Becoming a Doctoral Learner
What is one are from your self-assessment that you think you have mastered?
I am a planner. I am a time manager. I am strongest in ‘Time management plan for my study and schoolwork’. As an adult learner, I believe that it is important to determine how learning should look like; as well as where it should take place. I value the importance of my time; therefore setting aside set days and times to dedicate towards my own professional development is important for my success. I believe that throughout my career, as a schoolteacher and special educator, I am continually planning my day, lesson plans, and future meetings or events. I have found that the other factors in planning for study and schoolwork also includes planning specific time for family events and hobbies.
Holyoke and Larson (2009) discuss how adult learners stay engaged in learning environments. The generational mix defines the level and type of engagement for adult learners. As a Generational-Xer, I tend to stay engaged in a learning environment when I can correlate the subject matter to my own environment. A successful learning plan also involves a sufficient degree of inclusion, attitude, meaning, and competence. Therefore, as a responsible adult learner making the time to attend lectures ready to discuss, discover and explore specified topics is beneficial not only for myself but also for my colleagues.
Reference:
Holyoke, L., & Larson, E. (2009). Engaging the adult learner generational mix. Journal of Adult Education, 38(1), 12-21. Retrieved from http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=eric&AN=EJ891074&site=eds-live&scope=site
Pick one area of the Doctoral Dispositions where you see yourself as having the most potential. Post it and explain why and how you will develop that disposition and what help you will require to do so.
I view myself as a committed practitioner-scholar. Butin (2010) states, ‘nationally more than half of all doctoral students drop out of their programs without ever completing their dissertation…of those who finish it is over a decade later.’ Lynn, a doctoral student, spends many nights reading information on her dissertation; meanwhile taking notes. She also is a special educator and by the end of a long day, it is not uncommon to find her passed out on the couch exhausted. Lynn, a committed practitioner-scholar, demonstrates passion and commitment towards becoming a leader within her field. I envision myself to have many similarities like Lynn. I seek the opportunity to learn and become more knowledgeable in my field. I am eager to read, discover, and explore important educational issues. I plan to stay committed throughout the course of the program, setting small attainable goals, to serve as benchmarks of my hard work and success; more importantly, I believe that as a committed practitioner-scholar, it is important that I seek and listen to those who have successfully completed their doctoral program. I am hoping to find a mentor that has similar goals and aspirations as I do. Overall, Butin identifies that only 40,000 candidates nationally complete their program. I believe that with commitment and hard work, I will be successful.
What do you feel is most difficult about hearing feedback that you feel challenges your ideas?
In the Journal of College Teaching & Learning (2011), research states that adults need to be respected and valued for learning to be meaningful. As an adult learner, I believe that hearing less desired feedback should be done in a manner that does not impose punishment or create a sense of failure. Feedback is important as it helps the learner and the instructor assess the knowledge on the topic; as well as provides for the opportunity to further expand on the learning. I found that the strategies mentioned in the article are effective strategies when building learning communities: think-write-pair-share, tell-help-check, and problem-based learning. These types of strategies focus on providing feedback through communication. Many of these strategies are found within an engaged classroom setting. Research shows that using engagement strategies for instruction and feedback has the most effect size. In my opinion, I believe that it is important to hear what peers or colleagues are saying about matters that might be have a variety of opposing views. I think that with a variety of viewpoints, it helps to expand on the topic and helps us grow in our own learning.
Reference:
Karge, B. D., Phillips, K. M., Jessee, T., & McCabe, M. (2011). Effective strategies for engaging adult learners. Journal of College Teaching & Learning, 8(12), 53-56. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=79920071&site=eds-live&scope=site
"Being a doctoral learner requires learning to question for self-reflection or to find new meaning, new truth, or new knowledge in order to grow and develop as a practitioner-scholar"
Berman (2013) states, ‘Doctoral study is the highest form of academic learning, that makes a significant and original contribution to knowledge.’ Self-reflection I believe is going to be a substantial part of developing into conceptual thinkers, where we will need to look at words and their deepest meaning. Berman identifies four pillars of conceptual framework for doctoral study. These pillars are: 1) defining the research problem, 2) establishing theoretical coherence, 3) organizing research design and implementations, and 4) framing conceptual conclusions. Berman’s dilemmas were associated with the process of a dissertation, which I can closely relate to. Yet, one problem stands out. The problem that triggered a deeper reflection arose when Berman was able to determine how student’s learning is hindered. I found this to be interesting as I began to reflect upon this post. A doctoral student will spend months and years researching and preparing a dissertation. As adult learners, what are some things that hinder our own learning? How can we break past our own barriers to grow intellectually? Our journey is in the fetal stages, what are strategies or resources do you think other students have used to help with self-reflections?
Reference:
Berman, J., [email protected]. (2013). Utility of a conceptual framework within doctoral study: A researcher's reflections. Issues in Educational Research, 23(1), 1-18. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=91525921&site=eds-live&scope=site
“It's not that I'm so smart, it's just that I stay with problems longer.” In the context of critical thinking, what does that mean to you? What is the longest period of time you have spent working on a problem? What was it?
The longest period of time that I have spent working on a problem, which has yet to be resolved. The dilemma is to create a class for students with learning disabilities, to allow additional support in areas where students are struggling academically. The belief is that ultimately the changes would benefit the student’s academic success; however, as my colleagues and I contemplated the decision we realized that other factors might impede in the student’s success. The factors taken into consideration were the dynamics of a new class, concentration on essential curriculum, and attitudes of students involved within this change. My colleagues and I were able to weigh the advantages and disadvantages and believe that students with learning disabilities would benefit in a learning environment, if they are pre-taught daily lessons, prior to attending core classes. We also agree that students in a Resource middle-school setting are more likely to decrease in academic growth. Therefore, our solution to create an elective class to re-teach core concepts and continue with co-taught classes (Special Education and General Education) while in a General Education environment is the plan that would best suite the needs of students with moderate learning disabilities.
Reference:
Peters, E., & Johnson, T. (2006). Thriving in the co-taught classroom. Science Scope, 30(4), 56-58. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=23911534&site=eds-live&scope=site
I am a planner. I am a time manager. I am strongest in ‘Time management plan for my study and schoolwork’. As an adult learner, I believe that it is important to determine how learning should look like; as well as where it should take place. I value the importance of my time; therefore setting aside set days and times to dedicate towards my own professional development is important for my success. I believe that throughout my career, as a schoolteacher and special educator, I am continually planning my day, lesson plans, and future meetings or events. I have found that the other factors in planning for study and schoolwork also includes planning specific time for family events and hobbies.
Holyoke and Larson (2009) discuss how adult learners stay engaged in learning environments. The generational mix defines the level and type of engagement for adult learners. As a Generational-Xer, I tend to stay engaged in a learning environment when I can correlate the subject matter to my own environment. A successful learning plan also involves a sufficient degree of inclusion, attitude, meaning, and competence. Therefore, as a responsible adult learner making the time to attend lectures ready to discuss, discover and explore specified topics is beneficial not only for myself but also for my colleagues.
Reference:
Holyoke, L., & Larson, E. (2009). Engaging the adult learner generational mix. Journal of Adult Education, 38(1), 12-21. Retrieved from http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=eric&AN=EJ891074&site=eds-live&scope=site
Pick one area of the Doctoral Dispositions where you see yourself as having the most potential. Post it and explain why and how you will develop that disposition and what help you will require to do so.
I view myself as a committed practitioner-scholar. Butin (2010) states, ‘nationally more than half of all doctoral students drop out of their programs without ever completing their dissertation…of those who finish it is over a decade later.’ Lynn, a doctoral student, spends many nights reading information on her dissertation; meanwhile taking notes. She also is a special educator and by the end of a long day, it is not uncommon to find her passed out on the couch exhausted. Lynn, a committed practitioner-scholar, demonstrates passion and commitment towards becoming a leader within her field. I envision myself to have many similarities like Lynn. I seek the opportunity to learn and become more knowledgeable in my field. I am eager to read, discover, and explore important educational issues. I plan to stay committed throughout the course of the program, setting small attainable goals, to serve as benchmarks of my hard work and success; more importantly, I believe that as a committed practitioner-scholar, it is important that I seek and listen to those who have successfully completed their doctoral program. I am hoping to find a mentor that has similar goals and aspirations as I do. Overall, Butin identifies that only 40,000 candidates nationally complete their program. I believe that with commitment and hard work, I will be successful.
What do you feel is most difficult about hearing feedback that you feel challenges your ideas?
In the Journal of College Teaching & Learning (2011), research states that adults need to be respected and valued for learning to be meaningful. As an adult learner, I believe that hearing less desired feedback should be done in a manner that does not impose punishment or create a sense of failure. Feedback is important as it helps the learner and the instructor assess the knowledge on the topic; as well as provides for the opportunity to further expand on the learning. I found that the strategies mentioned in the article are effective strategies when building learning communities: think-write-pair-share, tell-help-check, and problem-based learning. These types of strategies focus on providing feedback through communication. Many of these strategies are found within an engaged classroom setting. Research shows that using engagement strategies for instruction and feedback has the most effect size. In my opinion, I believe that it is important to hear what peers or colleagues are saying about matters that might be have a variety of opposing views. I think that with a variety of viewpoints, it helps to expand on the topic and helps us grow in our own learning.
