HUMN RESOUCES WEEK 4 ASSGN
2 years ago 10
MARCH22ASSGN.docx
HUMN_6000_W03_Use_of_Research.pdf
MARCH22ASSGN.docx
Week 4 Assignment: Responding to Research as a Scholar Practitioner
As a graduate student, it is not enough to absorb the information from a research study. Rather, you must consider that information’s value, react to the information, and apply it.
You may have noticed while preparing for this week’s Discussion that reading a primary research article is different than reading other types of material. Articles can be dense and often contain tables and figures representing data. You may have noticed citations to other works. All of these features take some getting used to.
In this Assignment, you have another opportunity to practice interacting with human services research. You first search in the library databases and access a scholarly, peer-reviewed article. Then you respond to that article, weighing how the research findings apply to your human services work.
To Prepare
· Conduct a database search in the library for a scholarly, peer-reviewed article from the last 5 years on a human services topic of interest to you. The article should be based on an empirical research study and be from the last 5 years. To help with your search, use tips from this week's Discussion as well as the Quick Answers link in the Learning Resources.
· Read the article using the strategies described in the Learning Resources. Take note of the problem, the methods, the findings, and the researchers' conclusions.
Resources
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
By Day 7
Write a 2-page response to the scholarly, peer-reviewed article you selected. In your response, briefly summarize the article. In your summary, include the purpose of the study, the method and data collection of the study, and the findings of the study. Then address the following: To what extent do the research findings align with your professional experiences? How might you use this evidence-based research to inform your work as an advanced human services professional practitioner?
Please be sure that your paper contains all elements of an academic paper with an introduction with a thesis, body, and conclusion.
Be sure that you cite any time you refer to the source in the body of the paper and include a corresponding citation on the reference list.
REFERENCES
· American Psychological Association. (2020). Reference list. In Publication manual of the American Psychological Association (7th ed., pp. 281–312). https://doi.org/10.1037/0000165-000
· American Psychological Association. (2020). Reference examples. In Publication manual of the American Psychological Association (7th ed., pp. 313–354). https://doi.org/10.1037/0000165-000
· Walden University Writing Center. (n.d.-d). Common reference list examples.Links to an external site. https://academicguides.waldenu.edu/writingcenter/apa/references/examples
· Walden University Writing Center. (n.d.-i). Reference list: OverviewLinks to an external site. . https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-m). Walden templates: General templatesLinks to an external site. . https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-k). Scholarly writing: Overview. Links to an external site. https://academicguides.waldenu.edu/writingcenter/scholarly
· Walden University Writing Center. (n.d.-n). Writing a paper: Conclusions. Links to an external site. https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions
· Walden University Writing Center. (n.d.-o). Writing a paper: Introductions. Links to an external site. https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions
· Walden University Writing Center. (n.d.-q). Writing a paper: Thesis statements. Links to an external site. https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements
· Document: The Use of Research-Based Support Download The Use of Research-Based Support(PDF)
HUMN_6000_W03_Use_of_Research.pdf
1
© 2020 Walden University
The Use of Research-Based Support
Read the following examples, and consider these questions:
• To what extent do you believe the authors are credible?
• How might you verify the information provided by the authors?
• How scholarly is the material? Does it read like scholarly research or like the
author’s personal opinions, beliefs, and perspectives?
Example A
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured. Although researchers differ in the method of calculating
dropout rates, they are in agreement that approximately every nine seconds a student
decides to permanently leave high school prior to graduation. Such a premature
departure from high school has required policy makers to address the educational,
economic, and civic impact of dropouts to society.
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
drop out of school. Educational and community leaders as well as policy makers have
incorporated available research and have crafted a myriad of intervention programs and
strategies targeted toward this audience. Unfortunately, many of these efforts have
failed to demonstrate effectiveness and/or have proven ineffective at significantly
lowering the dropout rate across school, district, and state levels.
