project, Ch. 8
Read Ch. 8, “How to Analyze and Discuss the Information You Gather.”
Dissertation Chapter 5: Conclusions and Recommendations CDS Dissertation Guide and Criteria Assessment
Designing Social Research, Ch. 10
Overview
Chapter 5 closes the dissertation and describes the conclusions and recommendations that the researcher has developed based on the study results and synthesis of existing literature. This week, you will focus on the process for developing the research conclusions, or findings. The stated findings must be limited to conclusions and implications drawn directly from the results; therefore, it is imperative not to draw conclusions that extend beyond the Chapter 4 results.
18. Literature Review
Write a 250- to 300-word response to the following:
Describe how theory and existing scholarly literature inform your findings. Summarize whether your results should align with your literature review, or if you should be open to results that are not encompassed within your proposal. Explain.
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
19. Theoretical or Conceptual Framework
Write a 250- to 300-word response to the following:
Describe how theory and existing scholarly literature inform your findings. Summarize whether your results should align with your literature review, or if you should be open to results that are not encompassed within your proposal. Explain.
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
20. Chapter 5: Discussion of Findings Process Summary
The objective of the Chapter 5 discussion of findings section is to compare the study results to existing literature.
For quantitative and mixed-methods studies with hypotheses, this section must include subsections for the results of each set of hypotheses.
Each result—defined as a theme or tested set of hypotheses—should be compared to three to five published sources. Please note that once you have established the actual study results, you may need to slightly expand the Chapter 2 literature review to include relevant information or information that has been recently published.
Write a 525- to 700-word summary of the process you will use to develop your Chapter 5 discussion of findings section.
In your summary, identify procedures you will use to locate sources to compare to each of your findings and explain how you will proceed if Chapter 2 requires the inclusion of additional relevant resources.
21. Summaries
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic writing and clear and well structured paragraphs. MUST USE APA7 FORMATTING.
a) CDS Dissertation Guide and Criteria Assessment
b) Designing Social Research, Ch. 10
Read Ch. 10, “Writing Up Your Research – Or What Can I Say I’ve Found?” via the University Library.
Dissertation: Chapters 4 and 5 Development Plan Completing Your Qualitative Dissertation, Ch.11 and 12
Fulfilling the Potential of Your Doctoral Experience, Ch. 7 and 8
How to Do Your Research Project, Ch. 9
22. Development Considerations
Write a 250- to 300-word response to the following:
Describe important considerations for developing the recommendations for future research sections of your dissertation.
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
23. Recommendations
Write a 250- to 300-word response to the following:
Explain how the implications in Chapter 5 differ from the limitations and recommendations.
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
24. Chapters 4 and 5 Completion Plan
You have now made significant progress toward developing Chapters 4 and 5 of your dissertation. Ultimately, your goal is to complete your dissertation and defense in DOC/742. In this assignment, you will develop a plan for completing your dissertation.
Review the feedback you received from your faculty member on your Chapter 4 outline and Chapter 5 discussion of findings.
Review Chapters 1–3, taking note of any updates you will need to make after having worked on Chapters 4 and 5.
Write a 1,050- to 1,400-word plan to complete Chapters 4 and 5 of your dissertation. Your plan should:
Assess your progress using the Dissertation Criteria Assessment. Consider both the completeness and quality of Chapters 4 and 5.
Outline all remaining chapter changes and development.
Develop clear strategies for the completion of Chapters 4 and 5.
Cite at least three to five peer-reviewed scholarly sources using APA7 guidelines.
Note: Any recommendations made in Chapter 5 should convey how leaders and practitioners might mitigate the problem underlying the study. Remember that the goal of a practitioner doctorate is to improve your field of practice, which is accomplished through your recommendations.
Format any citations and references according to current APA7 guidelines.
25. Summaries
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic writing and clear and well structured paragraphs. MUST USE APA7 FORMATTING.
a) Completing Your Qualitative Dissertation, Ch. 11
Read Ch. 11, “Drawing Trustworthy Conclusions and Presenting Actionable Recommendations.”
b) Completing Your Qualitative Dissertation, Ch. 12
Read Ch. 12, “Some Final Technical Considerations.”
c) Fulfilling the Potential of Your Doctoral Experience, Ch. 7
Read Ch. 7, “How Can You Prepare for Successful Formal Reviews During the Doctorate?”
d) Fulfilling the Potential of Your Doctoral Experience, Ch. 8
Read Ch. 8, “What are the Criteria and How Can You Prepare to Do Well in the Final Assessment?”
e) How to Do Your Research Project, Ch. 9
Read Ch. 9, “Concluding and Writing Up.”