Reference:
Karge, B. D., Phillips, K. M., Jessee, T., & McCabe, M. (2011). Effective strategies for engaging adult learners. Journal of College Teaching & Learning, 8(12), 53-56. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=79920071&site=eds-live&scope=site
"Being a doctoral learner requires learning to question for self-reflection or to find new meaning, new truth, or new knowledge in order to grow and develop as a practitioner-scholar"
Berman (2013) states, ‘Doctoral study is the highest form of academic learning, that makes a significant and original contribution to knowledge.’ Self-reflection I believe is going to be a substantial part of developing into conceptual thinkers, where we will need to look at words and their deepest meaning. Berman identifies four pillars of conceptual framework for doctoral study. These pillars are: 1) defining the research problem, 2) establishing theoretical coherence, 3) organizing research design and implementations, and 4) framing conceptual conclusions. Berman’s dilemmas were associated with the process of a dissertation, which I can closely relate to. Yet, one problem stands out. The problem that triggered a deeper reflection arose when Berman was able to determine how student’s learning is hindered. I found this to be interesting as I began to reflect upon this post. A doctoral student will spend months and years researching and preparing a dissertation. As adult learners, what are some things that hinder our own learning? How can we break past our own barriers to grow intellectually? Our journey is in the fetal stages, what are strategies or resources do you think other students have used to help with self-reflections?
Reference:
Berman, J., [email protected]. (2013). Utility of a conceptual framework within doctoral study: A researcher's reflections. Issues in Educational Research, 23(1), 1-18. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=91525921&site=eds-live&scope=site
“It's not that I'm so smart, it's just that I stay with problems longer.” In the context of critical thinking, what does that mean to you? What is the longest period of time you have spent working on a problem? What was it?
The longest period of time that I have spent working on a problem, which has yet to be resolved. The dilemma is to create a class for students with learning disabilities, to allow additional support in areas where students are struggling academically. The belief is that ultimately the changes would benefit the student’s academic success; however, as my colleagues and I contemplated the decision we realized that other factors might impede in the student’s success. The factors taken into consideration were the dynamics of a new class, concentration on essential curriculum, and attitudes of students involved within this change. My colleagues and I were able to weigh the advantages and disadvantages and believe that students with learning disabilities would benefit in a learning environment, if they are pre-taught daily lessons, prior to attending core classes. We also agree that students in a Resource middle-school setting are more likely to decrease in academic growth. Therefore, our solution to create an elective class to re-teach core concepts and continue with co-taught classes (Special Education and General Education) while in a General Education environment is the plan that would best suite the needs of students with moderate learning disabilities.
Reference:
Peters, E., & Johnson, T. (2006). Thriving in the co-taught classroom. Science Scope, 30(4), 56-58. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=23911534&site=eds-live&scope=site
Foundation for Success: Time Management and Empirical Articles
Using the information you provided in your application to the GCU Doctoral Program, briefly describe a potential topic of interest for your dissertation research. How do you believe this research will contribute to the body of knowledge in your field?
68% high school graduates attend a post secondary institution directly after completing high school. (ACT, 2013). Standardized tests, such as the ACT and SAT, impact whether or not students are eligible for college admission. The concern within post secondary institutions, are that students are choosing to leave higher education; therefore, resulting in approximately 60% of students graduating after six years of enrollment in a four-year program.
Are high school students truly college and career ready when they graduate from secondary schools? I would like to further define ‘college and career readiness’ and how families play a role in guiding their child through this journey. Some students, at a young age, believe they are not going to be college-bound due to family finances, environmental factors, and self-esteem; whereas, others see not attending college as unacceptable.
College and career readiness, also impacts the level of instruction educators provide. Core curriculum teachers are expected to prepare students within the academic school year, consequently having the ability to shape the minds of our young people. Is there a correlation between elementary teachers and the rate in which children determine whether or not to attend a post secondary institution?
As you can see, there are many factors that influence the decisions of a high school graduate. I would like to further explore this topic to determine the roles families and educators while helping their student prepare to be college and career ready.
Reference:
ACT, I. (2013). Readiness matters: The impact of college readiness on college persistence and degree completion. policy report. ().ACT, Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED542017&site=eds-live&scope=site
After reading, “Dr. Ronald Berman on Time Management” and viewing the video at the conclusion of the article, how will you change your approach to time management using that information?
“Time, like money, has to explicitly managed.” (Pausch, 2008). What is the value of your time? How much in monetary value are you worth? Pausch used this question to get his audience thinking about the significance of their own time and efforts. He described bad time management as an increase for additional stress and confusion. Time management is not a late breaking field, so why don’t professionals use their time properly? My educated guess is that many of us are not aware of the amount of time we are wasting each day. Walt Disney once said, “If you can dream it, you can do it.” I believe that we all have a dream and put forth a lot of effort to make our dreams come true. Pausch identifies being successful, does not mean time is managed well.
The key points in his lecture that I found relevant to my situation was that I seemed to spend many hours answering parent e-mails, talking on the phone, and in meetings that seemed to revolve around lunch room chat. I realized that my time needed to be re-evaluated and goals needed to be set. For my schedule, using Convey’s Four Quadrant Tool determining important and unimportant items that needed to be addressed has since saved me valuable time. The other strategy that I used this week, was the one-touch paper rule where I filed the paper in the appropriate file or recycled it with the intent of emptying it when it became full and organized my email inbox.
As a doctoral learner, I have found that time is valuable in helping to prioritize items of importance with work and family life. My schedule this week does not have a lot of room for extras in it; thus, increasing the amount of stress levels. I know that my schedule is going to open up in a few weeks, upon completion of an Endorsement program I am currently enrolled in. I wasn’t able to make more time within my day, resulting in resigning from a second job prior to starting the doctoral program.
Reference:
'You can't make more time'. (2008). Businessweek, (4097), 71-71. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=33870572&site=eds-live&scope=site
Time Management
My weekdays start a 4:00 am, tending to family matters and preparing for work. As an educator, I feel that many of my hours are spent rethinking lesson plans, adapting lessons to the diverse needs of my students with learning disabilities, and attending multiple meetings till 4:00 pm daily. I use my iPhone Google apps for a Calendar, alarm clock, and task manager to help me stay organized throughout the day. It wasn’t until recently that my husband sat down with me and helped me realize that I need ‘time’ within my schedule to plan for the unexpected (e.g. traffic, snow, cancellations, and challenging student behaviors).
My workday doesn’t typically end till 6:00 pm. In the hours when there aren’t any students, I am lesson planning and adapting lesson materials for my students. It is also during this time that I address emails and IEP (Individualized Education Plan) paperwork.
On Tuesdays and Wednesdays, I leave work at 3:30 pm to attend weekly meetings and Educational Technology Endorsement classes. The class typically lasts till 8:30 pm. The coursework is usually completed during classroom time; however, some assignments can’t be completed until the weekend. My weekends are packed with family time and housework. I do manage to wake up early on weekends to have quiet relaxing time prior to the day starting.
Schedule
Thursday: Work, Coursework for Endorsement program
Friday: Work, Coursework for Endorsement program, Family night
Saturday: Coursework for GCU, Family outing
Sunday: Coursework for GCU, housework, Coursework for Endorsement class
Monday: Work, Coursework for GCU
Tuesday: Work, Faculty meeting, Endorsement class, Coursework for GCU
Wednesday: Work, Special Education Team meeting, Family function, Coursework for GCU
How am I thinking – Asking Reflective Questions?
The question that was discussed during a leadership meeting focused on how to become a reflective professional. Thomas and Griggs (2011) used a quote from Winston Churchill, “Everyday you make progress. Every step may be fruitful. Yet there will be a stretch out before you an ever-lengthening, ever-ascending, ever-improving path. You know you will never get to the end of the journey. But this, far from discouraging, only adds to the joy and glory of the climb.”
A question that I recurrently ask is to define my passions as a learner. The other aspect is being able to find balance. Something I have found beneficial within my career is to work collaboratively with a mentor or colleague, as this allows for honest conversation and an accurate reflection of my personal growth. In our meetings, we discuss why we do what we do and how it is done. An example of this would be addressing continued changes within our teaching environment. We are constantly faced with challenges, so the response is not ‘why’ do we need to keep a positive and professional attitude, it becomes ‘how’ can our knowledge, understanding, and skills work together to retain a positive and healthy career.
Reference:
Cartwright, L., & McGregor, D. (2011). Developing reflective practice : A guide for beginning teachers. Berkshire, England: Open University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=387298&site=eds-live&scope=site
68% high school graduates attend a post secondary institution directly after completing high school. (ACT, 2013). Standardized tests, such as the ACT and SAT, impact whether or not students are eligible for college admission. The concern within post secondary institutions, are that students are choosing to leave higher education; therefore, resulting in approximately 60% of students graduating after six years of enrollment in a four-year program.
Are high school students truly college and career ready when they graduate from secondary schools? I would like to further define ‘college and career readiness’ and how families play a role in guiding their child through this journey. Some students, at a young age, believe they are not going to be college-bound due to family finances, environmental factors, and self-esteem; whereas, others see not attending college as unacceptable.
College and career readiness, also impacts the level of instruction educators provide. Core curriculum teachers are expected to prepare students within the academic school year, consequently having the ability to shape the minds of our young people. Is there a correlation between elementary teachers and the rate in which children determine whether or not to attend a post secondary institution?
As you can see, there are many factors that influence the decisions of a high school graduate. I would like to further explore this topic to determine the roles families and educators while helping their student prepare to be college and career ready.
Reference:
ACT, I. (2013). Readiness matters: The impact of college readiness on college persistence and degree completion. policy report. ().ACT, Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED542017&site=eds-live&scope=site
After reading, “Dr. Ronald Berman on Time Management” and viewing the video at the conclusion of the article, how will you change your approach to time management using that information?
