RDP: QUAL AR MATRIX EDUC 750
RESEARCH DESIGN PROJECT: QUALITATIVE AND ACTION RESEARCH ANALYSIS MATRIX TEMPLATE
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Qualitative and Action Research Analysis Matrix
Complete this matrix using the articles from the Research Design Project Sampling, Measurement, and Data Collection Type
Matrix. The matrices are set up with specific spacing in each block. Please do not change. The reference block is already set up in
APA with double-spacing and hanging indent. You do not need to include your article references in the reference section; only the
Bible reference(s).
RDP: QUAL AR MATRIX EDUC 750
Article Type QUALitative Basic (QUAL-B)
Article Reference Williams, K. M., & Anne, C. (2021). Beyond Bricks and Mortar: The efficacy of online learning and
community-building at College Park Academy during the COVID-19 pandemic. Education and
Information Technologies, 26(5), 5055-5076. https://doi.org/10.1007/s10639-021-10516-0
Results Williams and Anne (2021) on page 5073 - 5074 found that challenges persisted for the College Park
Academy’s hybrid model as it related to maintaining academic rigor, student engagement, and community
connection. Teachers and families emphasized the importance of relational supports and wellness checks
in addition to academic content.
Limitations On page 5062, Williams and Anne (2021) described the data collection process. Findings were specific to
one charter school that was familiar with a hybrid approach. This limits generalizability. Data was also
collected during the pandemic and this makes long-term impacts unknown.
Implications On page 5074, Williams and Anne (2021) discuss how schools should strengthen social emotional supports
and that that districts should proactively build digital readiness plans to train teachers on digital pedagogy.
Lessons should be collaboratively designed and student centered with strategies that enhance engagement.
Increasing access to digital infrastructures and wellness supports helps to support equity.
Other than
researchers, who can Teachers can integrate collaborative practices and student check-ins inti their online classrooms.
use the information
from the findings and
how? (school
districts, principals,
teachers, parents,
etc.)
Policymakers can use this research to make informed decisions for digital tools, internet access, and
teacher training.
Principals can dei=sign plans to incorporate hybrid models and develop professional development for
teachers.
RDP: QUAL AR MATRIX EDUC 750
Ideas for Future
Research Not
Already Listed
Longitudinal studies to find the long term impact of the pandemic driven online learning and the equity
issues that rose in underserved communities.
Your connection or
experience (previous
or present) with
topic/issue in study
(not that you will be
researching it)
Hybrid models are becoming more popular, specifically in the K-12 setting. I have seen the challenges that
many families face when they do not have the proper resources to be successful. This study brings to light
how resources have to be properly allocated for successful online programs and classes.
How you will be able
to use this article in
your future research
I can use this article to argue the need for equitable digital infrastructure, professional development for
teachers, and emphasis on social-emotional supports in the charter school setting, specifically in inclusive
settings.
Biblical connections
you can make with
the findings of the
study (Must integrate
at least one Bible
verse in your answer)
Galatians 6:2 tells us that we should carry one another’s burdens and fulfill the law of Christ (English
Standard Bible, 2001/2016). Schools need to foster the relationships needed to support student well-
being in online learning. The scripture reminds us that it is our responsibility to care for one another and
ensure that education attends to all children academically, socially, and spiritually.
Article Type QUALitative Applied (QUAL-A)
Article Reference Smith, J., Porter, L., Harrison, B. J., & Wohlstetter Priscilla. (2023). Barriers to Increasing Teacher
Diversity: The Need to Move Beyond Aspirational Legislation. Education and Urban Society.,
55(4), 395–417. https://doi.org/10.1177/00131245221076086
RDP: QUAL AR MATRIX EDUC 750
Results Beginning on page 400 Smith et al., (2023) reveals that despite legislation and commitments, schools
continue to face systematic barriers to recruiting and retaining teachers of color. The authors argue that
aspirational language in policies without enforceable mechanisms is insufficient to drive real change.