Contributing to the Scholarly Conversation: Your Research Matters
26. Showcasing Your Research
Search the internet and University Library for academic and trade journals that might be a good home for your original research.
Be sure to check out the literature on “predatory journals,” which are publications that charge you to publish your work, are not well-respected, and/or claim to exist but don’t.
Write a 250- to 300-word response to the following:
Where are you planning to showcase your research?
Which journals are you considering publishing in? Why?
At what conferences would it be appropriate to present your research? Why?
What questions do you have about publishing or presenting?
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
27. DTP Workshop
Review the Dissertation to Publication (DTP) Workshop site, including the Frequently Asked Questions section.
Write a 250- to 300-word response to the following:
Share what you have learned from reviewing the DTP Workshop site. Share what you have learned from reviewing the DTP Workshop site. Do you plan on participating in the workshop? If so, when?
Why is it necessary to publish your research?
What questions do you have for your faculty member and course colleagues about publishing your research and the DTP Workshop?
Post a question about the week’s reading material, or something of the week’s material related to your working environment. This question needs to have some contextual background (why do you ask this question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
28. Reflective and Applied Statement
Create a reflective and applied statement describing how the material from #s 14-27 has affected your thought processes, development, and professional disposition. This statement should reflect your personal learning process (challenges, moments of discovery, life experiences, and interactions). You may also include questions for your faculty member about material that may still be unclear. Ideally, you will use these reflections throughout the course and the program to document your development as a scholar, practitioner, and leader, and to reflect critically on the changes that occur during this process. Cite three to five peer-reviewed scholarly articles using APA7 guidelines.
Format any citations and references in your reflective statement according to APA guidelines.
Unformatted Attachment Preview
Institutional Review Board Approval
Completing Your Qualitative Dissertation, Ch. 4
Designing Social Research, Ch 9
How to Do Your Research Project, Ch. 2
1. IRB Objectives
Write a 250- to 300-word response to the following:
•
•
Based on the development of your IRB application, explain the objectives associated with the IRB approval
requirement.
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
2. Ethical Concerns
Write a 250- to 300-word response to the following:
•
For your study, explain the ethical concerns you need to address within your submission for approval.
•
How will you address beneficence, respect for persons, and justice in your IRB application? Explain.
•
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
3. IRB Application and Documentation
The Institutional Review Board (IRB) maintains a Human Research Protection Program to protect the rights and welfare
of those persons who volunteer to participate in the research activities. While the ultimate responsibility for the ethical
treatment of all human participants rests with the individual researcher who has secured the privilege to conduct
research through University of Phoenix, the IRB acts as a regulatory oversight group. The IRB reviews research studies to
promote the ethical and responsible treatment of volunteer human participants. In addition, the IRB ensures research
compliance with all federal, state, and local regulations as well as all institutional policies and procedures, and offers
education and guidance related to human subject research for the University community.
If you have not done so already, register for the University of Phoenix IRB at IRBNet.org, and access the application
forms and templates within the IRBNet library.
For this assignment, upload your IRB application materials to Blackboard for your faculty member to review. Doing so
does not constitute your actual IRB submission, but this is an excellent opportunity for you to receive feedback on your
materials from your faculty member.
Note: If your application has already been formally submitted to the Institutional Review Board, you will still need to
upload the materials to Blackboard for this assignment.
If you have not already submitted to IRB, log in to IRBNet.org. Access, download, and review the IRB “Read Me First”
document, located under Forms and Templates. This document provides general guidance for IRB submission.
Review all of the additional documents related to the IRB submission.
Develop and submit a Microsoft® Word document in which you list the relevant IRB forms that will be required with
your IRB application. Briefly explain why each document listed is relevant to your study. Note that each dissertation
proposal is unique, and the required forms will vary based on the proposed research.
Submit your assignment.