“Time, like money, has to explicitly managed.” (Pausch, 2008). What is the value of your time? How much in monetary value are you worth? Pausch used this question to get his audience thinking about the significance of their own time and efforts. He described bad time management as an increase for additional stress and confusion. Time management is not a late breaking field, so why don’t professionals use their time properly? My educated guess is that many of us are not aware of the amount of time we are wasting each day. Walt Disney once said, “If you can dream it, you can do it.” I believe that we all have a dream and put forth a lot of effort to make our dreams come true. Pausch identifies being successful, does not mean time is managed well.
The key points in his lecture that I found relevant to my situation was that I seemed to spend many hours answering parent e-mails, talking on the phone, and in meetings that seemed to revolve around lunch room chat. I realized that my time needed to be re-evaluated and goals needed to be set. For my schedule, using Convey’s Four Quadrant Tool determining important and unimportant items that needed to be addressed has since saved me valuable time. The other strategy that I used this week, was the one-touch paper rule where I filed the paper in the appropriate file or recycled it with the intent of emptying it when it became full and organized my email inbox.
As a doctoral learner, I have found that time is valuable in helping to prioritize items of importance with work and family life. My schedule this week does not have a lot of room for extras in it; thus, increasing the amount of stress levels. I know that my schedule is going to open up in a few weeks, upon completion of an Endorsement program I am currently enrolled in. I wasn’t able to make more time within my day, resulting in resigning from a second job prior to starting the doctoral program.
Reference:
'You can't make more time'. (2008). Businessweek, (4097), 71-71. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=33870572&site=eds-live&scope=site
Time Management
My weekdays start a 4:00 am, tending to family matters and preparing for work. As an educator, I feel that many of my hours are spent rethinking lesson plans, adapting lessons to the diverse needs of my students with learning disabilities, and attending multiple meetings till 4:00 pm daily. I use my iPhone Google apps for a Calendar, alarm clock, and task manager to help me stay organized throughout the day. It wasn’t until recently that my husband sat down with me and helped me realize that I need ‘time’ within my schedule to plan for the unexpected (e.g. traffic, snow, cancellations, and challenging student behaviors).
My workday doesn’t typically end till 6:00 pm. In the hours when there aren’t any students, I am lesson planning and adapting lesson materials for my students. It is also during this time that I address emails and IEP (Individualized Education Plan) paperwork.
On Tuesdays and Wednesdays, I leave work at 3:30 pm to attend weekly meetings and Educational Technology Endorsement classes. The class typically lasts till 8:30 pm. The coursework is usually completed during classroom time; however, some assignments can’t be completed until the weekend. My weekends are packed with family time and housework. I do manage to wake up early on weekends to have quiet relaxing time prior to the day starting.
Schedule
Thursday: Work, Coursework for Endorsement program
Friday: Work, Coursework for Endorsement program, Family night
Saturday: Coursework for GCU, Family outing
Sunday: Coursework for GCU, housework, Coursework for Endorsement class
Monday: Work, Coursework for GCU
Tuesday: Work, Faculty meeting, Endorsement class, Coursework for GCU
Wednesday: Work, Special Education Team meeting, Family function, Coursework for GCU
How am I thinking – Asking Reflective Questions?
The question that was discussed during a leadership meeting focused on how to become a reflective professional. Thomas and Griggs (2011) used a quote from Winston Churchill, “Everyday you make progress. Every step may be fruitful. Yet there will be a stretch out before you an ever-lengthening, ever-ascending, ever-improving path. You know you will never get to the end of the journey. But this, far from discouraging, only adds to the joy and glory of the climb.”
A question that I recurrently ask is to define my passions as a learner. The other aspect is being able to find balance. Something I have found beneficial within my career is to work collaboratively with a mentor or colleague, as this allows for honest conversation and an accurate reflection of my personal growth. In our meetings, we discuss why we do what we do and how it is done. An example of this would be addressing continued changes within our teaching environment. We are constantly faced with challenges, so the response is not ‘why’ do we need to keep a positive and professional attitude, it becomes ‘how’ can our knowledge, understanding, and skills work together to retain a positive and healthy career.
Reference:
Cartwright, L., & McGregor, D. (2011). Developing reflective practice : A guide for beginning teachers. Berkshire, England: Open University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=387298&site=eds-live&scope=site
Introduction into academic Writing
Grand Canyon University takes plagiarism seriously; however, the effects of plagiarism extend beyond the walls of the University.
How can plagiarism affect your professional career beyond your doctoral pursuit at GCU (be specific)? (Supporting research should include examples that illustrate the professional consequences of plagiarism.)
Plagiarism should be taken seriously especially beyond the walls of the University. Plagiarism is considered being academically dishonest when copying other’s work and not recognizing the original author’s work. In an article by Cite it Right (2007), the reasons to cite affect the overall credibility of the writer, give tribute to the original authors for his or her ideas, and provide a source to refer back to the research. Plagiarism has cost many people the opportunity for a quality education by taking credit for someone else’s work. It is important for students to properly cite the words and ideas of others, by using references and quotes.
People who commit plagiarism are essentially stealing from others. In the case of Kaavya Viswanathan, her dishonesty cost the publishing company money when they needed to recall nearly 100,000 books because she failed to credit three authors for their ideas. Viswanathan also lost a movie deal related to the book written. Jayson Blair was forced to resign from his position as a New York Times reporter when he failed to cite the sources to nearly half of the articles he’d written. I can only imagine the negative publicity New York Times received due to the conduct of Blair, which may have cost the company financially as well. The other case study that I found interesting in this article related to current vice-president Joe Biden. His career as a presidential candidate was affected when he plagiarized a presidential campaign speech. As one can tell, he was able to recover from the dishonesty to become a leader in our country’s decision-making process. Overall, plagiarism is an ethical situation that can adversely affect our lives and careers.
References
Chapter 1: Writing ethics. (2007). (pp. 1-8) SourceAid. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=26537174&site=eds-live&scope=site
Review the Turnitin report. Given the information provided, would you consider any of the paragraphs to be plagiarized? Why? If there is plagiarism evident based on the report, how would you change the submitted document to eliminate the plagiarism and why?
Plagiarism takes on many different forms as identified in the Turnitin Report (2013). The American Psychological Association, 6th ed. (APA, 2010) suggests that researcher’s words should be their own and present research ethically by giving credit where credit is due. As indicated in the Turnitin Report, paragraphs 1 and 2 display signs of plagiarism as recognized by the similarity rating scores of 98 – 100%. The researcher should rewrite the paragraphs to relay the viewpoints of the article; thus giving credit where credit is due. In paragraph, 4 the paragraph should take on the voice of the individual writing the article. The Turnitin Report detects a well-cited article not to exceed 15% on the originality score. Finally, in paragraph 3, the similarity rating is 0%; however, the article lacks relevant and reliable resources. The article uses facts and details, which could be supported by data collected; therefore, it is important to give appropriate credit.
References:
American Psychological Association (2010). Publication manual of the American Psychological Association, (6th ed., second printing.). Washington, DC: American Psychological Association.
Grand Canyon University (2013). Turnitin Report. https://lc.gcu.edu/learningPlatform/content/content.html?operation=viewContent&contentId=3f8f4705-5b8d-4e69-8b37-2115303c3fc0
How can plagiarism affect your professional career beyond your doctoral pursuit at GCU (be specific)? (Supporting research should include examples that illustrate the professional consequences of plagiarism.)
Plagiarism should be taken seriously especially beyond the walls of the University. Plagiarism is considered being academically dishonest when copying other’s work and not recognizing the original author’s work. In an article by Cite it Right (2007), the reasons to cite affect the overall credibility of the writer, give tribute to the original authors for his or her ideas, and provide a source to refer back to the research. Plagiarism has cost many people the opportunity for a quality education by taking credit for someone else’s work. It is important for students to properly cite the words and ideas of others, by using references and quotes.
People who commit plagiarism are essentially stealing from others. In the case of Kaavya Viswanathan, her dishonesty cost the publishing company money when they needed to recall nearly 100,000 books because she failed to credit three authors for their ideas. Viswanathan also lost a movie deal related to the book written. Jayson Blair was forced to resign from his position as a New York Times reporter when he failed to cite the sources to nearly half of the articles he’d written. I can only imagine the negative publicity New York Times received due to the conduct of Blair, which may have cost the company financially as well. The other case study that I found interesting in this article related to current vice-president Joe Biden. His career as a presidential candidate was affected when he plagiarized a presidential campaign speech. As one can tell, he was able to recover from the dishonesty to become a leader in our country’s decision-making process. Overall, plagiarism is an ethical situation that can adversely affect our lives and careers.
References
Chapter 1: Writing ethics. (2007). (pp. 1-8) SourceAid. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=26537174&site=eds-live&scope=site
Review the Turnitin report. Given the information provided, would you consider any of the paragraphs to be plagiarized? Why? If there is plagiarism evident based on the report, how would you change the submitted document to eliminate the plagiarism and why?
Plagiarism takes on many different forms as identified in the Turnitin Report (2013). The American Psychological Association, 6th ed. (APA, 2010) suggests that researcher’s words should be their own and present research ethically by giving credit where credit is due. As indicated in the Turnitin Report, paragraphs 1 and 2 display signs of plagiarism as recognized by the similarity rating scores of 98 – 100%. The researcher should rewrite the paragraphs to relay the viewpoints of the article; thus giving credit where credit is due. In paragraph, 4 the paragraph should take on the voice of the individual writing the article. The Turnitin Report detects a well-cited article not to exceed 15% on the originality score. Finally, in paragraph 3, the similarity rating is 0%; however, the article lacks relevant and reliable resources. The article uses facts and details, which could be supported by data collected; therefore, it is important to give appropriate credit.
