HUMN RESOUCES WEEK 4 ASSGN

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© 2020 Walden University

The Use of Research-Based Support

Read the following examples, and consider these questions:

• To what extent do you believe the authors are credible?

• How might you verify the information provided by the authors?

• How scholarly is the material? Does it read like scholarly research or like the

author’s personal opinions, beliefs, and perspectives?

Example A

Without doubt, the onset of No Child Left Behind has generated a profusion of

research and inquiry regarding high school dropouts and the methodology by which

dropout rates are measured. Although researchers differ in the method of calculating

dropout rates, they are in agreement that approximately every nine seconds a student

decides to permanently leave high school prior to graduation. Such a premature

departure from high school has required policy makers to address the educational,

economic, and civic impact of dropouts to society.

Currently, a major thrust of research regarding high school dropouts has

centered on the identification and intervention of “at-risk” students with a propensity to

drop out of school. Educational and community leaders as well as policy makers have

incorporated available research and have crafted a myriad of intervention programs and

strategies targeted toward this audience. Unfortunately, many of these efforts have

failed to demonstrate effectiveness and/or have proven ineffective at significantly

lowering the dropout rate across school, district, and state levels.

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© 2020 Walden University

Commentary

What did you think as you read these paragraphs? Perhaps you felt that the

voice was confident, but the lack of references to specific research made the piece feel

less scholarly. In particular, the final “Unfortunately” sentence might have read like an

opinion. Example A shows empty claims—claims that are made but not supported by

citations. Citations clarify where the information comes from, point readers to additional

research, and bolster academic integrity and credibility of the piece at large. The author

of the content mentions “research” and “researchers” generally, but the reader is left

wondering “What researchers?” and “How do you know that?” and ultimately “Where’s

the evidence?” Therefore, not only is the lack of citations problematic from a scholarly

perspective but it also confuses readers and obscures the message.

Example B

Without doubt, the onset of No Child Left Behind has generated a profusion of

research and inquiry regarding high school dropouts and the methodology by which

dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,

2003b). Although researchers differ in the method of calculating dropout rates, they are

in agreement that approximately every nine seconds a student decides to permanently

leave high school prior to graduation (Children’s Defense Fund, 2002). Such a

premature departure from high school has required policy makers to address the

educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,

Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).

Currently, a major thrust of research regarding high school dropouts has

centered on the identification and intervention of “at-risk” students with a propensity to

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© 2020 Walden University

drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).

Educational and community leaders as well as policy makers have incorporated

available research and have crafted a myriad of intervention programs and strategies

targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &

Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate

effectiveness and/or have proven ineffective at significantly lowering the dropout rate

across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder

& South, 2003; Hickman, 2006; Rumberger, 2004).

Commentary

How did your reading experience here compare to Example A? The same

content has been conveyed. However, in this example, the author has cited specific

studies and government data to support the claims that are being made. Thus, the

claims are no longer empty; they have clear research to back them up. Notice how, in

many cases, the author has included multiple citations to support one statement.

Establishing various sources shows that there is some agreement in the research and

gives more weight to the point. The reader can now look up these other sources if

desired, to learn more about the topic or check the validity of the information.

Note: This passage is an excerpt from an article published in 2008, so you may have

noticed that the referenced sources are older and that the style follows an earlier edition

of the APA manual. In your work, you should aim to include sources that are current

(i.e., published within the past 5 years).

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© 2020 Walden University

Reference

Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential

developmental pathways of high school dropouts and graduates. The Journal of

Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14

1

© 2020 Walden University

The Use of Research-Based Support

Read the following examples, and consider these questions:

• To what extent do you believe the authors are credible?

• How might you verify the information provided by the authors?

• How scholarly is the material? Does it read like scholarly research or like the

author’s personal opinions, beliefs, and perspectives?

Example A

Without doubt, the onset of No Child Left Behind has generated a profusion of

research and inquiry regarding high school dropouts and the methodology by which

dropout rates are measured. Although researchers differ in the method of calculating

dropout rates, they are in agreement that approximately every nine seconds a student

decides to permanently leave high school prior to graduation. Such a premature

departure from high school has required policy makers to address the educational,

economic, and civic impact of dropouts to society.

Currently, a major thrust of research regarding high school dropouts has

centered on the identification and intervention of “at-risk” students with a propensity to

drop out of school. Educational and community leaders as well as policy makers have

incorporated available research and have crafted a myriad of intervention programs and

strategies targeted toward this audience. Unfortunately, many of these efforts have

failed to demonstrate effectiveness and/or have proven ineffective at significantly

lowering the dropout rate across school, district, and state levels.

2

© 2020 Walden University

Commentary

What did you think as you read these paragraphs? Perhaps you felt that the

voice was confident, but the lack of references to specific research made the piece feel

less scholarly. In particular, the final “Unfortunately” sentence might have read like an

opinion. Example A shows empty claims—claims that are made but not supported by

citations. Citations clarify where the information comes from, point readers to additional

research, and bolster academic integrity and credibility of the piece at large. The author

of the content mentions “research” and “researchers” generally, but the reader is left

wondering “What researchers?” and “How do you know that?” and ultimately “Where’s

the evidence?” Therefore, not only is the lack of citations problematic from a scholarly

perspective but it also confuses readers and obscures the message.

Example B

Without doubt, the onset of No Child Left Behind has generated a profusion of

research and inquiry regarding high school dropouts and the methodology by which

dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,

2003b). Although researchers differ in the method of calculating dropout rates, they are

in agreement that approximately every nine seconds a student decides to permanently

leave high school prior to graduation (Children’s Defense Fund, 2002). Such a

premature departure from high school has required policy makers to address the

educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,

Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).

Currently, a major thrust of research regarding high school dropouts has

centered on the identification and intervention of “at-risk” students with a propensity to

3

© 2020 Walden University

drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).

Educational and community leaders as well as policy makers have incorporated

available research and have crafted a myriad of intervention programs and strategies

targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &

Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate

effectiveness and/or have proven ineffective at significantly lowering the dropout rate

across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder

& South, 2003; Hickman, 2006; Rumberger, 2004).

Commentary

How did your reading experience here compare to Example A? The same

content has been conveyed. However, in this example, the author has cited specific

studies and government data to support the claims that are being made. Thus, the

claims are no longer empty; they have clear research to back them up. Notice how, in

many cases, the author has included multiple citations to support one statement.

Establishing various sources shows that there is some agreement in the research and

gives more weight to the point. The reader can now look up these other sources if

desired, to learn more about the topic or check the validity of the information.

Note: This passage is an excerpt from an article published in 2008, so you may have

noticed that the referenced sources are older and that the style follows an earlier edition

of the APA manual. In your work, you should aim to include sources that are current

(i.e., published within the past 5 years).

4

© 2020 Walden University

Reference

Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential

developmental pathways of high school dropouts and graduates. The Journal of

Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14