8013 mod4 week 7 diss

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JOHNATHAN RESPONSE1

RE: Discussion - Week 7

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From reviewing the capstone written by Kristal Ayres, the capstone is about the systemic intervention needed for student achievement. This capstone project can be identified as a conceptual framework project. Not only is it self-identified as a conceptual framework, but it also has vital identifying features that can make a good argument for the capstone to be conceptual. Not only does the author identify the student, but the author also does a great job of telling us why it is a conceptual framework.

The author gives us the exact reason behind identifying the conceptual framework. We get clarification that “the intervention associated with this project study stems from the cognitive learning theory” (Ayres, p.19). Besides the evidence from the author themselves, we have guidance from Walden’s website, “conceptual frameworks are commonly seen in qualitative research in the social and behavioral sciences, for example, because often one theory cannot fully address the phenomena being studied” (Academic Guides). These identifiers connect to the conceptual framework within this specific capstone.

 

References:

Academic Guides: Theories and Frameworks: Introduction. (n.d.). Https://Academicguides.Waldenu.Edu/Library/Theory. Retrieved January 11, 2022, from https://academicguides.waldenu.edu/library/theory

Ayres, K. D. (2011). A summative program evaluation of a systemic intervention on student

achievement and AP participation (Doctoral dissertation, pp. 18–21). Retrieved from

http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1018&context=dilley

RESPONSE 2

Jodine Shaw 

RE: Discussion - Week 7

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Ayres (2011) completed a summative program evaluation that investigated the extent to which academic achievement, AP participation rates, and AP test scores increased among racial minority students over the 4-year implementation period of the SpringBoard curriculum. The researcher highlighted that a gap exists between minority students of various ethnicities and majority students in participation with advanced courses, thereby affecting earning a college degree. In addition, the researcher indicated the guiding question for the research which was complemented by the hypotheses. Further to that, the conceptual frameworks were highlighted for the study. The researcher mentioned that the conceptual framework for the study was the progressive logic model of the program evaluation theory, however, the intervention for the study stems from the cognitive learning theory. The researcher justified the use of each theory by indicating that the progressive logic model was used to ensure all stakeholders understood the objectives and goals of the evaluated program. While cognitive learning theory is associated with seminal researchers such as Vygotsky through the constructs of metacognition and self-regulation which is used to support the intervention of the study and the possible impact on performance.

According to Burkholder et al. (2020, p. 35), “a conceptual framework provides the orientation to the study and assists both the researcher and the reader in seeing how the study contributes to the body of knowledge on the topic, how elements of the study align, and how the study design and methodology meet rigorous research standards”. Additionally, theories and concepts frame the research and provide the context, this enables the researcher to build on or give an alternate view on previous publications (Laureate Education, 2016). The conceptual framework met the criteria for the Doctoral Capstone checklist and rubrics standards. This conclusion was met because when using the requisite standards an alignment was seen in the framework and other components of the study such as the problem, the purpose, the guiding question, the hypotheses and the research design (quantitative). The framework provided a scaffold to develop a solid research study (Laureate Education, 2016), by informing the research question, each component being a logical extension of the other and by enabling readers to see how the study would add to the body of knowledge. 

References

Ayres, K. D. (2011). A summative program evaluation of a systemic intervention on student achievement and AP participation. (Publication No. 3487029) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses.

 

Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Thousand Oaks, CA: Sage.

Laureate Education (Producer). (2016). Theoretical of Conceptual Framework [Media-file]. Baltimore, MD: Author.

Walden University. (n.d.). EdD Dissertation Checklist - Quantitative. https://academicguides.waldenu.edu/ld.php?content_id=52340000

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