References:
American Psychological Association (2010). Publication manual of the American Psychological Association, (6th ed., second printing.). Washington, DC: American Psychological Association.
Grand Canyon University (2013). Turnitin Report. https://lc.gcu.edu/learningPlatform/content/content.html?operation=viewContent&contentId=3f8f4705-5b8d-4e69-8b37-2115303c3fc0
Introduction into Critical Thinking
Socrates said that the unexamined life is not worth living. What did he mean by that and how does that concept affect you as a doctoral learner?
The statement, “the unexamined life is not worth living”, implies that “man is imperfect and incomplete, but also implies that man possess the ability to improve.” (Reynolds and Tyree, 2008). As a doctoral learner, I believe that there is a lot that can be improved on towards becoming a critical thinker, especially when reading or researching specific topics. I realized that in order to improve my ability to process and make connections to the material, and then it is important to reflect upon the material. An effective doctoral learner builds questioning skills, while focusing on explaining what is meant. Reynolds and Tyree use questioning skills to help their students understand books, magazines, and newspapers to reveal moral lessons. Students are asked how they can connect to what the author is saying; therefore, within their conversations morals and values within a book can be revealed. Further discussion becomes available resulting in students to become critical thinkers when they ask probing questions, ‘what if’, ‘how does this affect our own behavior or actions’, and ‘what else could be said about decisions made’. Consequently, the same is true with doctoral learners, as it is with each bit of research learning occurs. In order to build and develop critical thinking skills, a learner needs to break down the research section by section and deliberately examine the questions posed.
Reference:
Reynolds, M., & Tyree, A. (2008). Teaching values in a materially-rich but morally-poor society. International Journal of Learning, 15(9), 117-122. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=36933458&site=eds-live&scope=site
Metacognition is thinking about thinking. What are some of the benefits of metacognition and why is it important for doctoral learners to understand their metacognitive processes?
A key element to understand the metacognitive process for a doctoral learner begins with oneself, being that our own perspectives impact thoughts and decisions. It is important for doctoral learners to build active metacognitive skills. As doctoral students seek deeper understanding into their own thinking, we start to problem solve by asking evaluative questions. Metacognitive awareness and strategies help to build stronger cognitive skills (Okoza, Aluede, & Owens-Sogolo, 2013). As a doctoral student, metacognitive awareness learning strategies are valuable for building reflective and evaluative thinking. Okoza, et al. (2013), asks participants a series of planning, monitoring, and evaluating inquiries essential for doctoral students. Several of the inquiries would be invaluable for determining the overall goal before beginning it, adjusting for potential problems, and stopping periodically to check progress on a learning task, as well as reflecting on what could have been done differently.
Reference:
Okoza, J., Aluede, O., & Owens-Sogolo, O. (2013). Assessing students' metacognitive awareness of learning strategies among secondary school students in edo state, nigeria. Research in Education, (90), 82-97. doi:10.7227/RIE.90.1.6
Why is it important to develop the skill of questioning? How does it apply to our reading of empirical articles and our dissertation?
It is important to develop the skill of questioning because it provides a guideline in which to follow. For example, as a doctoral student begins to research a topic it is important to know what questions to ask in order to get the desired results. In our assignments, the topic of transformational leadership has been explored briefly; therefore, in order to be able to understand where and how transformational leadership conceptualized, the researcher must determine a starting point. Critical thinking skills begin with asking the questions ‘who, what, where, when, why, and how’ and then seeking a deeper understanding of the questions posed. The skills are developed over time; however, in an effective learning environment it is the understanding that doctoral learners already have the necessary skills to demonstrate learning on a deeper level. Doctoral learners need to apply critical thinking skills to empirical articles and their dissertation, by reflecting upon the perspectives of others and then binding the research into new ideas.
Deep Questions Force us to Define our Task
“I believe the resolution is really to examine your life as you look toward the future.” (Davis, 2013). This quote reminded me of a conversation that I had with a colleague regarding “New Year’s Resolutions”. My first thought when she asked me whether or not I made a resolution was, ‘I have many areas in my life that could use a transformation; however, which one do I start with?’ She recapped our conversation stating that resolutions are attainable goals with a detailed plan of achievement.
Critical thinking can be defined as a task that should be done frequently and done in a manner that encourages learners to generate further questions. “Deep questions force us to define our task”, rather than using superficial questions (Elder and Paul, 1998) such as ‘Did you make a New Year’s Resolution?’ The question posed should cause the thinker to reflect upon the progress, the journey, and what is the next step.
Reference:
Elder, L., & Paul, R. (1998). The role of Socratic questioning in thinking, teaching, and.. Clearing House, 71(5), 297.
Discuss the level of investment needed to think on such a level. On a scale of 1-10 where are you and how will you get to a 7-10? Brene Brown: The power of vulnerability http://www.ted.com/talks/brene_brown_on_vulnerability.html
Vulnerability is the ‘birthplace’ of fear, shame, hope, joy, love, and courage. In all areas, we have the opportunity for growth in order for connection to happen. On a scale of 1-10, what is the level of investment needed to think on such a level? Brene Brown managed to dedicate nearly a decade of her life to reach a scale of 10, at which she was able to truly understand how ‘whole-hearted’ people live. She demonstrated the need to let go and give in to vulnerability; however, the steps were not easy. When reflecting upon my own experiences, I believe the level of investment needs to be a conscious decision, daily involvement, and countless hours of reflection to reach the desired goal. In order to achieve a goal of 7 or higher, it takes planning, support, and connection with others to ask and embrace in deeper level questions and actions as ‘whole-hearted’ people do.
The statement, “the unexamined life is not worth living”, implies that “man is imperfect and incomplete, but also implies that man possess the ability to improve.” (Reynolds and Tyree, 2008). As a doctoral learner, I believe that there is a lot that can be improved on towards becoming a critical thinker, especially when reading or researching specific topics. I realized that in order to improve my ability to process and make connections to the material, and then it is important to reflect upon the material. An effective doctoral learner builds questioning skills, while focusing on explaining what is meant. Reynolds and Tyree use questioning skills to help their students understand books, magazines, and newspapers to reveal moral lessons. Students are asked how they can connect to what the author is saying; therefore, within their conversations morals and values within a book can be revealed. Further discussion becomes available resulting in students to become critical thinkers when they ask probing questions, ‘what if’, ‘how does this affect our own behavior or actions’, and ‘what else could be said about decisions made’. Consequently, the same is true with doctoral learners, as it is with each bit of research learning occurs. In order to build and develop critical thinking skills, a learner needs to break down the research section by section and deliberately examine the questions posed.
Reference:
Reynolds, M., & Tyree, A. (2008). Teaching values in a materially-rich but morally-poor society. International Journal of Learning, 15(9), 117-122. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=36933458&site=eds-live&scope=site
Metacognition is thinking about thinking. What are some of the benefits of metacognition and why is it important for doctoral learners to understand their metacognitive processes?
A key element to understand the metacognitive process for a doctoral learner begins with oneself, being that our own perspectives impact thoughts and decisions. It is important for doctoral learners to build active metacognitive skills. As doctoral students seek deeper understanding into their own thinking, we start to problem solve by asking evaluative questions. Metacognitive awareness and strategies help to build stronger cognitive skills (Okoza, Aluede, & Owens-Sogolo, 2013). As a doctoral student, metacognitive awareness learning strategies are valuable for building reflective and evaluative thinking. Okoza, et al. (2013), asks participants a series of planning, monitoring, and evaluating inquiries essential for doctoral students. Several of the inquiries would be invaluable for determining the overall goal before beginning it, adjusting for potential problems, and stopping periodically to check progress on a learning task, as well as reflecting on what could have been done differently.
Reference:
Okoza, J., Aluede, O., & Owens-Sogolo, O. (2013). Assessing students' metacognitive awareness of learning strategies among secondary school students in edo state, nigeria. Research in Education, (90), 82-97. doi:10.7227/RIE.90.1.6
Why is it important to develop the skill of questioning? How does it apply to our reading of empirical articles and our dissertation?
It is important to develop the skill of questioning because it provides a guideline in which to follow. For example, as a doctoral student begins to research a topic it is important to know what questions to ask in order to get the desired results. In our assignments, the topic of transformational leadership has been explored briefly; therefore, in order to be able to understand where and how transformational leadership conceptualized, the researcher must determine a starting point. Critical thinking skills begin with asking the questions ‘who, what, where, when, why, and how’ and then seeking a deeper understanding of the questions posed. The skills are developed over time; however, in an effective learning environment it is the understanding that doctoral learners already have the necessary skills to demonstrate learning on a deeper level. Doctoral learners need to apply critical thinking skills to empirical articles and their dissertation, by reflecting upon the perspectives of others and then binding the research into new ideas.
Deep Questions Force us to Define our Task
“I believe the resolution is really to examine your life as you look toward the future.” (Davis, 2013). This quote reminded me of a conversation that I had with a colleague regarding “New Year’s Resolutions”. My first thought when she asked me whether or not I made a resolution was, ‘I have many areas in my life that could use a transformation; however, which one do I start with?’ She recapped our conversation stating that resolutions are attainable goals with a detailed plan of achievement.