4. Summaries:
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic writing
and clear and well-structured paragraphs. MUST USE APA7 FORMATTING.
a) Completing Your Qualitative Dissertation, Ch. 4
Read Ch. 4, “Ensuring Rigor and Ethics in Qualitative Research.”
b) Designing Social Research, Ch. 9
Read Ch. 9, “Ethics – Or What Practices Are Appropriate in My Research?” via the University Library.
c) How to Do Your Research Project, Ch. 2
Read Ch. 2, “Project Management, Ethics and Getting Clearance.”
Transferrable Skills for a
Multidisciplinary Work Environment
Developing Transferable Skills, Ch. 1–4 and Appendix 3
Fulfilling the Potential of Your Doctoral Experience, Ch. 1–4
5. Doctoral Skills
Review Ch. 1–4 of Fulfilling the Potential of Your Doctoral Experience, linked in this week’s learning activities.
Write a 250- to 300-word response to the following:
•
•
Describe the skills necessary to successfully undertake a doctoral dissertation. Discuss your strengths and
weaknesses related to these skills.
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
6. Skills Development
Write a 250- to 300-word response to the following:
•
•
Explain the steps you will take to develop the most critical skill you identified in Wk 3 Discussion 1. How will you
evaluate your success?
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
7. Researcher Development
Review Appendix 3, “Summary Diagram of the Researcher Development Framework,” of Developing Transferable Skills,
linked in this week’s Learning Activities folder.
Review the skills in the outer ring of the circle.
Select 3 skills from each of the 4 domains (A, B, C, and D) you think are most necessary for you to develop to be
successful in your chosen profession. You will select a total of 12 skills.
Develop a 5-point Likert scale using Microsoft Excel to measure the 12 skills you have identified.
Evaluate your proficiency with each skill. Use simple descriptions (e.g., not at all developed, partly developed,
moderately developed, highly developed, expertly developed).
Create a spider/radar graph to illustrate your results.
Write a 175- to 350-word analysis of your strengths and weaknesses related to these skills.
Write a 175- to 350-word plan of action for how you will address any skill deficiencies. Include a timeline outlining key
milestones in your development.
Compile your spider/radar graph, analysis, plan of action, and timeline together in one document for submission.
8. Summaries
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic
writing and clear and well structured paragraphs. MUST USE APA7 FORMATTING.
a) Developing Transferable Skills, Ch. 1
Read Ch. 1, “What Are Transferable Skills and Why They Are Needed?”
b) Developing Transferable Skills, Ch. 2
c)
d)
e)
f)
g)
h)
i)
Read Ch. 2, “How Can Researchers Identify Which Transferable Skills Are Needed?”
Developing Transferable Skills, Ch. 3
Read Ch. 3, ” How Can Transferable Skills Be Acquired?”
Developing Transferable Skills, Ch. 4
Read Ch. 4, “What Are the Key Intellectual Skills Directly Related to Research?”
Developing Transferable Skills, Appendix 3
Read Appendix 3, “Summary Diagram of the Researcher Development Framework.”
Fulfilling the Potential of Your Doctoral Experience, Ch. 1
Read Ch. 1, “What Is the Point of a Doctorate in the 21st Century?”
Fulfilling the Potential of Your Doctoral Experience, Ch. 2
Read Ch. 2, “How Can You Make a Good Start?”
Fulfilling the Potential of Your Doctoral Experience, Ch. 3
Read Ch. 3, “How Can You Develop Your Role as an Evolving Researcher?”
Fulfilling the Potential of Your Doctoral Experience, Ch. 4
Read Ch. 4, “What Makes a Good Research Story?”
Metacognition and Critical Thinking
Becoming an Academic Writer, Ch. 9 and 10
University Library Readings
9. Informing Research
Review Ch. 9, “Exercises for Writing the Results/Findings Section,” of Becoming an Academic Writer, linked in this week’s
learning activities.
Write a 250- to 300-word response to the following:
•
•
Goodson describes exercises to consider while developing the results/findings section of your dissertation.
Explain how these exercises might help you think critically about your research findings.
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
10. Conclusions
Review Ch. 10, “Exercises for Writing the Discussion or Conclusion Section,” of Becoming an Academic Writer, in this week’s
learning activities.
Write a 250- to 300-word response to the following:
•
As you think about the conclusions of your literature review in Chapter 2, explain how you will develop the
conclusions of your dissertation.
•
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
11. Reflective and Applied Statement 1
Create a reflective and applied statement describing how the material from #s 1-13 has affected your thought
processes, development, and professional disposition. This statement should reflect your personal learning process
(challenges, moments of discovery, life experiences, and interactions).
