Fluent Essays

Researchers consider validity and reliability with each new study they design. This is because validity and reliability are not fixed but rather reflect a particular study’s unique variables, research design, instruments, and participants. 1 8 Annotated Bibliography Author Name Walden University RSCH 8110/7110/6110: Research Theory, Design, and Methods Instructor Name Due Date Annotated Bibliography A utism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism. Annotated Bibliography Wi mpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103 Wi mpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills. Si nce the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work. I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Therefore, their case study can be useful to my research when paired with more recent research on the topic. Conclusion For the Week 10 Application assignment, include a one-paragraph conclusion that presents a  synthesis  of the six articles you annotated. �An introduction paragraph is a helpful addition to your annotated bibliography to tell your reader about your topic of interest and the general context of your topic. An introduction paragraph is not required for the Week 6 and Week 8 Application assignments. An introduction paragraph is required for the Week 10 Application assignment; this single paragraph should provide context for why you selected the six research articles that you did. �Each APA style-formatted reference entry should be followed by a three-paragraph annotation that includes (a) a summary of the source, (b) an analysis of the source, and (c) an application of the source. �The first paragraph of the annotation is a � HYPERLINK "https://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies/summary" ��summary� of the source. The summary should present the (a) main findings of the study, (b) primary method(s) of the study, and (c) theoretical or conceptual basis of the study. �The second paragraph of the annotation is an � HYPERLINK "https://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies/critique" ��analysis� of the source. The analysis should explain the strengths and limitations of the source. �The third paragraph of the annotation is an � HYPERLINK "https://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies/application" ��application� of the source. The application should (a) justify how the source is applicable to your research interest, (b) describe how the source’s method is applicable to your research interest, and (c) indicate how the source might help to guide your future research on the topic. In this paragraph, it is acceptable to use the � HYPERLINK "https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/first" ��first person� (I, me, my) in your writing. ��A conclusion is not required for the Week 6 and Week 8 Application assignments. A conclusion is required for the Week 10 Application assignment; this single paragraph should present a � HYPERLINK "http://academicguides.waldenu.edu/writingcenter/evidence/synthesis" ��synthesis� of the six research articles you annotated. Bottom of Form Discussion: Designing Quantitative Research Researchers consider validity and reliability with each new study they design. This is because validity and reliability are not fixed but rather reflect a particular study’s unique variables, research design, instruments, and participants. In the context of research design, two types of validity, which speak to the quality of different features of the research process, are considered: internal validity and external validity. Assuming that the findings of a research study are internally valid—i.e., the researcher has used controls to determine that the outcome is indeed due to manipulation of the independent variable or the treatment—external validity refers to the extent to which the findings can be generalized from the sample to the population or to other settings and groups. Reliability refers to the replicability of the findings. For this Discussion, you will consider threats to internal and external validity in quantitative research and the strategies used to mitigate these threats. You will also consider the ethical implications of designing quantitative research. With these thoughts in mind: Babbie, E. (2017) Basics of social research (7th ed.). Boston, MA: Cengage Learning. · Chapter 3, “The Ethics and Politics of Social Research” Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H.  (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Thousand Oaks, CA: Sage. · Chapter 12, “Quality Considerations” · Chapter 13, "Ethical Considerations" · https://academicguides.waldenu.edu/research-center/student-research/identify-problem https://academicguides.waldenu.edu/research-center/research-ethics/tools-guides http://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies THIS IS THE ASIGNMENT Assignment: Annotation of a Quantitative Research Article Submit: Annotation of a Quantitative Research Article This week, you will submit the annotation of a quantitative research article on a topic of your interest. Quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental are examples of types of research designs used in quantitative research. An annotation consists of three separate paragraphs that cover three respective components: summary, analysis, and application. These three components convey the relevance and value of the source. As such, an annotation demonstrates your critical thinking about, and authority on, the source. This week’s annotation is a precursor to the annotated bibliography assignment due in Week 10. An annotated bibliography is a document containing selected sources accompanied by a respective annotation of each source. In preparation for your own future research, an annotated bibliography provides a background for understanding a portion of the existing literature on a particular topic. It is also a useful first step in gathering sources in preparation for writing a subsequent literature review as part of a dissertation. Please review the assignment instructions below and click on the underlined words for information about how to craft each component of an annotation. Please use the document "Annotated Bibliography Template with Example" for additional guidance.  