Critical thinking can be defined as a task that should be done frequently and done in a manner that encourages learners to generate further questions. “Deep questions force us to define our task”, rather than using superficial questions (Elder and Paul, 1998) such as ‘Did you make a New Year’s Resolution?’ The question posed should cause the thinker to reflect upon the progress, the journey, and what is the next step.
Reference:
Elder, L., & Paul, R. (1998). The role of Socratic questioning in thinking, teaching, and.. Clearing House, 71(5), 297.
Discuss the level of investment needed to think on such a level. On a scale of 1-10 where are you and how will you get to a 7-10? Brene Brown: The power of vulnerability http://www.ted.com/talks/brene_brown_on_vulnerability.html
Vulnerability is the ‘birthplace’ of fear, shame, hope, joy, love, and courage. In all areas, we have the opportunity for growth in order for connection to happen. On a scale of 1-10, what is the level of investment needed to think on such a level? Brene Brown managed to dedicate nearly a decade of her life to reach a scale of 10, at which she was able to truly understand how ‘whole-hearted’ people live. She demonstrated the need to let go and give in to vulnerability; however, the steps were not easy. When reflecting upon my own experiences, I believe the level of investment needs to be a conscious decision, daily involvement, and countless hours of reflection to reach the desired goal. In order to achieve a goal of 7 or higher, it takes planning, support, and connection with others to ask and embrace in deeper level questions and actions as ‘whole-hearted’ people do.
Asking Questions
Why is it important to develop the skill of questioning? How does developing this skill apply to your reading of empirical articles, research conclusions, and dissertation?
Learning to develop the skill of questioning is important for doctoral learners when reading empirical articles, research conclusions, and their own dissertation. Research shows that as a learner is able to ask good questions, then they are building cognitive and metacognitive skills. When a learner is uses cognitive thinking and questioning strategies, they demonstrate the ability to search for new “ideas and extend understanding and comprehension”(Ciardiello, 2012).
Cognitive thinking questioning strategies mentioned by Ciardiello (2012) ask the learner to explore these questions while reading informational text.
· What is the meaning of…?
· What conclusion can be drawn from…?
· What evidence is there to support…?
· How can … be compared to…?
· In what ways does…influence…?
The metacognitive questioning is equally important, especially when writing a dissertation; as it is in this area where the doctoral learner is building new ideas for the professional community. When conveying the research, it is important to reflect and comprehend the answers to these questions:
· Can I confirm my understanding of…?
· Am I able to make connections between… and…?
· How has… made me aware of…?
· Can I make the assumptions that…?
Reference:
Ciardiello, A. V. (2012). Did you ask a good common core question today?: The cognitive and metacognitive dimensions of enhanced inquiry skills. Reading Today, 30(3), 14-16. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=84616624&site=eds-live&scope=site
A doctoral dissertation is like a story with a beginning, middle, and a conclusion. These elements are tied together, with each one leading logically into the next. In the same way, a dissertation has all of these elements tied together logically. How do you determine if the conclusions of empirical research are logically supported or not? Do conclusions that are not logically supported invalidate the entire study? Why or why not?
Empirical research is based on research conducted through observation, survey, and interviews to answer a specific theory or hypothesis. When conducting research the researcher should raise a question to determine the validity of direct and indirect observations. The conclusion drawn at the end of the empirical articles should logically answer the specific question or hypothesis stated during the purpose of the study. Additionally, the data or empirical evidence collected should support the hypothesis. Conclusions that do not logically support the research invalidate the entire study because the data does not align with the theory or hypothesis.
McCollister and Sayler (2010) explain the importance for “evaluating data for credibility rather than just believing everything” read or heard. This helps to develop intellectual thinking. Doctoral learners should evaluate “sources for reliability to increase critical thinking”; therefore, as research logically supports conclusions then it allows researchers to “develop a rich conceptual base on the topic”.
References:
McCollister, K., & Sayler, M. F. (2010). Lift the ceiling: Increase rigor with critical thinking skills. Gifted Child Today, 33(1), 41-47. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ874023&site=eds-live&scope=site; http://journals.prufrock.com/IJP/c.abs/gifted-child-today/volume33/issue1/article957
Butin, D.W. (2010). The educational dissertation: A guide for practitioner scholars. Retrieved from http://gcumedia.com/digital-resources/sage/2010/the-education-dissertation_-a-guide-for-practitioner-scholars_ebook_1e.php
Discuss the importance of the 4 P’s and the specificity of the research questions.
I found this video to be helpful in determining how to create a research question. The first step is to brainstorm ideas, topics, and interests. This is important since a lot of time is spent on the topic chosen. The second step is to “dissect the broad field” chosen. The term dissect is ideal, because the doctoral learner is required to break down the broad topic into sections and subsections, and then choose one very interesting topic. I was able to relate the 4 P’s (People, Problem, Program, and Phenomenon) to the empirical articles we have been studying. The guiding questions are valuable when conducting research: Whom does the study affect? What is the study population? What is the issue? How can the program used (e.g. survey, interview, observation) answer the research question? How often does it happen? The last two steps takes the questions that were raised and formulates a well written research question helping others understand the overall goal of the study.
Response #2
Have you ever had conversation with someone that was bias on a particular subject? In what ways did you approach the conversation? Do you think your participants might behave in a similar fashion if they think you feel strongly one way or the other?
A conversation that has bias year after year is rearing children. Who should tend the children when parents are working? Should parents work? What are healthy meals children should have? How often should a child be permitted to eat at a fast food place like McDonalds? Should a child get vaccinations? These questions are asked and debated over by researchers and professionals. Sadri (2013) states that working through conflicts three valuable aspects occur (1) both parties come to an agreement (resulting in both parties being heard for their opinion), (2) stronger relationships are built between the parties and each person is involved in the overall outcome, and (3) an opportunity to learn about the people and the processes involved of the conflict. Another skill that I have heard colleagues say is: “That’s interesting.”, “ Tell me more.”, “Why would you say that?”, and “Why would you ask that?” These questions require individuals to reflect upon their words; as well as their own views.
Reference:
SADRI, G. (2013). Choosing conflict resolution by culture. Industrial Management, 55(5), 10-15. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=90447258&site=eds-live&scope=site
“When reading an empirical literature, it is important to look for the following when determining if empirical research is credible; credible resources (not wikipedia, research that has not been validated, non-evaluated peer reports), credible research presentation and tested hypothesis with proper sample population, as well as proper publication.” (Daniels, 2013)
As we move forward into our own research, I believe that it is important to understand empirical literature and its components. I have found the matrix beneficial; as each section is analyzed for the author’s purpose. As I am reading, I ask myself to questions: Could … really happen? Where could I find more information about …? What does this mean to me? What does this mean to the profession? How does this impact future generations? Have I heard this term before? What does it mean? I am finding that as I reread the articles, I learn something new that I hadn’t picked up before. Do you find yourself doing this as well?
Another aspect that I tend to reflect on is the level of work that is placed into empirical articles. I have a newfound appreciation for the author’s work, as that person has conducted hours of research to shed light on a new idea.
Learning to develop the skill of questioning is important for doctoral learners when reading empirical articles, research conclusions, and their own dissertation. Research shows that as a learner is able to ask good questions, then they are building cognitive and metacognitive skills. When a learner is uses cognitive thinking and questioning strategies, they demonstrate the ability to search for new “ideas and extend understanding and comprehension”(Ciardiello, 2012).
Cognitive thinking questioning strategies mentioned by Ciardiello (2012) ask the learner to explore these questions while reading informational text.
· What is the meaning of…?
· What conclusion can be drawn from…?
· What evidence is there to support…?
· How can … be compared to…?
· In what ways does…influence…?
The metacognitive questioning is equally important, especially when writing a dissertation; as it is in this area where the doctoral learner is building new ideas for the professional community. When conveying the research, it is important to reflect and comprehend the answers to these questions:
· Can I confirm my understanding of…?
· Am I able to make connections between… and…?
· How has… made me aware of…?
· Can I make the assumptions that…?
Reference:
Ciardiello, A. V. (2012). Did you ask a good common core question today?: The cognitive and metacognitive dimensions of enhanced inquiry skills. Reading Today, 30(3), 14-16. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=84616624&site=eds-live&scope=site
A doctoral dissertation is like a story with a beginning, middle, and a conclusion. These elements are tied together, with each one leading logically into the next. In the same way, a dissertation has all of these elements tied together logically. How do you determine if the conclusions of empirical research are logically supported or not? Do conclusions that are not logically supported invalidate the entire study? Why or why not?
Empirical research is based on research conducted through observation, survey, and interviews to answer a specific theory or hypothesis. When conducting research the researcher should raise a question to determine the validity of direct and indirect observations. The conclusion drawn at the end of the empirical articles should logically answer the specific question or hypothesis stated during the purpose of the study. Additionally, the data or empirical evidence collected should support the hypothesis. Conclusions that do not logically support the research invalidate the entire study because the data does not align with the theory or hypothesis.
McCollister and Sayler (2010) explain the importance for “evaluating data for credibility rather than just believing everything” read or heard. This helps to develop intellectual thinking. Doctoral learners should evaluate “sources for reliability to increase critical thinking”; therefore, as research logically supports conclusions then it allows researchers to “develop a rich conceptual base on the topic”.