2
© 2020 Walden University
Commentary
What did you think as you read these paragraphs? Perhaps you felt that the
voice was confident, but the lack of references to specific research made the piece feel
less scholarly. In particular, the final “Unfortunately” sentence might have read like an
opinion. Example A shows empty claims—claims that are made but not supported by
citations. Citations clarify where the information comes from, point readers to additional
research, and bolster academic integrity and credibility of the piece at large. The author
of the content mentions “research” and “researchers” generally, but the reader is left
wondering “What researchers?” and “How do you know that?” and ultimately “Where’s
the evidence?” Therefore, not only is the lack of citations problematic from a scholarly
perspective but it also confuses readers and obscures the message.
Example B
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,
2003b). Although researchers differ in the method of calculating dropout rates, they are
in agreement that approximately every nine seconds a student decides to permanently
leave high school prior to graduation (Children’s Defense Fund, 2002). Such a
premature departure from high school has required policy makers to address the
educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,
Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
3
© 2020 Walden University
drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).
Educational and community leaders as well as policy makers have incorporated
available research and have crafted a myriad of intervention programs and strategies
targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &
Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate
effectiveness and/or have proven ineffective at significantly lowering the dropout rate
across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder
& South, 2003; Hickman, 2006; Rumberger, 2004).
Commentary
How did your reading experience here compare to Example A? The same
content has been conveyed. However, in this example, the author has cited specific
studies and government data to support the claims that are being made. Thus, the
claims are no longer empty; they have clear research to back them up. Notice how, in
many cases, the author has included multiple citations to support one statement.
Establishing various sources shows that there is some agreement in the research and
gives more weight to the point. The reader can now look up these other sources if
desired, to learn more about the topic or check the validity of the information.
Note: This passage is an excerpt from an article published in 2008, so you may have
noticed that the referenced sources are older and that the style follows an earlier edition
of the APA manual. In your work, you should aim to include sources that are current
(i.e., published within the past 5 years).
4
© 2020 Walden University
Reference
Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential
developmental pathways of high school dropouts and graduates. The Journal of
Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14
MARCH22ASSGN.docx
Week 4 Assignment: Responding to Research as a Scholar Practitioner
As a graduate student, it is not enough to absorb the information from a research study. Rather, you must consider that information’s value, react to the information, and apply it.
You may have noticed while preparing for this week’s Discussion that reading a primary research article is different than reading other types of material. Articles can be dense and often contain tables and figures representing data. You may have noticed citations to other works. All of these features take some getting used to.
In this Assignment, you have another opportunity to practice interacting with human services research. You first search in the library databases and access a scholarly, peer-reviewed article. Then you respond to that article, weighing how the research findings apply to your human services work.
To Prepare
· Conduct a database search in the library for a scholarly, peer-reviewed article from the last 5 years on a human services topic of interest to you. The article should be based on an empirical research study and be from the last 5 years. To help with your search, use tips from this week's Discussion as well as the Quick Answers link in the Learning Resources.
· Read the article using the strategies described in the Learning Resources. Take note of the problem, the methods, the findings, and the researchers' conclusions.
Resources
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
By Day 7
Write a 2-page response to the scholarly, peer-reviewed article you selected. In your response, briefly summarize the article. In your summary, include the purpose of the study, the method and data collection of the study, and the findings of the study. Then address the following: To what extent do the research findings align with your professional experiences? How might you use this evidence-based research to inform your work as an advanced human services professional practitioner?
Please be sure that your paper contains all elements of an academic paper with an introduction with a thesis, body, and conclusion.
Be sure that you cite any time you refer to the source in the body of the paper and include a corresponding citation on the reference list.
