8013 WK7

2

Angel Response 1 Framework

How the Draft Meets the Checklist and Rubric Standards

The draft meets rubric and checklist standards as it has all the sections required for a research work. It has been formatted into different sections including the table of contents, abstract, introduction, literature review, methodology, data analysis, results, discussion, significance of the study, and the conclusion. Additionally, the qualitative approach has been selected since it is the most appropriate for this particular study (Sovacool & Hess, 2017). Significance of the problem has clearly been stated including the gap in the current research. For instance, the problem being examined is low advanced placement (AP) enrolment of minority students in average sized district schools (Ayres, 2011). Furthermore, the variables that will are utilized in the research have been stated, with appropriate selection of the conceptual framework. For instance, the conceptual framework used in the study is associated with the progressive logic model of the theory of program evaluation, which fits with research of enrolment in education.

Justification for the Evaluation

            The study has clearly stated conceptual framework that corresponds to research on enrollment of minority students for AP courses. For instance, the progressive logic model associated with the theory of program evaluation fits well with the analysis and evaluation of the effectiveness of different methods used for students’ placement (Ayres, 2011). This conceptual framework is suitable for the research problem, which is low consideration of minority groups for AP enrolment. Additionally, Explanations for the goals and objectives of the programs to be evaluated has been provided as required when the theory is applied (Ayres, 2011). In doing so, the stakeholders are able to develop and understanding of the problem being examined and the significance of making the changes in accordance with the recommendations. The theory has been connected with the current body of research on enrollment of minority students for AP, and an explanation is given of how it has been used in previous similar studies (Ayres, 2011). The conceptual framework’s basic have also been mentioned thus it is possible to connect the conceptual framework with the methodology applied.       

 

References

Ayres, K. D. (2011). A summative program evaluation of a systemic intervention on student           achievement and AP participation (Doctoral dissertation, Walden University). 1-256.

Sovacool, B. K., & Hess, D. J. (2017). Ordering theories: Typologies and conceptual frameworks             for sociotechnical change. Social studies of science, 47(5), 703-750.

 

RESPONSE 2

Morris 

RE: Discussion - Week 7

COLLAPSE

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Theories pertaining to research serve one of four purposes.  Burkholder, Cox, and  Crawford (2016) explain that theories are “to explain, predict, and understand phenomena and, in many cases, to challenge and extend existing knowledge within the limits of critical bounding assumptions.” The theoretical framework is the blueprint to the research.  Burkholder, Cox, and  Crawford (2016), states that theory is a set of concepts and relational statements that organize scientific knowledge in a focused way. The theory provides the researcher with a purpose and better understanding of how or what information needs to be collected.  Butin( 2010) describes three stances that educational research follows: positivism, interpretivism and critical theory.

Ayers( 2011) conducted research that is aligned to the rubric and checklist. According to the checklist and rubric standards, a dissertation should state a problem, provide evidence that the problem is relevant and address gaps within practice. .Ayers (2011) explained that “there exists a problem with cultural diversity in AP enrollment in a moderate sized school district in southwest Florida as there is a limited number of racial minority students in high school AP classes in the 10th, 11th, and 12th grades across this district.” Ayers (2011), cited evidence from relative sources dated from 2004-2009. Ayers (2011) shared that a “study was conducted by Ndura, Robinson, and Ochs (2003) that found inequity exists in AP enrollment of racial minority students, and Hispanic student participation was significantly lower than European American students in the district of this study.” Utilizing the resource older than the  recommended five years, allowed readers to see that this problem has existed for years. This particular reference helped strengthen and justify the need for Ayers research. Ayers (2011) shared that the significance of the problem was an effect on advanced courses and social mobility when it pertained to minorities.

Ayers (2011) utilized a progressive logic model, ensuring that all stakeholders have the same understanding about the objectives and goals of the evaluated program ahead of the start of the research. Ayers (2011)  explained that this conceptual framework ensures that “the goals and objectives are identified, the problem is stated, and then the evaluation provides formative feedback based on the outcomes of the study.” The conceptual framework was reasonable for this study.  Ayers (20211) was looking to answer  the guiding question of” whether or not the implementation of SpringBoard has achieved results in raising the level of academic rigor to prepare students in this district to be successful in college."  Additionally Ayer (2011), shared "that the study sought to examine if there has been an increase in diversity enrollment within AP classes in this district.” 

Ayers (2011) successfully defined a problem using local information and professional literature.  The researcher provided a purpose for  conducting this research. Ayers (2011) provided the significance of the problem. The problem was supported with a guiding question as a focal point. The conceptual framework was appropriate for the theory outlined by Ayers.  Ayers (2011) described that “the research design was a quantitative summative-based program evaluation of the curriculum objectives.” The components were aligned and led to a justified and grounded study. 

References

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

Burkholder, G., Cox, K., & Crawford, L. (2016). The scholar-practitioner’s guide to research design. 

 [Ebook] (1st ed.). Baltimore, Maryland: Laureate Publishing. Retrieved from 

https://mbsdirect.vitalsource.com/books/9781624580314/epubcfi/6/2[;vnd.vst.idref=html-cover-page]!/4/2/4@0:0.00

Butin, D. W. (2010). The education dissertation: A guide for practitioner scholars. 

Thousand Oaks, CA: Corwin.

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