References:
McCollister, K., & Sayler, M. F. (2010). Lift the ceiling: Increase rigor with critical thinking skills. Gifted Child Today, 33(1), 41-47. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ874023&site=eds-live&scope=site; http://journals.prufrock.com/IJP/c.abs/gifted-child-today/volume33/issue1/article957
Butin, D.W. (2010). The educational dissertation: A guide for practitioner scholars. Retrieved from http://gcumedia.com/digital-resources/sage/2010/the-education-dissertation_-a-guide-for-practitioner-scholars_ebook_1e.php
Discuss the importance of the 4 P’s and the specificity of the research questions.
I found this video to be helpful in determining how to create a research question. The first step is to brainstorm ideas, topics, and interests. This is important since a lot of time is spent on the topic chosen. The second step is to “dissect the broad field” chosen. The term dissect is ideal, because the doctoral learner is required to break down the broad topic into sections and subsections, and then choose one very interesting topic. I was able to relate the 4 P’s (People, Problem, Program, and Phenomenon) to the empirical articles we have been studying. The guiding questions are valuable when conducting research: Whom does the study affect? What is the study population? What is the issue? How can the program used (e.g. survey, interview, observation) answer the research question? How often does it happen? The last two steps takes the questions that were raised and formulates a well written research question helping others understand the overall goal of the study.
Response #2
Have you ever had conversation with someone that was bias on a particular subject? In what ways did you approach the conversation? Do you think your participants might behave in a similar fashion if they think you feel strongly one way or the other?
A conversation that has bias year after year is rearing children. Who should tend the children when parents are working? Should parents work? What are healthy meals children should have? How often should a child be permitted to eat at a fast food place like McDonalds? Should a child get vaccinations? These questions are asked and debated over by researchers and professionals. Sadri (2013) states that working through conflicts three valuable aspects occur (1) both parties come to an agreement (resulting in both parties being heard for their opinion), (2) stronger relationships are built between the parties and each person is involved in the overall outcome, and (3) an opportunity to learn about the people and the processes involved of the conflict. Another skill that I have heard colleagues say is: “That’s interesting.”, “ Tell me more.”, “Why would you say that?”, and “Why would you ask that?” These questions require individuals to reflect upon their words; as well as their own views.
Reference:
SADRI, G. (2013). Choosing conflict resolution by culture. Industrial Management, 55(5), 10-15. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=90447258&site=eds-live&scope=site
“When reading an empirical literature, it is important to look for the following when determining if empirical research is credible; credible resources (not wikipedia, research that has not been validated, non-evaluated peer reports), credible research presentation and tested hypothesis with proper sample population, as well as proper publication.” (Daniels, 2013)
As we move forward into our own research, I believe that it is important to understand empirical literature and its components. I have found the matrix beneficial; as each section is analyzed for the author’s purpose. As I am reading, I ask myself to questions: Could … really happen? Where could I find more information about …? What does this mean to me? What does this mean to the profession? How does this impact future generations? Have I heard this term before? What does it mean? I am finding that as I reread the articles, I learn something new that I hadn’t picked up before. Do you find yourself doing this as well?
Another aspect that I tend to reflect on is the level of work that is placed into empirical articles. I have a newfound appreciation for the author’s work, as that person has conducted hours of research to shed light on a new idea.
Introduction to Research Design
Define qualitative research and quantitative research. Is quantitative research more valid than qualitative research? Why or why not?
“Quantitative researchers are interested in measuring [psychological] phenomena, whereas qualitative researchers are interested in the interpretation of phenomena.” Berry (2011). Quantitative research asks questions that are formulaic: ‘can you measure, how many, what fraction, and what is the average. Chenail (2012) finds qualitative research as a metamorphic process as it “manages analytical process to transform data into information and information into knowledge, and knowledge into wisdom.” Qualitative research explains evidence collected directly from the research.
Quantitative research is equally valuable to qualitative research as long it answers the theory or hypothesis as intended. The validity of each assessment should align and support the findings of test scores. Doctoral students should ask whether the test measure what it was designed to measure. An example would be having a cumulative assessment to measure student progress; however, if the assessment contains questions that have higher-level text complexity then the assessment becomes a reading comprehension test.
References:
Berry, T. R. (2011). Qualitative researchers as modern day sophists? reflections on the qualitative–quantitative divide. Qualitative Research in Sport, Exercise & Health, 3(3), 324-328. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=67098353&site=eds-live&scope=site
Chenail, R. J. (2012). Conducting qualitative data analysis: Qualitative data analysis as a metaphoric process. Qualitative Report, 17(1), 248-253. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ973043&site=eds-live&scope=site
Is it possible to misrepresent data and conclusions using statistics? Why or why not?
It is possible to misrepresent data and conclusions using statistics. Shultz (1997) conducted a study to examine the change from Wechsler Intelligence Scale for Children, Revised (WISC-R) to Wechsler Intelligence Scale for Children, third edition (WISC-III) on students. These are cognitive assessments commonly used in Special Education to aide in determining eligibility for services. The study showed that when using the WISC-III students produced lower scores, than when using the WISC-R. Knowing how to administer assessments and read the data is important; as the differences in standard deviation influence qualification decisions. As a special education teacher, I have to look at all of the data available and then determine whether or not there is a fifteen point or more discrepancy between ability and achievement. If the testing is not done accurately and data is misrepresented, then that could adversely affect the student who had been classified with a learning disability per IDEA (Individuals with Disability Education Act). Consequently, how data is presented and how the conclusions are read impacts the outcome of the assessment or research.
Reference:
Schultz, M. K. (1997). WISC-III and WJ-R tests of achievement: Concurrent validity and learning disability identification. The Journal of Special Education, 31(3), 377-386. doi:10.1177/002246699703100306
Fabrication and Falsification: What would you do if you were on a dissertation committee and one of these two things happened?
It is important to conduct research honestly and ethically, as what is found during the research guides the progress for future research. Fabrication is defined as making up data or results to produce results and falsification is manipulating the data to get the desired outcome; overall, both of fabrication and falsification demonstrates scientific dishonesty.
If I were on a dissertation committee and one of these two things happened, the first thing that would need to happen is to determine whether or not the doctoral student was aware of the effects of misrepresenting the data. The data provided in their dissertation makes the study invalid, and can adversely affect others who use this research to support a claim. In addition, doctoral learners should already know what is ethically appropriate; however, a refresher course in teaching doctoral students how to ethically conduct research reinforces that this behavior is minimized. It would be beneficial for the dissertation committee to require that student to successfully complete another course on ethical research, prior to being able to resubmit a dissertation. On the other hand, had the study been published, there are several things that could be done to remove the article from publication. The dissertation could be retracted from electronic databases and libraries, or an editorial article could be published stating the concerns. Either way, the author(s) study is flagged for academic dishonesty and could adversely affect advancement in their profession.
Discuss whether or not this methodology would be plausible for your future research. Explain.
The qualitative research presented is beneficial for future research, as it provides material and methods for consideration. The qualitative research methods (e.g. historiography, bibliography, ethnography, grounded theory, and phenomenology) have different aspects, which appeals to doctoral learners for various reasons.
“Quantitative researchers are interested in measuring [psychological] phenomena, whereas qualitative researchers are interested in the interpretation of phenomena.” Berry (2011). Quantitative research asks questions that are formulaic: ‘can you measure, how many, what fraction, and what is the average. Chenail (2012) finds qualitative research as a metamorphic process as it “manages analytical process to transform data into information and information into knowledge, and knowledge into wisdom.” Qualitative research explains evidence collected directly from the research.
Quantitative research is equally valuable to qualitative research as long it answers the theory or hypothesis as intended. The validity of each assessment should align and support the findings of test scores. Doctoral students should ask whether the test measure what it was designed to measure. An example would be having a cumulative assessment to measure student progress; however, if the assessment contains questions that have higher-level text complexity then the assessment becomes a reading comprehension test.
References:
Berry, T. R. (2011). Qualitative researchers as modern day sophists? reflections on the qualitative–quantitative divide. Qualitative Research in Sport, Exercise & Health, 3(3), 324-328. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=67098353&site=eds-live&scope=site
Chenail, R. J. (2012). Conducting qualitative data analysis: Qualitative data analysis as a metaphoric process. Qualitative Report, 17(1), 248-253. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ973043&site=eds-live&scope=site
Is it possible to misrepresent data and conclusions using statistics? Why or why not?
It is possible to misrepresent data and conclusions using statistics. Shultz (1997) conducted a study to examine the change from Wechsler Intelligence Scale for Children, Revised (WISC-R) to Wechsler Intelligence Scale for Children, third edition (WISC-III) on students. These are cognitive assessments commonly used in Special Education to aide in determining eligibility for services. The study showed that when using the WISC-III students produced lower scores, than when using the WISC-R. Knowing how to administer assessments and read the data is important; as the differences in standard deviation influence qualification decisions. As a special education teacher, I have to look at all of the data available and then determine whether or not there is a fifteen point or more discrepancy between ability and achievement. If the testing is not done accurately and data is misrepresented, then that could adversely affect the student who had been classified with a learning disability per IDEA (Individuals with Disability Education Act). Consequently, how data is presented and how the conclusions are read impacts the outcome of the assessment or research.
Reference:
Schultz, M. K. (1997). WISC-III and WJ-R tests of achievement: Concurrent validity and learning disability identification. The Journal of Special Education, 31(3), 377-386. doi:10.1177/002246699703100306
Fabrication and Falsification: What would you do if you were on a dissertation committee and one of these two things happened?
It is important to conduct research honestly and ethically, as what is found during the research guides the progress for future research. Fabrication is defined as making up data or results to produce results and falsification is manipulating the data to get the desired outcome; overall, both of fabrication and falsification demonstrates scientific dishonesty.
