Assignment 9: Evaluate Support for the Purpose Statement and Research

Assignment 9: Evaluate Support for the Purpose Statement and Research Questions Dissertation topic ; Parenting Children Living with Schizophrenia Good purpose statements: Flow from the problem statement and address the proposed problem Are concise and clear Answer the question ‘Why are you doing this research?’ Match the methodology (similar to research questions) Have a ‘hook’ to get the reader’s attention Set the stage by clearly stating, “The purpose of this (qualitative or quantitative) study is to … Best Practices for Writing your Purpose Statement 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Always keep in mind that the dissertation process is iterative, and your writing, over time, will be refined as clarity is gradually achieved. Most of the time, greater clarity for the purpose statement and other components of the Dissertation is the result of a growing understanding of the literature in the field. As you increasingly master the literature you will also increasingly clarify the purpose of your study. Writing your Purpose Statement It is important to distinguish in your mind the differences between the Problem Statement and Purpose Statement. The Purpose Statement includes: Method of Study Variables Specific Population Setting The purpose statement is a concise paragraph that describes the intent of the study, and it should flow directly from the problem statement. It should specifically address the reason for conducting the study and reflect the research questions. It should identify the research method as qualitative, quantitative, or mixed, provide a brief overview of how the study will be conducted, with what instruments/data collection methods, and with whom (subjects) and where (as applicable). Finally, identify variables/constructs and/or phenomenon/concept/idea. Qualitative Purpose Statement Creswell (2002) suggested for writing purpose statements in qualitative research include using deliberate phrasing to alert the reader to the purpose statement. Verbs that indicate what will take place in the research and the use of non-directional language that do not suggest an outcome are key. A purpose statement should focus on a single idea or concept, with a broad definition of the idea or concept. How the concept was investigated should also be included, as well as participants in the study and locations for the research to give the reader a sense of with whom and where the study took place. Creswell (2003) advised the following script for purpose statements in qualitative research: “The purpose of this qualitative_________________ (strategy of inquiry, such as ethnography, case study, or other type) study is (was? will be?) to ________________ (understand? describe? develop? discover?) the _________________(central phenomenon being studied) for ______________ (the participants, such as the individual, groups, organization) at __________(research site). At this stage in the research, the __________ (central phenomenon being studied) will be generally defined as ___________________ (provide a general definition)” (pg. 90). Quantitative Purpose Statement Creswell (2003) offers vast differences between the purpose statements written for qualitative research and those written for quantitative research, particularly with respect to language and the inclusion of variables. The comparison of variables is often a focus of quantitative research, with the variables distinguishable by either the temporal order or how they are measured. As with qualitative research purpose statements, Creswell (2003) recommends the use of deliberate language to alert the reader to the purpose of the study, but quantitative purpose statements also include the theory or conceptual framework guiding the study and the variables that are being studied and how they are related. Creswell (2003) suggests the following script for drafting purpose statements in quantitative research: “The purpose of this _____________________ (experiment? survey?) study is (was? will be?) to test the theory of _________________that _________________ (compares? relates?) the ___________(independent variable) to _________________________(dependent variable), controlling for _______________________ (control variables) for ___________________ (participants) at _________________________ (the research site). The independent variable(s) _____________________ will be generally defined as _______________________ (provide a general definition). The dependent variable(s) will be generally defined as _____________________ (provide a general definition), and the control and intervening variables(s), _________________ (identify the control and intervening variables) will be statistically controlled in this study” (pg. 97). Sample Purpose Statements The purpose of this qualitative study was to determine how participation in service-learning in an alternative school impacted students academically, civically, and personally. There is ample evidence demonstrating the failure of schools for students at-risk; however, there is still a need to demonstrate why these students are successful in non-traditional educational programs like the service-learning model used at TDS. This study was unique in that it examined one alternative school’s approach to service-learning in a setting where