Limitations Smith et al., (2023) describes implications on 404 where the study is context-specific to charter schools
that pursue diversity. This limits generalizability to other school settings. The study is also qualitative and
relies heavily on participants perspectives, which may reflect bias or incomplete representation.
Implications Policymakers must move beyond aspirational laws and establish accountability systems, funding
mechanisms, and structural support to enhance teacher diversity. Hiring practices have to be examined by
school leaders to ensure that preparation and mentorship programs are accessible to address inequities.
Other than
researchers, who can
use the information
from the findings and
how? (school
districts, principals,
teachers, parents,
etc.)
Teacher preparation programs can use this study to design pipelines and supports for teachers of color.
School districts and principals can use this research to reform the recruitment/hiring process to build
retention of diverse teaching populations through mentoring and inclusion programs in the workplace.
Ideas for Future
Research Not
Already Listed
A comparative study could be done between charter schools and traditional public schools to see the
difference in teacher diversity initiatives. There can also be a mixed methos research done to find the
effectiveness of financial incentives to retain teachers of color.
Your connection or
experience (previous
or present) with
topic/issue in study
(not that you will be
researching it)
As a special education teacher in both charter and public schools, I have seen the effects of retention of
teachers of color. My experience has shown that schools that service students of the same or similar
demographics often retain teachers of color. It is more of a reward to work with students that look like
themselves and also be paid good enough money for it. Schools have to look into the practices that these
schools have in place to be able to keep these teachers.
RDP: QUAL AR MATRIX EDUC 750
How you will be able
to use this article in
your future research
I will use this research to address the diversity goals that schools have and how intentional policies,
mentoring programs, and equity in teacher recruitment contribute to retention of teachers of color and
more diverse working populations.
Biblical connections
you can make with
the findings of the
study (Must integrate
at least one Bible
verse in your answer)
This study highlights the importance of policy moving beyond words, to actions. James 2:17 tells us that if
faith is not accompanied by actions, it simply won’t work (English Standard Bible, 2001/2016). The work
has to be done to ensure diversity. All communities and people must be properly represented and valued.
Article Type Action Research Quantitative (AR-QUAN)
Article Reference Misra, S., & Wilson, D. (2024). The impact of scaffolding and reflection during problem scoping in
Capstone Design. IEEE Transactions on Education, 67(4), 582–591.
https://doi.org/10.1109/te.2024.3380413
Results Mirsa and Wilson (2024) begin on page 586 discussing the quantitative analysis showing that students
who received structured scaffolding and reflection activities during the problem-scoping phase of their
capstone projects demonstrated significantly stronger skills in defining project boundaries, identifying
constraints and framing design challenges compared to those that did not receive the supports. The
interventions improved measurable outcomes in problem quality and student performance.
Limitations Page 584 and 585 discuss the methods, setting, and participants for the study. The study was conducted in
the context of one engineering capstone course which limits generalizability to other disciplines. Sample
size was small and specific to one institution (Mirsa & Wilson 2024).
Implications Embedding scaffolding and reflection in project-based learning environments improves student readiness
for complex problem solving. Instructors should intentionally design reflection prompts and scaffolding
supports to guide students in early project phases. Schools can strengthen capstone design outcomes by
standardizing such interventions across programs (Mirsa & Wilson, 2024, p. 590).
RDP: QUAL AR MATRIX EDUC 750
Other than
researchers, who can
use the information
from the findings and
how? (school
districts, principals,
teachers, parents,
etc.)
Program coordinators at institutions can use this to formalize scaffolding practices across programs and
curriculum.
Teachers can use this to integrate scaffolding and reflection practices into project-based courses.
Students can use this study to learn about the importance of self-reflection for deeper learning.
Ideas for Future
Research Not
Already Listed
Examine the long-term impact of scaffolding and reflection on project outcomes and innovation quality.
Your connection or
experience (previous
or present) with
topic/issue in study
(not that you will be
researching it)
Too often when students are working, I have seen how they struggle with clearly defining the scope of
problems when it comes to project-based learning. Scaffolding and structured reflection will help slow
them down, gather their thoughts, think critically and set realistic and rigorous goals. I use these practices
in my instructional coaching daily.