If I were on a dissertation committee and one of these two things happened, the first thing that would need to happen is to determine whether or not the doctoral student was aware of the effects of misrepresenting the data. The data provided in their dissertation makes the study invalid, and can adversely affect others who use this research to support a claim. In addition, doctoral learners should already know what is ethically appropriate; however, a refresher course in teaching doctoral students how to ethically conduct research reinforces that this behavior is minimized. It would be beneficial for the dissertation committee to require that student to successfully complete another course on ethical research, prior to being able to resubmit a dissertation. On the other hand, had the study been published, there are several things that could be done to remove the article from publication. The dissertation could be retracted from electronic databases and libraries, or an editorial article could be published stating the concerns. Either way, the author(s) study is flagged for academic dishonesty and could adversely affect advancement in their profession.
Discuss whether or not this methodology would be plausible for your future research. Explain.
The qualitative research presented is beneficial for future research, as it provides material and methods for consideration. The qualitative research methods (e.g. historiography, bibliography, ethnography, grounded theory, and phenomenology) have different aspects, which appeals to doctoral learners for various reasons.
Becoming a Practitioner Scholar
In your opinion, what is the difference between being a learner and being a scholar? Justify your claims
Being a learner and a scholar have a lot of similarities; as each have a common goal of advancing knowledge and attaining higher aspirations. I view a learner as someone who is attracted to the challenge of advancing his or her understanding in an area of interest. A learner seeks out the opportunity to discuss literature during book clubs, professional development opportunities, and at meals. In addition, a learner, based on the learning theory, creates a safe learning environment with room for reflection of “failure as a means of progress” (Cullen & Harris, 2008); meanwhile, laying out stepping stones to conquer small manageable goals. A scholar, in my opinion, is someone who has joined a “collegial supportive work environment” for the opportunity to achieve a life surrounded by colleagues who respect, encourage, and build friendships based on intellectual and creative interests (Cullen & Harris, 2008). I believe, a scholar is someone who enjoys collaborating with others and has the experience to mentor within and outside of a post-secondary institution.
Reference:
Cullen, R., & Harris, M. (2008). Supporting new scholars: A learner-centered approach to new faculty orientation. Florida Journal of Educational Administration & Policy, 2(1), 17-28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ902995&site=eds-live&scope=site
After reflecting on your personal goals, what do you hope to gain by earning your doctorate?
I hope to attain and share with others the qualities present in a professional learning environment. This environment as defined by Cullen & Harris (2008), fosters safety to discuss and reflect on the teaching process and literature; meanwhile, allows for openness to discuss thoughts and feelings. In addition, I look forward to have the ability to build confidence and insight.
Another goal that I hope to gain by earning my doctorate is to be able to empower others in a collaborative learning environment. Social constructivists, such as Piaget and Bruner, found in their research that the collaborative learning process is a social process; therefore, as professionals discuss and reflect upon literature then skills and knowledge are shared (Cullen & Harris). Finally, I look forward to having the opportunity to understand my own learning process while researching areas of interest (e.g. education).
Reference:
Cullen, R., & Harris, M. (2008). Supporting new scholars: A learner-centered approach to new faculty orientation. Florida Journal of Educational Administration & Policy, 2(1), 17-28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ902995&site=eds-live&scope=site
Obtaining a degree will allow me to gain knowledge and skills that will assist me in operating my firm as efficiently as possible.
I agree with your statement that obtaining a degree will assist in becoming a better leader. Oftentimes employees are hesitant is attaining a higher education due to the fact that education is demanding or time consuming. Another factor is that many people are afraid of failure and believe that if they don’t try, then they won’t fail; however, failure provides an opportunity for reflection and growth. Some of the greatest mistakes, for example, in science lead to finding cures for life-threatening illnesses, allowed archeologist to investigate further humans and their environment, or lead to the creation of toys and food commonly used.
I believe that a leader is responsible for helping to motivate and challenge employees to achieve higher goals and expectations – including professional development opportunities. Some of the ways that leaders can support personnel is to create a safe learning environment where thoughts and ideas are respected, staying current literature and innovations, and empowering others to build self-confidence.
Have you ever thought of publishing your work before entering the doctoral program? What do you think it will feel like to see your name as an author of a book? Do you think you will feel like a scholar?
Holding a published book, with my name as the author, is a goal I look forward to accomplishing. The reason that I believe that this is an important goal is because I would like to be able to guide pre-service teachers with skills and strategies for their beginning years in their career. There are many admirable professionals, behavior theorist, and educators who have collaborated with co-authors to discuss and publish research. Each of these authors conveys innovative insight into literature. They are continually seeking the latest information to share with learners. I believe authors are looked upon as professionals within their field of study. I would enjoy seeing my name as the author, primarily because the information will help others to achieve their own academic goals. Finally, a scholar is defined as someone who has spent a great deal of time on a subject; therefore, upon publication I will be able to celebrate the fact that I too am a professional scholar.
Do you know any scholars in your field of study? Why do you consider them a scholar? In what ways can you reach a similar status in your field?
In education, there are a lot of excellent scholars. The scholars that I have found that I most relate to are Anita L. Archer, PhD and Ginger Rhode, PhD. Dr. Archer is considered a scholar in education and behavior management. She has written many different books that are used in post-secondary institutions and within professional development trainings. The one that our school district has adopted is ‘Explicit Instruction’. In her conferences, she provides research-based instruction that systematic, engaging, and direct. The techniques practiced in instructional procedures, allow educators to effectively deliver instruction.
Ginger Rhode, PhD., my school district’s superintendent and the author of ‘The Tough Kid Toolbox’ is someone who I also believe to be knowledgeable in the field a special education, school-wide management, and educational psychology. She has spent many years teaching to middle school students with emotional and behavioral disabilities. Her expertise in education is truly remarkable; therefore, working with Dr. Rhode as the superintendent enjoyable.
Being a learner and a scholar have a lot of similarities; as each have a common goal of advancing knowledge and attaining higher aspirations. I view a learner as someone who is attracted to the challenge of advancing his or her understanding in an area of interest. A learner seeks out the opportunity to discuss literature during book clubs, professional development opportunities, and at meals. In addition, a learner, based on the learning theory, creates a safe learning environment with room for reflection of “failure as a means of progress” (Cullen & Harris, 2008); meanwhile, laying out stepping stones to conquer small manageable goals. A scholar, in my opinion, is someone who has joined a “collegial supportive work environment” for the opportunity to achieve a life surrounded by colleagues who respect, encourage, and build friendships based on intellectual and creative interests (Cullen & Harris, 2008). I believe, a scholar is someone who enjoys collaborating with others and has the experience to mentor within and outside of a post-secondary institution.
Reference:
Cullen, R., & Harris, M. (2008). Supporting new scholars: A learner-centered approach to new faculty orientation. Florida Journal of Educational Administration & Policy, 2(1), 17-28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ902995&site=eds-live&scope=site
After reflecting on your personal goals, what do you hope to gain by earning your doctorate?
I hope to attain and share with others the qualities present in a professional learning environment. This environment as defined by Cullen & Harris (2008), fosters safety to discuss and reflect on the teaching process and literature; meanwhile, allows for openness to discuss thoughts and feelings. In addition, I look forward to have the ability to build confidence and insight.
Another goal that I hope to gain by earning my doctorate is to be able to empower others in a collaborative learning environment. Social constructivists, such as Piaget and Bruner, found in their research that the collaborative learning process is a social process; therefore, as professionals discuss and reflect upon literature then skills and knowledge are shared (Cullen & Harris). Finally, I look forward to having the opportunity to understand my own learning process while researching areas of interest (e.g. education).
Reference:
Cullen, R., & Harris, M. (2008). Supporting new scholars: A learner-centered approach to new faculty orientation. Florida Journal of Educational Administration & Policy, 2(1), 17-28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ902995&site=eds-live&scope=site
Obtaining a degree will allow me to gain knowledge and skills that will assist me in operating my firm as efficiently as possible.
I agree with your statement that obtaining a degree will assist in becoming a better leader. Oftentimes employees are hesitant is attaining a higher education due to the fact that education is demanding or time consuming. Another factor is that many people are afraid of failure and believe that if they don’t try, then they won’t fail; however, failure provides an opportunity for reflection and growth. Some of the greatest mistakes, for example, in science lead to finding cures for life-threatening illnesses, allowed archeologist to investigate further humans and their environment, or lead to the creation of toys and food commonly used.
I believe that a leader is responsible for helping to motivate and challenge employees to achieve higher goals and expectations – including professional development opportunities. Some of the ways that leaders can support personnel is to create a safe learning environment where thoughts and ideas are respected, staying current literature and innovations, and empowering others to build self-confidence.
Have you ever thought of publishing your work before entering the doctoral program? What do you think it will feel like to see your name as an author of a book? Do you think you will feel like a scholar?
Holding a published book, with my name as the author, is a goal I look forward to accomplishing. The reason that I believe that this is an important goal is because I would like to be able to guide pre-service teachers with skills and strategies for their beginning years in their career. There are many admirable professionals, behavior theorist, and educators who have collaborated with co-authors to discuss and publish research. Each of these authors conveys innovative insight into literature. They are continually seeking the latest information to share with learners. I believe authors are looked upon as professionals within their field of study. I would enjoy seeing my name as the author, primarily because the information will help others to achieve their own academic goals. Finally, a scholar is defined as someone who has spent a great deal of time on a subject; therefore, upon publication I will be able to celebrate the fact that I too am a professional scholar.
Do you know any scholars in your field of study? Why do you consider them a scholar? In what ways can you reach a similar status in your field?