students not only serve, but faculty serve as volunteer teachers. The use of a constructivist approach in service-learning in an alternative school setting was examined in an effort to determine whether service-learning participation contributes positively to academic, personal, and civic gain for students, and to examine student and teacher views regarding the overall outcomes of service-learning. This study was completed using an ethnographic approach that included observations, content analysis, and interviews with teachers at The David School. The purpose of this quantitative non-experimental cross-sectional linear multiple regression design was to investigate the relationship among early childhood teachers’ self-reported assessment of multicultural awareness as measured by responses from the Teacher Multicultural Attitude Survey (TMAS) and supervisors’ observed assessment of teachers’ multicultural competency skills as measured by the Multicultural Teaching Competency Scale (MTCS) survey. Demographic data such as number of multicultural training hours, years teaching in Dubai, curriculum program at current school, and age were also examined and their relationship to multicultural teaching competency. The study took place in the emirate of Dubai where there were 14,333 expatriate teachers employed in private schools (KHDA, 2013b). The purpose of this quantitative, non-experimental study is to examine the degree to which stages of change, gender, acculturation level and trauma types predicts the reluctance of Arab refugees, aged 18 and over, in the Dearborn, MI area, to seek professional help for their mental health needs. This study will utilize four instruments to measure these variables: University of Rhode Island Change Assessment (URICA: DiClemente & Hughes, 1990); Cumulative Trauma Scale (Kira, 2012); Acculturation Rating Scale for Arabic Americans-II Arabic and English (ARSAA-IIA, ARSAA-IIE: Jadalla & Lee, 2013), and a demographic survey. This study will examine 1) the relationship between stages of change, gender, acculturation levels, and trauma types and Arab refugees’ help-seeking behavior, 2) the degree to which any of these variables can predict Arab refugee help-seeking behavior. Additionally, the outcome of this study could provide researchers and clinicians with a stage-based model, TTM, for measuring Arab refugees’ help-seeking behavior and lay a foundation for how TTM can help target the clinical needs of Arab refugees. Lastly, this attempt to apply the TTM model to Arab refugees’ condition could lay the foundation for future research to investigate the application of TTM to clinical work among refugee populations. The purpose of this qualitative, phenomenological study is to describe the lived experiences of LLM for 10 EFL learners in rural Guatemala and to utilize that data to determine how it conforms to, or possibly challenges, current theoretical conceptions of LLM. In accordance with Morse’s (1994) suggestion that a phenomenological study should utilize at least six participants, this study utilized semi-structured interviews with 10 EFL learners to explore why and how they have experienced the motivation to learn English throughout their lives. The methodology of horizontalization was used to break the interview protocols into individual units of meaning before analyzing these units to extract the overarching themes (Moustakas, 1994). These themes were then interpreted into a detailed description of LLM as experienced by EFL students in this context. Finally, the resulting description was analyzed to discover how these learners’ lived experiences with LLM conformed with and/or diverged from current theories of LLM. The purpose of this qualitative, embedded, multiple case study was to examine how both parent-child attachment relationships are impacted by the quality of the paternal and maternal caregiver-child interactions that occur throughout a maternal deployment, within the context of dual-military couples. To examine this phenomenon, an embedded, multiple case study was conducted, utilizing an attachment systems metatheory perspective. The study included four dual-military couples who experienced a maternal deployment to Operation Iraqi Freedom (OIF) or Operation Enduring Freedom (OEF) when they had at least one child between 8 weeks-old to 5 years-old. Each member of the couple participated in an individual, semi-structured interview with the researcher and completed the Parenting Relationship Questionnaire (PRQ). “The PRQ is designed to capture a parent’s perspective on the parent-child relationship” (Pearson, 2012, para. 1) and was used within the proposed study for this purpose. The PRQ was utilized to triangulate the data (Bekhet & Zauszniewski, 2012) as well as to provide some additional information on the parents’ perspective of the quality of the parent-child attachment relationship in regard to communication, discipline, parenting confidence, relationship satisfaction, and time spent together (Pearson, 2012). The researcher utilized the semi-structured interview to collect information regarding the parents’ perspectives of the quality of their parental caregiver behaviors during the deployment cycle, the mother’s parent-child interactions while deployed, the behavior of the child or children at time of reunification, and the strategies or behaviors the