QUALITATIVE CRITIQUE 1
Research Critique: Qualitative
Lashonda Smith Mcneal
School of Education, Liberty University
Research Critique: Qualitative
Providing appropriate, equitable education to student learners in today's culture is more
difficult than ever. Student learning needs vary, and educators must adapt to fulfill the demands
of all learners. Sirabian et al. (2024) performed a qualitative research study to investigate how
the implementation of high-quality instructional learning plans ( ILP) creates a student-centered
learning plan that can meet the needs of all students, regardless of their post-secondary goals.
Summary
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Purpose
The purpose of this study seeks to provide a more comprehensive and equitable
approach to ILPs, ensuring they are tailored to meet the diverse needs of students and schools,
and to address the inconsistencies in the implementation of Individualized Learning Plans (ILPs)
and the difficulties in defining and implementing high-quality ILPs in Nevada schools.
Participants/Sample
The participants of the study were 76 schools in 18 school districts in Nevada. The study
focused on high schools within these districts, chosen based on specific criteria: geographic
(rural, city, town), demographic (low minority percentage, high minority percentage), and
economic (low income, high income) characteristics (Sirabian et al., 2024). However, due to
the impact of the pandemic, economic turmoil, and staff shortages, the response rate was low.
The final sample included only 4 schools who shared their ILP documents and implementation
processes (Sirabian et al. 2024).
Research Design
The study followed a qualitative research strategy, specifically a standard content
analysis approach. Data was obtained from 76 schools in Nevada's 18 school districts using two
basic methods: requests for ILP-like materials and brief 10-minute discussions about the ILP
process (Sirabian et al. 2024). The study included identifying themes and patterns, categorizing
the data in accordance with Carley's (1993) procedures, and evaluating the quality of the ILPs
using a 1-point scoring system with a maximum possible score of 33 (Sirabian et al. 2024).
Method of Data Collection
The data collected in this study consisted of ILP-like documents utilized by the schools.
The study relied on the schools providing these ILP-like documents, which raises questions
about the consistency and comparability of the documents received. "ILP-like" suggests there
might have been variations in what schools were using and calling their ILPs (Sirabian et al.
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2024). Information gathered from a brief, 10-minute conversation with school representatives
(principals and counselors) suggests that the information gathered about implementation
processes was likely quite limited. Additionally, according to Sirabian et al. (2024), the data
was collected virtually and showed such a low response rate (only 4 schools out of 76),
proving to be a critical factor. This severely limits the generalizability of the findings and raises
concerns about potential bias in the sample.
Method of Analysis
Sirabian et al. (2024) specifically state they used "conventional content analysis." This is
significant because it means the coding categories were derived directly from the text data.
While they used conventional content analysis to identify initial themes, they also employed
"deductive coding techniques" using their conceptual framework. Sirabian et al. (2024) also
mention using steps outlined by Carley (1993) for categorizing the data, which includes
defining the unit of analysis, developing coding rules, coding the data, and analyzing the
relationships between categories. Sirabian et al. (2024) uses a "1-point scoring method" to
evaluate the quality of ILPs is a key aspect of their analysis. This suggests a quantitative
element was introduced into the qualitative analysis.
Results
The study revealed a significant absence of quality ILP components in the schools
studied. Sirabian et al. (2024) explained that the inconsistencies in ILP implementation are due
to the absence of standardized procedures and frameworks. The schools struggled to meet the
established standards for ILP implementation due to limited resources, including funding,
personnel, and time constraints. According to Sirabian et al. (2024), these obstacles to
effective ILP implementation led to ILPs being open to interpretation, which negatively
impacted students' college readiness. In addition to the lack of resources, which were further
exacerbated by the pandemic, the omission of culturally relevant experiences in ILPs is a
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significant concern, as it overlooks the diverse needs of students, the lack of culturally relevant
experiences, and the importance of inclusive educational practices.
Critical Analysis
Further Research
This study concentrated on ILP documents and discussions with principals and
counselors. Additional research may investigate the viewpoints of educators and counselors
engaged in the implementation of Individualized Learning Plans (ILPs). This may yield
important insights regarding the challenges and supports necessary for effective
implementation. Considering the growing significance of technology in education, research
may investigate the potential of technology to improve the development, implementation, and
monitoring of Individualized Learning Plans (ILPs). This may involve examining the utilization of
online platforms, data management systems, and digital portfolios. Furthermore, a
longitudinal study could investigate the effects of ILP implementation, or its absence, on
student outcomes, including graduation rates, college enrollment, and career success over
multiple years.