It is recommended that you use the grading rubric as a self-evaluation tool before submitting your assignment.    By Day 7 · Use the Walden library databases to search for one  quantitative  research article from a  peer-reviewed  journal on a topic of your interest. · Before you read the full article and begin your annotation, locate the methodology section in the article to be sure that the article describes a quantitative study. Confirm that one of the types of quantitative designs, such as quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental, was used in the study. · Annotate one quantitative research article from a peer-reviewed journal on a topic of your interest. · Provide the  reference list entry  for this article in APA Style followed by a three-paragraph annotation that includes: · A  summary · An  analysis · An  application  as illustrated in this  example · Format your annotation in Times New Roman, 12-point font, double-spaced. A separate References list page is not needed for this assignment. · Submit your annotation. REFERENCES Babbie, E. (2017) Basics of social research (7th ed.). Boston, MA: Cengage Learning. · Chapter 3, “The Ethics and Politics of Social Research” Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H.  (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Thousand Oaks, CA: Sage. · Chapter 12, “Quality Considerations” · Chapter 13, "Ethical Considerations" · https://academicguides.waldenu.edu/research-center/student-research/identify-problem https://academicguides.waldenu.edu/research-center/research-ethics/tools-guides http://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies http://academicanswers.waldenu.edu/faq/72633 https://waldencss.adobeconnect.com/p7d6uqxv8g3?launcher=false&fcsContent=true&pbMode=normal How do I find a quantitative article? You can find quantitative articles by searching in the Library databases using methodology terms as keywords. To find a quantitative study, possible keywords include the type of study, data analysis type, or terminology used to describe the results. Example quantitative keywords   · ANOVA · Chi square · Correlation · Data   · Distribution · Experiment · Pretest · Posttest   · Quantitative · Reliability · Statistical · T-test   · Time series · Validity · Variable · Variance   The following search uses  Thoreau , our multi-database search tool, to find examples of quantitative research studies. However, you can search in any article or dissertation database for quantitative studies. 1. On the  Library homepage , type your general term in the main search box, and hit the search button:  quantitative   2. Sign in with your myWalden username and password when prompted. 3. Type more methodology terms in the first search box. Use as many alternative terms as are relevant to your search. Use the remaining search box(es) to narrow your search to a specific topic of interest. 4. Click the Search button. Here is an example search set up: First search box: Quantitative OR Statistic* OR Correlation* What is peer review? Peer review is a scholarly form of review used by journals only for journal articles. After an article is sent to an academic journal, the editor sends it to several  peer reviewers —typically scholars in the field—for evaluation. These peer reviewers examine the paper's methodology, literature review, and conclusions. They note the existence of bias or other flaws. The peer reviewers may accept the article, require rewrites from the authors, or reject the article. If you are asked to find articles that are peer-reviewed, what you are really looking for are articles from a peer-reviewed journal. Peer review can also be called:  · blind peer review · scholarly peer review · refereeing or refereed   Search Tip:  Peer-reviewed journals may also contain items that are not peer reviewed, such as letters to the editor, opinion pieces, and book reviews. Even if you check the peer-review limiter box, you still need to examine the items carefully to be sure they are articles. Learn how to verify peer review in Ulrich's 1. Enter the journal title (not the article title) in the search box in Ulrich's.      2. Click on the Search icon and find your journal in the search results.  3. Look for the refereed icon, shaped like an umpire's jersey, indicating the journal is peer reviewed. It displays on the left side of the page, near the article title. · Quick Answer: How do I verify that my article is peer reviewed? Check the journal's website Journal websites will typically discuss editorial processes, including peer review. This information is often listed in the following areas: · about us · editorial policies · instructions for authors · submission guidelines A simple Google search for the journal will usually locate the journal's website. Examples of Editorial Policies: · APA's review policy for authors · Management Science Journal's Submission Guidelines · Journal of the American Medical Association Instruction for Authors Are dissertations peer reviewed? No. While dissertations are closely supervised by a dissertation committee made up of scholars, they are still considered student work. Dissertations are often included