You may also include questions for your faculty member about material that may still be unclear. Ideally, you will use
these reflections throughout the course and the program to document your development as a scholar, practitioner, and
leader, and to reflect critically on the changes that occur during this process.
Cite (using APA7 Formatting) at least 3 peer-reviewed sources to support your response.
Format any citations and references in your reflective statement according to APA7 guidelines.
12. Mindfulness as Metacognitive Practice
Review this week’s selections from the University Library. Ku and Ho (2010) discuss specific metacognitive strategies that
may enhance critical thinking. Building on these concepts, Kudesia (2019) describes mindfulness as a metacognitive
practice that can enhance organizations and institutions. The purpose of this assignment is to consider the applicability
of these strategies to your industry and organization.
Consider your own industry and the organization(s) or institution(s) you are studying in your dissertation.
Write a 700- to 1,050-word paper in which you describe potential mindfulness strategies and how an industry,
organization, or institution within your field of study might benefit from the use of these transformational practices. In
your paper:
• Define critical thinking.
•
Define mindfulness as metacognitive practice.
•
Describe mindfulness strategies and how industries, organizations, or institutions within your area of study
might benefit from these practices.
Cite at least 5 peer-reviewed sources to support your paper.
Format all citations and references according to current APA7 guidelines.
References
Ku, K. Y., & Ho., I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, 5(3), 251–267.
Kudesia, R. S. (2019). Mindfulness as metacognitive practice. Academy of Management Review, 44(2), 405–423.
13. Summaries:
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic writing
and clear and well structured paragraphs. MUST USE APA7 FORMATTING.
a) Becoming an Academic Writer, Ch. 9
Read Ch. 9, “Exercises for Writing the Results/Findings Section.”
b) Becoming an Academic Writer, Ch. 10
Read Ch. 10, “Exercises for Writing the Discussion or Conclusion Section.”
c) University Library Readings
Metacognition and Critical Thinking
a. Ku, K. Y., & Ho., I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning,
5(3), 251-267.
b. Kudesia, R. S. (2019). Mindfulness as metacognitive practice. Academy of Management Review, 44(2), 405–
423.
Dissertation Chapter 4: Analysis
Designing Social Research, Ch. 4 and 6
Writing Your Doctoral Dissertation or Thesis Faster, Ch. 11–13
How to Do Your Research Project, Ch. 8
14. Challenges – Data and Results
Write a 250- to 300-word response to the following:
•
•
Describe challenges associated with analyzing your research data and developing the results of your
dissertation.
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
15. Chapter 4 Development
Write a 250- to 300-word response to the following:
•
•
What questions do you have regarding the development of Chapter 4 of your dissertation? Explain how you will
align Chapter 4 to your findings.
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite at least 2 peer-reviewed sources to support your response.
16. Chapter 4 Outline
Data collection and analysis procedures vary based on the research method and design used in your study. For this
assignment, you will develop an outline of Chapter 4 of your dissertation.
The outline should be based on your selected method and design as described in the appropriate section of the CDS
Dissertation Guide. Use both the Dissertation Format Template and your proposal Chapter 3 Data Collection and Data
Analysis sections as reference.
Note that qualitative study instrumentation field tests occur prior to data collection and should be fully described in
Chapter 3; therefore, Chapter 4 should not include a discussion of instrumentation testing for qualitative studies and
quantitative studies using validated instruments. Original or unvalidated quantitative instruments require a pilot study,
which must be described in Chapter 4.
For qualitative narrative data, the results will normally be reported as themes. Each theme should be reported in a
separate sub-section and numbered (i.e., Theme 1, Theme 2, etc.). There are typically three to eight major themes in a
qualitative study. Note that each theme will need to be compared to existing literature in Chapter 5, so exceeding eight
themes is not recommended.
If your data collection will be performed in multiple phases, such as in a mixed-methods study or one that utilizes the
Delphi technique, Chapter 4 should include subsections for each of the data collection and data analysis phases. The
Chapter 4 outline should include only the headings appropriate for your selected research method and design.
Submit your assignment.