parents believe may have contributed to their child’s behavior at the time of reunification. The results of this study may be utilized by the military, and by civilian providers, to develop proactive and preventive measures that both providers and parents can implement, to address any potential adverse effects on the parent-child attachment relationship, identified through the proposed study. The results of this study may also be utilized to further refine and understand the integration of attachment theory and systems theory, in both clinical and research settings, within the field of marriage and family therapy. The resources listed below are in the Course Resources area for Lesson 9: References Petro, H. (2022). Perceptions of human resources professionals regarding state-level Cannabis legalization and its impact on workplace policies and organizational ethics: A multiple-case study (Order No. 29396719). Available from Dissertations & Theses @ Northcentral University. (2738099943). Rolf, C. (2022). Perceptions of African American women who completed therapy or left therapy prematurely (Order No. 29321080). Available from Dissertations & Theses @ Northcentral University. (2717704895). Winkler, J. (2021). Nurse and care manager perceptions about behaviors of intimate partner violence victims (Order No. 28861603). Available from Dissertations & Theses @ Northcentral University. (2643942753). Yu, M. B. (2021). The effect of subjective age, perceptions, and finances on older adults’ motivation to attend a university (Order No. 28413299). Available from Dissertations & Theses @ Northcentral University. (2539528150). Zeiber, A. L. (2021). Investigating the correlation between PTSD and criminal justice involvement in forensics to promote the need for trauma informed practices in forensic outpatient settings (Order No. 28318802). Available from Dissertations & Theses @ Northcentral University. (2529373722). Lesson 6 materials: From Narrative to Numerical Data: Building Upon a Rich Foundation de la Garza, B., & Montoya, J. A., (2021). From narrative to numerical data: Building upon a rich foundation. In Sage Research Methods Cases Part 1. SAGE Publications, Ltd., https://doi.org/10.4135/9781529762990 Read the entire case. Suggested Resources What is Best: Quantitative, Qualitative, or Mixed Approaches? O’Leary, Z. (Academic). (2017). What is best: Quantitative, qualitative or mixed approaches? [Video]. Sage Research Methods. Qualitative Research Methods National University Library. (n.d.). Qualitative Research Methods. https://resources.nu.edu/c.php?g=680748&p=4802690 Quantitative Research Methods National University Library. (n.d.). Quantitative Research Methods. https://resources.nu.edu/c.php?g=680748&p=4803087 Mixed Methods National University Library. (n.d.). Mixed Methods. https://resources.nu.edu/c.php?g=680748&p=4803419 Research Methods National University Library. (n.d.). Research Methods. https://resources.nu.edu/methods Part 1: Using the Purpose Statement, Research Question(s) and Theoretical Framework from the Dissertation you selected for your Lesson 6 assignment, with a chart to analyze and evaluate how the literature review supports the purpose statement, the research question(s), and theoretical framework(s) using the template below: Topic: APA Reference Methodology and Design Purpose Statement (copy from selected dissertation and cite) Support for Purpose Statement from Literature Review (provide minimum of 5 examples with appropriate citations) Research Question(s) (copy from selected dissertation and cite) Support for Research Questions from Literature Review (provide minimum of 5 examples with appropriate citations) Theoretical Framework (copy from selected dissertation and cite) How Theoretical Framework Supports the Study Purpose in the Literature Review (minimum of 5 examples with appropriate citations) How Theoretical Framework Supports the Research Question(s) in the Literature Review (provide minimum of 5 examples with appropriate citations) Part 2: Reflect on how this exercise has helped you to better understand how the literature review supports the purpose statement and research questions. What have you learned that will help you as you develop and refine the purpose statement and research questions for a potential study? Suggested Resources From Narrative to Numerical Data: Building Upon a Rich Foundation de la Garza, B., & Montoya, J. A., (2021). From narrative to numerical data: Building upon a rich foundation. In Sage Research Methods Cases Part 1. SAGE Publications, Ltd., https://doi.org/10.4135/9781529762990 Read the entire case. What is Best: Quantitative, Qualitative, or Mixed Approaches? O’Leary, Z. (Academic). (2017). What is best: Quantitative, qualitative or mixed approaches? [Video]. Sage Research Methods. Qualitative Research Methods National University Library. (n.d.). Qualitative Research Methods. https://resources.nu.edu/c.php?g=680748&p=4802690 Quantitative Research Methods National University Library. (n.d.). Quantitative Research Methods. https://resources.nu.edu/c.php?g=680748&p=4803087 Mixed Methods National University Library. (n.d.). Mixed Methods. https://resources.nu.edu/c.php?g=680748&p=4803419 Research Methods National University Library. (n.d.). Research Methods. https://resources.nu.edu/methods

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