How you will be able
to use this article in
your future research
I can possibly cite this study in my research when discussing the importance of interventions and coaching
on higher order thinking skills. This aligns with my future work on curriculum leadership and instructional
coaching.
Biblical connections
you can make with
the findings of the
study (Must integrate
at least one Bible
verse in your answer)
This study highlights the importance of guidance and reflection to grow. Scaffolding reflects the biblical
principle of guidance. Students are supported as they develop wisdom through problem solving. “Listen
to advice and accept discipline, and at the end you will be counted among the wise” (English Standard
Bible, 2001/2016, Proverbs 19:20).
Article Type Action Research Qualitative OR Mixed Methods (AR-QUAL or AR-MM)
RDP: QUAL AR MATRIX EDUC 750
Article Reference Hawkins, L., & Palmer, M. (2025). Youth-Led Participatory Action Research: Creating Space and Youth
Resistance. English Journal, 114(5), 23-30. https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/scholarly-journals/youth-led-participatory-action-
researchcreating/docview/3231925108/se-2
Results On page 25 Hawkins and Palmer (2025) discuss the development of the YPAR course and how it fosters
student advocacy and socio-political agency in classrooms. The authors describe how students used their
voices to resist marginalizing structures and carve out spaces for their own spaces and literacies. The
narrative highlights how youth researchers engaged in critical inquiry and pushed back against adult
control to push their beliefs and advocate for their community.
Limitations Hawkins and Palmer (2025) discuss on page 24 and 25 the development of YPAR and the transformative
framework. The study is a descriptive narrative and may not include formal triangulation or a large data
sample which limits generalizability. There is also potential for researcher bias or overemphasis on
exemplary cases rather than the struggles or failures of the YPAR course.
Implications On page 28, Hawkins and Palmer (2025) discuss the implication and imply that educators should design
classroom structures to allow for flexibility, dialogue and some student control over research agendas.
Schools must also be open to tension and resistance which allow youth to push boundaries to lead to
more authentic engagement and equity.
Other than
researchers, who can
use the information
from the findings and
how? (school
districts, principals,
teachers, parents,
etc.)
Students can use this model of research to advocate for them to be able to conduct their own research
and challenge policies of schools.
Educational policymakers can use this to rethink accountability systems and curriculum to fund
participatory models of research.
Teachers can use this model to encourage and adopt youth led participatory research.
RDP: QUAL AR MATRIX EDUC 750
Ideas for Future
Research Not
Already Listed
Explore the challenges and failures of YPAR.
Study how schools that have allowed this type of research have progressed or regressed.
Your connection or In many classrooms, students feel silenced or if they have no voice. This article resonates with my feelings
experience (previous
or present) with
topic/issue in study
(not that you will be
researching it)
of giving students more ownership in the classroom. I believe that when students research or work on
things that gauge their interest, they are more willing to act and be invested in it.
How you will be able
to use this article in
your future research
This article offers a concrete example of how youth can lead and research. It offers me the opportunity to
argue that schools that have more opportunities for students to lead their own learning perform better
and have more student engagement, whether charter or public school. This approach of YPAR helps serve
as evidence that research of this kind is beneficial in K-12 settings.
Biblical connections
you can make with
the findings of the
study (Must integrate
at least one Bible
verse in your answer)
Voice, justice, resistance, and empowerment all align with the Bible and its principles. This study of youth
speaking up for what they believe in and trying to raise awareness resonates with Proverbs 31:8-9 where
it says “speak up for those who cannot speak for themselves, for the rights of all who destitute. Speak up
and judge fairly; defend the rights of the poor and needy” (English Standard Bible, 2001/2016). Giving
space to marginalized students to engage, critique, and transform their education falls right under this
proverb.
References
English Standard Bible. (2016). Literal Word. https://esv.literalword.com/ (Original work published 2001)
RDP: QUAL AR MATRIX EDUC 750
Powered by TCPDF (www.tcpdf.org)