17. Summaries:
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic writing
and clear and well structured paragraphs. MUST USE APA7 FORMATTING.
a) Designing Social Research, Ch. 4 and 6
Read Ch. 4, “Elements of Quantitative Design: Sampling and Statistics – Or What Can I Do With Numbers?” and
Ch. 6, “Dealing With Qualitative Data – Or What Should I Do With All These Words?” via the University Library.
b) Writing Your Doctoral Dissertation or Thesis Faster, Ch. 11–13
Read Ch. 11, “Are You Ready to Write Up Your Qualitative Data?” Ch. 12, “Are You Ready to Write Up Your
Quantitative Data?” and Ch. 13, “Are You Ready to Write Up Your Mixed Methods Data?” via the University
Library
c) How to Do Your Research Project, Ch. 8
Read Ch. 8, “How to Analyze and Discuss the Information You Gather.”
Dissertation Chapter 5: Conclusions and
Recommendations
CDS Dissertation Guide and Criteria Assessment
Designing Social Research, Ch. 10
Overview
Chapter 5 closes the dissertation and describes the conclusions and recommendations that the researcher has
developed based on the study results and synthesis of existing literature. This week, you will focus on the process for
developing the research conclusions, or findings. The stated findings must be limited to conclusions and implications
drawn directly from the results; therefore, it is imperative not to draw conclusions that extend beyond the Chapter 4
results.
18. Literature Review
Write a 250- to 300-word response to the following:
•
•
Describe how theory and existing scholarly literature inform your findings. Summarize whether your results
should align with your literature review, or if you should be open to results that are not encompassed within
your proposal. Explain.
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
19. Theoretical or Conceptual Framework
Write a 250- to 300-word response to the following:
•
•
Describe how theory and existing scholarly literature inform your findings. Summarize whether your results
should align with your literature review, or if you should be open to results that are not encompassed within
your proposal. Explain.
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
20. Chapter 5: Discussion of Findings Process Summary
The objective of the Chapter 5 discussion of findings section is to compare the study results to existing literature.
For quantitative and mixed-methods studies with hypotheses, this section must include subsections for the results of
each set of hypotheses.
Each result—defined as a theme or tested set of hypotheses—should be compared to three to five published
sources. Please note that once you have established the actual study results, you may need to slightly expand the
Chapter 2 literature review to include relevant information or information that has been recently published.
Write a 525- to 700-word summary of the process you will use to develop your Chapter 5 discussion of findings section.
In your summary, identify procedures you will use to locate sources to compare to each of your findings
and explain how you will proceed if Chapter 2 requires the inclusion of additional relevant resources.
21. Summaries
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic writing
and clear and well structured paragraphs. MUST USE APA7 FORMATTING.
a) CDS Dissertation Guide and Criteria Assessment
b) Designing Social Research, Ch. 10
Read Ch. 10, “Writing Up Your Research – Or What Can I Say I’ve Found?” via the University Library.
Dissertation: Chapters 4 and 5
Development Plan
Completing Your Qualitative Dissertation, Ch.11 and 12
Fulfilling the Potential of Your Doctoral Experience, Ch. 7 and 8
How to Do Your Research Project, Ch. 9
22. Development Considerations
Write a 250- to 300-word response to the following:
•
•
Describe important considerations for developing the recommendations for future research sections of your
dissertation.
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
23. Recommendations
Write a 250- to 300-word response to the following:
•
•
Explain how the implications in Chapter 5 differ from the limitations and recommendations.
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
24. Chapters 4 and 5 Completion Plan
You have now made significant progress toward developing Chapters 4 and 5 of your dissertation. Ultimately, your goal
is to complete your dissertation and defense in DOC/742. In this assignment, you will develop a plan for completing your
dissertation.
Review the feedback you received from your faculty member on your Chapter 4 outline and Chapter 5 discussion of
findings.
Review Chapters 1–3, taking note of any updates you will need to make after having worked on Chapters 4 and 5.
Write a 1,050- to 1,400-word plan to complete Chapters 4 and 5 of your dissertation. Your plan should:
• Assess your progress using the Dissertation Criteria Assessment. Consider both the completeness and quality of
Chapters 4 and 5.
•
Outline all remaining chapter changes and development.
•
Develop clear strategies for the completion of Chapters 4 and 5.
•
Cite at least three to five peer-reviewed scholarly sources using APA7 guidelines.
Note: Any recommendations made in Chapter 5 should convey how leaders and practitioners might mitigate the
problem underlying the study. Remember that the goal of a practitioner doctorate is to improve your field of practice,
which is accomplished through your recommendations.
