8110 WK2 Discussion

3

Colleagues Posts

Colleague #1-Janelle Pierce 

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            Theory in research is a way of viewing research that was previously completed (Laureate, 2009).  Burkholder states that the use of the term theory has evolved due to its misuse by scientists and philosophers.  This results in these groups using the terms 'theory' and 'hypothesis' reciprocally (Burkholder et al. 2016). A theory is a framework that helps organize scientific information in a way that is focused and that is usually accepted as accurate (Burkholder et al. 2016).

         Theories are used in research to help guide a researcher to answer questions and analyze data into useful information.  The theory's role is to help the researcher form an argument based on what has already been researched.  Two kinds of theories can be formed: deductive and inductive.  A deductive theory is research is conducted from a theory. An inductive theory is formed because of the research data (Laureate, 2009).

     The theory in my discipline that I could apply is the Social Constructivism theory.  The Social Constructivist theory is both intrinsic and extrinsic, which means that learning is a collaborative process.   If I want to believe in Vygotsky's theory of Social Constructivism, I must acknowledge that humans are a product of their environment since their knowledge comes from the social contexts they have acquired. The epistemological assumptions of this theory would be from the researcher's perspective of the world and of their community and culture.  It would also include what they have learned from their own life experiences that have shaped them.  The ontological assumption would be that collaborative learning is not the only way to gain knowledge, assumed the idea of self-discovery.           

 

References

 

Babbie, E. R. (2017). The basics of social research (7th ed.). Cengage Learning.

 

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

 

Laureate Education (Producer). (2016a). Introduction to research design [Video file]. Baltimore, MD: Author.

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Colleague #2- Kelly Pizani 

Experiential Learning Theory

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The role of theory in research is the fundamental framework on which the research is designed and implemented. According to Earl Babbie, the three main tenants of theory in research include establishing a foundation for explanations, make sense of the patterns and observations, and support more strategic research (2017). Depending on the theory, and the targeted research, the approach may take on a more deductive or inductive approach (Laureate Education, 2009). In actuality, the ongoing and iterative process of research informing further research can be described as the “Wheel of Science” based on the work of Walter Wallace (Babbie, 2017, p. 50). Since it is critical to find a research question that has not been extensively studied yet, it is important to delve deeply into previously published work and find a unique aspect or new area to target. Then, once complete, the targeted study or research can further support subsequent research leading to a larger volume of work, all aligned to a similar theory. Ensuring a logical and thoughtful design aligned to an educational theory will support new information to be obtained, but also to minimize incorrect conclusions or assumptions (de Vaus, 2001).

David A. Kolb’s Experiential Learning Theory (ELT) is generally applied to a traditional educational model, but can also be transferred to educators themselves as they continue to learn and grow as effective educators. A part of the larger constructivist learning theory, ELT applies to school and social learning, whereby learning is an ongoing, reflective process (Institute of Experiential Learning, 2021). The four-step process involves concrete experience (CE), reflective observation (RO), abstract conceptualization (AC) and active experimentation (AE). Knowledge is built through a transformative process based on experiences, and while each step is critical, most learners use two stages more frequently depending on their learning style (Akella, 2010). The model presented has glimpses of Garner’s Multiple Intelligences, Laird’s Sensory Theory, and Bloom's Taxonomy. 

Based on an ELT, a constructivist paradigm aligns with such theory. The ontology that connects with ELT is that there are multiple realities, and each educator has a unique set of experiences and views based on their realities and perceptions. The epistemological assumption is that the knowledge they have needs to be interpreted to understand the underlying meaning, to find patterns where applicable, and to find where their realities intersect. The ELT uses four stages, whereas the abstract conceptualization stage is not the same for everyone, thus aligning to the constructivist paradigm. Even though educators and students may experience the same situation, the reflection and internalization of this will vary. For example, teachers may have students take the same formative assessment, and while the results may be similar across the school, each individual teacher will likely interpret the results in a different manner, one may focus on the growth from the previous, while another is seeking to discover why there was not enough growth. The AE stage is then seen with what the educators will do next – remediate to try and catch up on missed growth, or continue new strategies and seek to continue positive student outcomes. 