Threats to Validity/Undocumented Bias
Sirabian et al. (2024) employed a traditional content analysis method that is significantly
dependent on the interpretation of the researcher. The application of a structured coding
framework may introduce subjectivity due to the qualitative nature of the method. The
distinctive features of Nevada's education system may restrict the applicability of the finding
however a study done by Tibane et al (2024), supports Sirabian et al.'s conclusion that
resource constraints are a substantial obstacle to high-quality ILP implementation. Both
studies highlight that without appropriate resources, time, and personnel, schools struggle to
design and sustain effective individualized learning programs for children. Sirabian et al. (2024)
outline their coding process; however, they fail to present specific examples demonstrating the
application of the codes to the data. The absence of transparency hinders the evaluation of the
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confirmability of the findings. Furthermore, the potential for undocumented bias exists, as the
low response rate may have led to a biased sample. Participating schools may have exhibited
distinct characteristics or varying degrees of ILP implementation compared to non-
participating schools.
Original Insight/Criticism
The study effectively demonstrates the very real practical problems that schools
confront when implementing ILPs, especially in the setting of external pressures such as a
pandemic. This is useful because it moves beyond theoretical discussions and places the
findings in the context of educational practice. It underlines the importance of policy
proposals that take into account resource limits and schools' ability to execute changes. The
emphasis on ILPs' lack of culturally relevant experiences (CRE) is significant, emphasizing the
need for equity in ILPs because college and career readiness planning must consider students'
various backgrounds and demands. While the authors mention using a 1-point scoring
method, they provide limited information about how this method was developed and applied.
Lastly and most importantly, ILP’s are meant to be student-centered; however, the study did
not give much attention to the student’s role or input in the ILP process, instead the primary
feedback came from principals and counselors but lacked the voice of the student, which, in
my opinion, is a major drawback of the study’s findings.
Implications of Findings
The findings underscore the necessity for standardized ILP frameworks at the state or
district level. Additionally, the significance of resource allocation and the absence of culturally
relevant experiences in ILPs indicate a requirement for policies that foster equity and inclusion
in college and career readiness initiatives. This evidence can be utilized by policymakers to
support the advocacy of policies that foster the development and implementation of
highquality Individual Learning Plans (ILPs). In addition, the study highlights the significance of
collaboration and communication among stakeholders in the ILP process, as well as the
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potential of ILPs to enhance student success in college and career readiness. This information
can be utilized by stakeholders to support their participation in the development and
implementation of ILPs and use this evidence to promote the use of ILPs in their communities.
Discussion
My experience in education, transitioning from a professional school counselor to an
instructional facilitator, resonates with the article's findings regarding the significant demands
on educators, especially in providing individualized support for each student. The difficulty in
implementing effective Individual Learning Plans (ILPs), as indicated in the study, significantly
contributes to teacher burnout. inadequate resources and lack of time contribute to the
workload, creating unsustainable expectations for teachers who are already overextended.
Chronic stress can undermine a teacher's efficacy and passion, resulting in emotional exhaustion
and reduced commitment. The narrative of Noah's Ark in Genesis 7:2-3, 9, 14-16 exemplifies
themes of diversity, planning, and resource management. The ark housed a variety of animal
species. This reflects the necessity to address varied student needs, backgrounds, and learning
styles within
ILPs. Similar to Noah's responsibility for various animals, educators must customize
Individualized Learning Plans (ILPs) to address the unique differences among students and foster
equity.
References
Carley, K. (1993). Coding choices for textual analysis: A comparison of content analysis and map
analysis. Sociological Methodology, 75-126.
New King James Bible. (1982). New King James Bible Online.
https://www.bible.com/bible/114/GEN.7.2-3,9,14-16
Sirabian, M. M. A., Xing, X., Schrader, P. G., Boone, R., Dambo, N., Dahl, H., & University of
Nevada, Las Vegas, USA. (2024). Elevating Education: Investigating High-Quality ILP
implementation in Nevada schools. In Educational Research: Theory and Practice (Vol.
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35, Issue 1, pp. 84–103). https://www.nrmera.org/wp-content/uploads/2024/06/ER-TP-
V35-1_6-Sirabian-et-al_Elevating-Education-Investigating-High-Quality3.pdf
Tibane, C. C., Neo, M. O., Phanuel, M. T., & Peter, M. (2024). Examining the effect of resource
constraints on teaching and learning of Grade 12 mathematics in Gauteng community
learning Centres. International Journal of Learning Teaching and Educational
Research, 23(10), 453–474. https://doi.org/10.26803/ijlter.23.10.22
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