Format any citations and references according to current APA7 guidelines.
25. Summaries
Write a 250- to 300-word objective summary for each resource that uses a scholarly tone, critical analytic writing
and clear and well structured paragraphs. MUST USE APA7 FORMATTING.
a) Completing Your Qualitative Dissertation, Ch. 11
Read Ch. 11, “Drawing Trustworthy Conclusions and Presenting Actionable Recommendations.”
b) Completing Your Qualitative Dissertation, Ch. 12
Read Ch. 12, “Some Final Technical Considerations.”
c) Fulfilling the Potential of Your Doctoral Experience, Ch. 7
Read Ch. 7, “How Can You Prepare for Successful Formal Reviews During the Doctorate?”
d) Fulfilling the Potential of Your Doctoral Experience, Ch. 8
Read Ch. 8, “What are the Criteria and How Can You Prepare to Do Well in the Final Assessment?”
e) How to Do Your Research Project, Ch. 9
Read Ch. 9, “Concluding and Writing Up.”
Contributing to the Scholarly Conversation: Your Research Matters
26. Showcasing Your Research
Search the internet and University Library for academic and trade journals that might be a good home for your original
research.
Be sure to check out the literature on “predatory journals,” which are publications that charge you to publish your work,
are not well-respected, and/or claim to exist but don’t.
Write a 250- to 300-word response to the following:
•
Where are you planning to showcase your research?
•
Which journals are you considering publishing in? Why?
•
At what conferences would it be appropriate to present your research? Why?
•
What questions do you have about publishing or presenting?
•
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
27. DTP Workshop
Review the Dissertation to Publication (DTP) Workshop site, including the Frequently Asked Questions section.
Write a 250- to 300-word response to the following:
•
Share what you have learned from reviewing the DTP Workshop site. Share what you have learned from
reviewing the DTP Workshop site. Do you plan on participating in the workshop? If so, when?
•
Why is it necessary to publish your research?
•
What questions do you have for your faculty member and course colleagues about publishing your research and
the DTP Workshop?
•
Post a question about the week’s reading material, or something of the week’s material related to your
working environment. This question needs to have some contextual background (why do you ask this
question) and then concluded by a short, succinct question.
Cite (using APA7 Formatting) at least 2 peer-reviewed sources to support your response.
28. Reflective and Applied Statement
Create a reflective and applied statement describing how the material from #s 14-27 has affected your thought
processes, development, and professional disposition. This statement should reflect your personal learning process
(challenges, moments of discovery, life experiences, and interactions). You may also include questions for your faculty
member about material that may still be unclear. Ideally, you will use these reflections throughout the course and the
program to document your development as a scholar, practitioner, and leader, and to reflect critically on the changes
that occur during this process. Cite three to five peer-reviewed scholarly articles using APA7 guidelines.
Format any citations and references in your reflective statement according to APA guidelines.
Volume 42, 2015, 556-581
© The Graduate School of Education
The University of Western Australia
A Philosophical Twist to the
Scholar-Practitioner Tradition
Scott Bailey and Chetanath Gautam
Stephen F. Austin State University
A new breed of leader is needed for American public schools, one who can
both promote the public good and meet modern accountability demands.
Often referred to as a scholar-practitioner, this type of leader blends theory
with practice, philosophizing practice while practicing a philosophy. Such
blending in a person is not simple, however, because practical and theoretical
knowledge are qualitatively different. Instead, a blending of spectatorknowledge and participant knowledge is needed. Coupled with a thorough
understanding of organizational realities, an awareness of these types of
knowledge enables leaders to empower individuals within the schools,
simultaneously fostering democratic principles, ensuring social justice, and
giving voice to all.
Introduction
We live in age of accountability, and the nature of that
accountability is changing the very fabric of our social structure, a
structure long rooted in democratic principles. Dewey (1937) saw
the essence of these democratic principles as emerging from the
idea that “no man or limited set of men is wise enough or good
enough to rule others without their consent” (p. 457), meaning that
all those who are affected by social processes should have a say in
determining those processes. To accommodate this input, Dewey
(1937) notes, “democratic political forms are simply the best
means that human wit has devised” (p. 457) up to this point in
history. As a result of this process, a reciprocal social and political
Address for correspondence: Scott Bailey, Stephen F. Austin State
University, 466 Vanderslice Rd, Longview, TX 75602. Email:
[email protected].