REFERENCES
· American Psychological Association. (2020). Reference list. In Publication manual of the American Psychological Association (7th ed., pp. 281–312). https://doi.org/10.1037/0000165-000
· American Psychological Association. (2020). Reference examples. In Publication manual of the American Psychological Association (7th ed., pp. 313–354). https://doi.org/10.1037/0000165-000
· Walden University Writing Center. (n.d.-d). Common reference list examples.Links to an external site. https://academicguides.waldenu.edu/writingcenter/apa/references/examples
· Walden University Writing Center. (n.d.-i). Reference list: OverviewLinks to an external site. . https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-m). Walden templates: General templatesLinks to an external site. . https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-k). Scholarly writing: Overview. Links to an external site. https://academicguides.waldenu.edu/writingcenter/scholarly
· Walden University Writing Center. (n.d.-n). Writing a paper: Conclusions. Links to an external site. https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions
· Walden University Writing Center. (n.d.-o). Writing a paper: Introductions. Links to an external site. https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions
· Walden University Writing Center. (n.d.-q). Writing a paper: Thesis statements. Links to an external site. https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements
· Document: The Use of Research-Based Support Download The Use of Research-Based Support(PDF)
HUMN_6000_W03_Use_of_Research.pdf
1
© 2020 Walden University
The Use of Research-Based Support
Read the following examples, and consider these questions:
• To what extent do you believe the authors are credible?
• How might you verify the information provided by the authors?
• How scholarly is the material? Does it read like scholarly research or like the
author’s personal opinions, beliefs, and perspectives?
Example A
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured. Although researchers differ in the method of calculating
dropout rates, they are in agreement that approximately every nine seconds a student
decides to permanently leave high school prior to graduation. Such a premature
departure from high school has required policy makers to address the educational,
economic, and civic impact of dropouts to society.
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
drop out of school. Educational and community leaders as well as policy makers have
incorporated available research and have crafted a myriad of intervention programs and
strategies targeted toward this audience. Unfortunately, many of these efforts have
failed to demonstrate effectiveness and/or have proven ineffective at significantly
lowering the dropout rate across school, district, and state levels.
2
© 2020 Walden University
Commentary
What did you think as you read these paragraphs? Perhaps you felt that the
voice was confident, but the lack of references to specific research made the piece feel
less scholarly. In particular, the final “Unfortunately” sentence might have read like an
opinion. Example A shows empty claims—claims that are made but not supported by
citations. Citations clarify where the information comes from, point readers to additional
research, and bolster academic integrity and credibility of the piece at large. The author
of the content mentions “research” and “researchers” generally, but the reader is left
wondering “What researchers?” and “How do you know that?” and ultimately “Where’s
the evidence?” Therefore, not only is the lack of citations problematic from a scholarly
perspective but it also confuses readers and obscures the message.
Example B
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,
2003b). Although researchers differ in the method of calculating dropout rates, they are
in agreement that approximately every nine seconds a student decides to permanently
leave high school prior to graduation (Children’s Defense Fund, 2002). Such a
premature departure from high school has required policy makers to address the
educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,
Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
3
© 2020 Walden University
drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).
Educational and community leaders as well as policy makers have incorporated
available research and have crafted a myriad of intervention programs and strategies
targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &
Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate
effectiveness and/or have proven ineffective at significantly lowering the dropout rate
across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder
& South, 2003; Hickman, 2006; Rumberger, 2004).
Commentary
How did your reading experience here compare to Example A? The same
content has been conveyed. However, in this example, the author has cited specific
studies and government data to support the claims that are being made. Thus, the
claims are no longer empty; they have clear research to back them up. Notice how, in
many cases, the author has included multiple citations to support one statement.
Establishing various sources shows that there is some agreement in the research and
gives more weight to the point. The reader can now look up these other sources if
desired, to learn more about the topic or check the validity of the information.
Note: This passage is an excerpt from an article published in 2008, so you may have
noticed that the referenced sources are older and that the style follows an earlier edition
of the APA manual. In your work, you should aim to include sources that are current
(i.e., published within the past 5 years).
4
© 2020 Walden University
Reference
Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential
developmental pathways of high school dropouts and graduates. The Journal of
Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14