References

Akella, D. (2010). Learning together: Kolb's experiential theory and its application. Journal of Management and Organization, 16(1), 100-112.  https://ezp.waldenulibrary.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Flearning-together-kolbs-experiential-theory%2Fdocview%2F346929021%2Fse-2%3Faccountid%3D14872  

Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning.

De Vaus, D. (2001). Research design in social research. Thousand oaks, CA: Sage.

Institute for Experiential Learning. (2021). What is experiential learning?  https://experientiallearninginstitute.org/resources/what-is-experiential-learning/  

Laureate Education (Producer). (2009f). Theory [Video file]. Baltimore, MD: Author.

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Colleague #3- Lori Platko 

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Explanation

The role of theory in research is to explain why the world or the topic at hand is the way it is. Theories are explained through research design to answer either what is occurring or why something is occurring (de Vaus, 2001). When answering what is occurring is through descriptive research and answering why something is occurring is through explanatory research. The use of methodology, including quantitative, qualitative, or mixed methods, will answer one of these types of research. 

The theory will derive the methodology.

Theory

A theory in my discipline of education, explicitly analyzing teacher retention and attrition in separate programs in urban schools, involves structural functionalism (Babbie, 2017). Here, society works as parts toward integrating as a whole. Teacher retention and attrition are a trickle-down effect from district leaders to building administrators to teachers.  Supporting teachers, particularly teachers in their first four years of teaching, is crucial to teacher retention.  This is a structural function of taking separate parts or roles and working together toward a whole resulting in teachers remaining in the educational field, honing in on their craft, thus benefiting student achievement.   

Belief system

Dr. Patton stated that when a theory is true, "it will generalize over time and space" (Walden University, 2016, 6:18). Therefore, to accept or use a theory, I must believe that it is valid and reliable.  When analyzing a theory's validity and reliability, I look at the type of methodology used and the results and conclusion. The act of looking at a theory objectively and over time will allow more insight.  

Alignment

Structural functionalism (Babbie, 2017) aligns with scholar-practitioner epistemology (Walden University, 2016, 10:09) through the two's correlation between one another.  This is more of a correlation than causation because this is observable (deVaus, 2001), allowing for explanatory research of this topic (Burkholder, 2001). Structural functionalism and scholar-practitioner epistemology involve a worldly view. The worldly view my discipline partakes is in the constructs of schools, particularly in separate programs. Structural functionalism (Babbie, 2017) takes information from teachers and administrators and uses that information to support teachers in retaining them within existing programs or classrooms. Scholarly practitioner epistemology (Walden University, 2016, 10:09) is knowing what is known and gaining a better understanding by being involved in classrooms and hearing what beginning teachers need for support. The two are convolute to one another and rely on one another for an optimal outcome.  Using a conceptual framework (Burkholder, 2020) to complete the research to allow the researcher and reader to extrapolate the study's contributions will exemplify the topic. This will best address the issues resulting in teacher retention or attrition.

References

Laureate Education (Producer).  (2016a).  Introduction to research design [Video file].

Baltimore, MD:  Author.

Babbie, E. R. (2016). The Basics of social research (7th Edition). Cengage

Limited.  https://mbsdirect.vitalsource.com/books/9781337268622

Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (2019). Research design and

methods. SAGE Publications, Inc.

(US).  https://mbsdirect.vitalsource.com/books/9781544342375

De Vaus, D.A. (2001), Research design in social research.  Thousand Oaks, CA:  Sage.

Research Design in Social research by De Vaus, D.A.  Copyright 2001 Sage Publications Ltd. Reprinted by permission of Sage Publications Ltd., via the Copyright Clearance Center.

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