556
relationship develops between a democratic people and their
democratic government wherein the people determine what is
“good” and the government devises the means of bringing that
good about. In the spirit of maintaining, encouraging, and
fostering that sort of democratic relationship in which each party
holds the other mutually responsible for the common good, this
paper examines the kind of leadership needed to bring about such
results.
This paper bridges the foundations of various leadership traditions,
practices, and trends of the past with the discourses of the present
to argue that a philosophical twist to the scholar—practitioner
tradition is capable of addressing the needs of current educational
leaders. To do so, the authors examine the accountability
movement, the role of leadership in schools, and the concept of
scholar—practitioner leadership before discussing the concepts,
counter arguments, means of leading, and the principles of voice,
social justice, and democracy to twist the concept of scholar—
practitioner leadership to meet today’s accountability demands.
The Rise of Accountability
Many current educational practitioners would agree with Biesta’s
(2004) contention that the demands of accountability are warping
society’s social/political relationship with its government into an
economic relationship which ultimately results in the
deprofessionalization
and,
ironically,
the
increasing
ineffectiveness of education. Comparing that contention to other
views, as expressed by Bovens, Schillemans, & Hart, (2008), that
“accountability is one of those golden concepts that no one can be
against” (p. 225), leaves the field muddied at best. Academic
literatures on accountability are rather disconnected (Bostrom &
Garsten 2008), though the term has gained substantial political use
for creating different, and shifting, meanings (Bovens, 2010).
The beginning of this relational shift is rooted in confusion about
what accountability really means. Biesta (2004) observes that the
term has two distinct meanings, where, “in the general discourse,
557
accountability has to do with responsibility and carries
connotations of ‘being answerable to,’” but in the technicalmanagerial realm “refers narrowly to the duty to present auditable
accounts.” (p. 234). Despite the differences in meaning, the
popular language of accountability “operates on the basis of a
‘quick switch’ between the two meanings, making it difficult to
see an argument against accountability as anything other than a
plea for irresponsible action” (p. 235).
Before the modern age ushered in the technical-managerial
approach, the perception of accountability as merely a sense of
mutual responsibility dominated. In this sense, teachers were
accountable to themselves and their constituents as professionals,
and it was a responsibility assumed by them through their
professionalism. Additionally, schools were democratically
accountable to society, as their reason for being was to promote
the common good. In a sense, accountability was intrinsically
motivated and did not arise from external demands. Biesta (2004)
purports that, driven by some vague notion of “quality,” citizens
have willingly—albeit unknowingly—allowed managerial
accountability to push aside both the professional and democratic
notions of accountability and to change the relationship between
the state and the populace from a political one concerned about the
common good (reference Dewey’s concept of democracy) to an
economic one. In this new economic relationship, the state
becomes a provider, the citizen becomes a consumer and the way
the two relate fundamentally changes. As consumers, citizens
enter in to a more formal relationship with the school and their
interests become primarily economic.
Biesta (2004) also points out that, as consumers, citizens become
more powerful and “seem to elicit behavior that suits the
accountability system—behavior that suits the inspectors and
those responsible for quality assurance—rather than to encourage
professional and responsible action” (p. 240). As a result, it
becomes more difficult for school officials to “act according to
their professional judgment if it runs counter to the apparent needs
558
of the learner,” and similarly, it becomes more difficult for
students and parents “to rely upon and ultimately trust the
professionalism of educators and educational institutions” (p.
249). Parents demand “choice” and believe that such choice is
democratic. Such choice, however, is just a product of a market
system; consequently, “it should not be conflated with democracy,
which is about public deliberation and the common good” (p.
237). In such a choice-driven system, educators are
deprofessionalized and the focus of educational activity shifts to
following the rules with, sadly, little discussion about the meaning
or appropriateness of those rules. Continuing research findings and
arguments related to No Child Left Behind (NCLB) (Dee, &
Jacob, 2011; Normore, & Brooks,2012; Webley, 2012; & Rowley
& Wright, 2011) demand a new level of dialogue on leadership in
schools in the era of accountability. Additionally, to add
complexity to an already complex system, Jenlink (2014) argues
that the current accountability system, despite its intentions,
negatively impacts efforts to achieve social justice in schools.
Lead