In education, there are a lot of excellent scholars. The scholars that I have found that I most relate to are Anita L. Archer, PhD and Ginger Rhode, PhD. Dr. Archer is considered a scholar in education and behavior management. She has written many different books that are used in post-secondary institutions and within professional development trainings. The one that our school district has adopted is ‘Explicit Instruction’. In her conferences, she provides research-based instruction that systematic, engaging, and direct. The techniques practiced in instructional procedures, allow educators to effectively deliver instruction.
Ginger Rhode, PhD., my school district’s superintendent and the author of ‘The Tough Kid Toolbox’ is someone who I also believe to be knowledgeable in the field a special education, school-wide management, and educational psychology. She has spent many years teaching to middle school students with emotional and behavioral disabilities. Her expertise in education is truly remarkable; therefore, working with Dr. Rhode as the superintendent enjoyable.
Next Steps in the Doctoral Journey
What is the most important skill for success in your doctoral pursuit? Why?
The most important skill for success in a doctoral study is the ability to successfully ask appropriate questions that lead to critical thinking in the field of study. As a doctoral learner the skill of refining questions should be mastered to explain what is meant. For example, when reading an article the literature should take on a path of its own; therefore, allowing for opportunities to study, interpret, and analyze the data and results. One skill a doctoral learner should know is how to successfully navigate and research using online journals, articles, and text provided by the university’s library. Another key component, is accepting the positive criticism from academic advisors when working through the dissertation process. A doctoral learner will find that there is much that can be improved on and refined. Academic advisors are valuable resources during this process, as they are able to view the topic from a different angle and help one to deliberately examine the question posed.
Reflect on the results of your self-assessment from module 1. Given what you have learned in this course, what aspects of the doctoral pursuit do you find the most intriguing? Why? Of what aspects are you most apprehensive? Why? Has completing this course helped you “To Find Your Purpose”?
Reflecting back on the self-assessment from module 1, becoming a committed practitioner scholar takes time and perseverance. Finding a balance amongst family, doctoral studies, and work commitments is a daunting task; however, when using the research-based time management and learning strategies provided throughout the course the task no longer appeared as challenging. I feel as though I have built ‘quality’ time into my daily schedule with my family, learned how to turn down tasks, and transferred doctoral studies to occur when I am feeling refreshed (e.g. early mornings, instead of late at night).
The aspect of the doctoral pursuit that I have found most intriguing would be related to expanding on quality research. The reason for this is due to the fact that many articles I had previously searched provided intriguing ideas, yet lacked the research-based facts. I found that while working with my academic advisor, professor, and librarians literature that allowed for profound knowledge, thinking, and understanding.
I believe that there is room for growth and development; however, I believe with constant reflection, research, and dedication this journey will be rewarding in many ways.
I am very apprehensive about the writing portion of my project. I want my writing to be as professional as many of the researcher papers I have read up to this point. I do not feel that my writing skills are "up to par" at this point.
I appreciate your honesty when expressing your views on current writing skills; as I too believe that there is room for improvement within my own skills. I’d imagine that as we progress further into our field of study reading the works of other professionals, our skills would be refined to demonstrate our own knowledge and research. The academic support available for doctoral students through online library resources, writing center, professors, and even academic advisors provides reassurance that with dedication and commitment the dissertation process and final project will demonstrate solutions to areas of concern within the professional community. One area deemed beneficial, relates to paying close attention to the academic language of empirical articles. In our own writing, we can emulate the skills and expertise of successful authors. Therefore, through practice, revising, and editing written work, then the final piece (e.g. the dissertation) will be placed amongst others within the field.
I need to pinpoint what my research should incorporate without losing track of my goal.
Identifying specific research without losing sight of the end goal is an important task that requires commitment, self-control, and persistence. The research process oftentimes seems to lead to another idea within that specific topic. For instance, as I read material about how children succeed in school, I am finding that character is a factor in the overall success. Further research focuses on an economist, James Heckman, who appears to have spent many years conducting research in psychological traits of the character of students. I am still in the process of researching his ideas and theories; however, I believe that without asking questions as we read literature we might overlook key factors in our field of study. I agree that our research should be directly tied to the research question, yet as we are conducting the literature review it should encourage others to conduct their own research and ask specific questions.
What would you recommend a student do to improve their writing skills? And why?
In order to improve writing skills, it is important to read and study how the literature is written. The more that is read allows us to broaden our views, ideas, and build a deeper understanding of the author’s purpose. As we read, taking written notes is valuable as this leads to practicing written skills. Writing strategies that are beneficial include keeping a double-entry journal, summarizing research, and using graphic organizers and outlines to guide writing. Another factor to improve writing skills is done through peer editing; therefore, finding a colleague or other qualified professional to edit writing and provide feedback will improve current writing skills. Keeping a reflective journal or blog in your area of research is another strategy that will help improve writing, as it allows ideas to be posted. If using a blog, the site does not need to be a public site; however, it may be helpful to have someone share feedback on where the research is headed. Some days, writing will take on a beautiful form explaining thoughts and ideas that surprise yourself as the author; whereas other days getting words on paper is a challenge in itself. That is where peer editing is valuable. Finally, using the resources from the library and writing center is an invaluable tool, as with proper planning your written work can be reviewed for grammatical errors.
The most important skill for success in a doctoral study is the ability to successfully ask appropriate questions that lead to critical thinking in the field of study. As a doctoral learner the skill of refining questions should be mastered to explain what is meant. For example, when reading an article the literature should take on a path of its own; therefore, allowing for opportunities to study, interpret, and analyze the data and results. One skill a doctoral learner should know is how to successfully navigate and research using online journals, articles, and text provided by the university’s library. Another key component, is accepting the positive criticism from academic advisors when working through the dissertation process. A doctoral learner will find that there is much that can be improved on and refined. Academic advisors are valuable resources during this process, as they are able to view the topic from a different angle and help one to deliberately examine the question posed.
Reflect on the results of your self-assessment from module 1. Given what you have learned in this course, what aspects of the doctoral pursuit do you find the most intriguing? Why? Of what aspects are you most apprehensive? Why? Has completing this course helped you “To Find Your Purpose”?
Reflecting back on the self-assessment from module 1, becoming a committed practitioner scholar takes time and perseverance. Finding a balance amongst family, doctoral studies, and work commitments is a daunting task; however, when using the research-based time management and learning strategies provided throughout the course the task no longer appeared as challenging. I feel as though I have built ‘quality’ time into my daily schedule with my family, learned how to turn down tasks, and transferred doctoral studies to occur when I am feeling refreshed (e.g. early mornings, instead of late at night).
The aspect of the doctoral pursuit that I have found most intriguing would be related to expanding on quality research. The reason for this is due to the fact that many articles I had previously searched provided intriguing ideas, yet lacked the research-based facts. I found that while working with my academic advisor, professor, and librarians literature that allowed for profound knowledge, thinking, and understanding.
I believe that there is room for growth and development; however, I believe with constant reflection, research, and dedication this journey will be rewarding in many ways.
I am very apprehensive about the writing portion of my project. I want my writing to be as professional as many of the researcher papers I have read up to this point. I do not feel that my writing skills are "up to par" at this point.
I appreciate your honesty when expressing your views on current writing skills; as I too believe that there is room for improvement within my own skills. I’d imagine that as we progress further into our field of study reading the works of other professionals, our skills would be refined to demonstrate our own knowledge and research. The academic support available for doctoral students through online library resources, writing center, professors, and even academic advisors provides reassurance that with dedication and commitment the dissertation process and final project will demonstrate solutions to areas of concern within the professional community. One area deemed beneficial, relates to paying close attention to the academic language of empirical articles. In our own writing, we can emulate the skills and expertise of successful authors. Therefore, through practice, revising, and editing written work, then the final piece (e.g. the dissertation) will be placed amongst others within the field.
I need to pinpoint what my research should incorporate without losing track of my goal.
Identifying specific research without losing sight of the end goal is an important task that requires commitment, self-control, and persistence. The research process oftentimes seems to lead to another idea within that specific topic. For instance, as I read material about how children succeed in school, I am finding that character is a factor in the overall success. Further research focuses on an economist, James Heckman, who appears to have spent many years conducting research in psychological traits of the character of students. I am still in the process of researching his ideas and theories; however, I believe that without asking questions as we read literature we might overlook key factors in our field of study. I agree that our research should be directly tied to the research question, yet as we are conducting the literature review it should encourage others to conduct their own research and ask specific questions.
What would you recommend a student do to improve their writing skills? And why?
In order to improve writing skills, it is important to read and study how the literature is written. The more that is read allows us to broaden our views, ideas, and build a deeper understanding of the author’s purpose. As we read, taking written notes is valuable as this leads to practicing written skills. Writing strategies that are beneficial include keeping a double-entry journal, summarizing research, and using graphic organizers and outlines to guide writing. Another factor to improve writing skills is done through peer editing; therefore, finding a colleague or other qualified professional to edit writing and provide feedback will improve current writing skills. Keeping a reflective journal or blog in your area of research is another strategy that will help improve writing, as it allows ideas to be posted. If using a blog, the site does not need to be a public site; however, it may be helpful to have someone share feedback on where the research is headed. Some days, writing will take on a beautiful form explaining thoughts and ideas that surprise yourself as the author; whereas other days getting words on paper is a challenge in itself. That is where peer editing is valuable. Finally, using the resources from the library and writing center is an invaluable tool, as with proper planning your written work can be reviewed for grammatical errors.