in scholarly writing, although they are used sparingly. If you are unsure if you can use a dissertation in your assignment or literature review, talk with your instructor or chair. Summary For each source listed, you will begin with a summary of the information you found in that specific source. The summary section gives your reader an overview of the important information from that source. Remember that you are focusing on a source's method and results, not paraphrasing the article's argument or evidence. The questions below can help you produce an appropriate, scholarly summary: · What is the topic of the source? · What actions did the author perform within the study and why? · What were the methods of the author? · What was the theoretical basis for the study? · What were the conclusions of the study? Remember, a summary should be similar to an abstract of a source and written in past tense (e.g. "The authors found that…" or "The studies showed…"), but it should not be the source's abstract. Each summary should be written in your own words. Critique/Analysis After each summary, your annotations should include a critique or analysis of each source. In this section, you will want to focus on the strengths of the article or the study (the things that would make your reader want to read this source), but do not be afraid to address any deficiencies or areas that need improvement. The idea of a critique is that you act as a critic—addressing both the good and the bad. In your critique/analysis, you will want to answer some or all of the following questions (taken from the  KAM Guidebook ): · Was the research question well framed and significant? · How well did the authors relate the research question to the existing body of knowledge? · Did the article make an original contribution to the existing body of knowledge? · Was the theoretical framework for the study adequate and appropriate? · Has the researcher communicated clearly and fully? · Was the research method appropriate? · Is there a better way to find answers to the research question? · Was the sample size sufficient? · Were there adequate controls for researcher bias? · Is the research replicable? · What were the limitations in this study? · How generalizable are the findings? · Are the conclusions justified by the results? · Did the writer take into account differing social and cultural contexts? Application Finally, the last part of each annotation should justify the source's use and address how the source might fit into your own research. Consider a few questions: · How is this source different than others in the same field or on the same topic? · How does this source inform your future research? · Does this article fill a gap in the literature? · How would you be able to apply this method to your area of focus or project? · Is the article universal? First person may be appropriate to use in an application paragraph of the annotated bibliography, but doing so will depend on what aspects of the article you are discussing and faculty preferences. For example, if you are discussing how the article is applicable to your research project, first person may be appropriate. If you are talking about how the article relates to the literature or field as a whole, first person may not be appropriate. In all cases, be sure to follow our guidance on  appropriate use of first person . Example The example annotation below includes the citation, a summary in the first paragraph, the critique/analysis in the second paragraph, and the application in the third paragraph. Gathman, A. C., & Nessan, C. L. (1997). Fowler's stages of faith development in an honors science-and-religion seminar. Zygon, 32(3), 407–414.  https://doi.org/10.1111/0591-2385.00099 The authors described the construction and rationale of an honors course in science and religion that was pedagogically based on Lawson's learning cycle model. In Lawson's model, the student writes a short paper on a subject before a presentation of the material and then writes a longer paper reevaluating and supporting his or her views. Using content analysis, the authors compared the students' answers in the first and second essays, evaluating them based on Fowler's stages of development. The authors presented examples of student writing with their analysis of the students' faith stages. The results demonstrated development in stages 2 through 5. The authors made no mention of how to support spiritual development in the course. There was no correlation between grades and level of faith development. Instead, they were interested in the interface between religion and science, teaching material on ways of knowing, creation myths, evolutionary theory, and ethics. They exposed students to Fowler's ideas but did not relate the faith development theory to student work in the classroom. There appears to have been no effort to modify the course content based on the predominant stage of development, and it is probably a credit to their teaching that they were able to conduct the course with such diversity in student faith development. However, since Fowler's work is based largely within a Western Christian setting, some attention to differences in faith among class members would have been a useful addition to the study.  Fowler's work would seem to lend itself to research of this sort, but this model is the only example found in recent literature. This study demonstrates the best use of the model, which is assessment. While the theory claimed high predictive ability, the change process that the authors chronicled is so slow and idiosyncratic that it would be difficult to design and implement research that had as its goal measurement of movement in a faith development continuum.