Research Foundation Week 9

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Developing a research study begins by identifying a research problem, which could be an area of concern or a difficultly that persists and that needs a meaningful and thorough investigation. The problem statement lays out the logic of the research project. Once an under-explored research problem is selected and identified, a research question is created to represent the topic or focus that needs to be researched. The literature might not address this question or it might provide incomplete answers to the question. The research question leads to the kind of data that need to be collected to respond to the question. The researcher needs to maintain methodological congruency and alignment by actively creating a link among research problem, purpose, research question, and approach; and by reflecting on how to best address the research question. Once the research problem, purpose, and question are determined, it is important to select the sample for the study (i.e., individuals, units, and/or settings being studied), and then identify how to obtain the sample through the use of selection criteria and type of sampling strategy.

In this Discussion, you will build on your qualitative scenario and expand your sampling strategy section to specifically identify selection criteria.
To Prepare
Review this week’s Learning Resources. Pay particular attention to the characteristics of qualitative research, examples of qualitative research problems and questions, and considerations for selecting a sample. Reflect on the qualitative research scenario you discussed in previous weeks. Identify areas you need to build on and refine, and think about the specific selection criteria for your sample. Alignment of scenario elements is important. See the Examples of Aligned and Misaligned Scenarios document, which can be downloaded from the Week 9 Learning Resources area of the classroom. Discussion posts are pass/fail but have minimum criteria to pass. See the Discussion Rubric to ensure you understand the pass/fail criteria.
This week is only about the qualitative scenario. Repost, or build on or refine as needed, your qualitative scenario using the following headings and according to the italicized instructions given for each element:

Program of Study: Identify your specific program of study and, if applicable, your concentration area.

Social Problem: Briefly describe the social problem or phenomenon of interest. Typically, this can be done in 3 or fewer sentences.

Qualitative Research Problem: Complete the following sentence: The scholarly community does not know…

Qualitative Research Purpose: Typically, this is a 1-sentence statement addressed by completing the following sentence: The purpose of this qualitative study is…

Qualitative Research Question: Typically, this is a 1-sentence question unless you have more than one research question.

Theory or Conceptual Framework: Identify a specific psychological or sociological theory or specific aspects of a conceptual framework that guides the scenario. Briefly describe how the specific theory or conceptual framework guides your research question and will aid in interpretation of results.

Qualitative Research Design: Identify a specific qualitative research design. Do not use broad terms, such as descriptive design, exploratory design, hermeneutics, lived experience, and so on. Briefly describe how the selected design fits your scenario.

Qualitative Sampling Strategy: Be specific.

Sampling Criteria: Identify specific eligibility criteria for your sample, and briefly defend the need for the eligibility criteria.

Qualitative Data Collection Method: Be specific.

Note: Use proper APA format. If helpful, support your postings and responses with specific references to the Learning Resources.

This is an example on how you need to do the assignment but use a different a different program of study. Please follow the sample.Using the Social-Epistemic Reading Model: nursing case study help
Help me study for my English class. I’m stuck and don’t understand.

In the readings for this week, Farella begins his discussion by pointing out that in Navajo, “creation” is rendered as Niilyaii or “those entities that were placed.” Zolbrod’s translation of this event carefully outlines the process of thoughtful and purposeful arrangement by the Holy People. In the Western mindset, the creation in Genesis is characterized as “ex nihilo” or creation out of nothing. Yet, a careful reading of the Genesis text suggests something different. After you have read the Navajo material for this week returned to the Genesis text and read it through the lens of Navajo cosmology. Then, answer the prompts below.

the theme should be about 3 pages long.

details in the attchmenthow to write a paper
I’m studying for my History class and need an explanation.

You may use the textbook for background information, but the paper must be principally based on your reading of the assigned primary sources.

1. Describe the influences that Confucianism, Legalism, and Buddhism had on Chinese empires and society. In the period we have studied so far, how were specific elements of these ideologies incorporated into various governments and aspects of society, and, where relevant, to what end?

2. How did the interactions between Han (the ethnic group, not the dynasty) and non-Han peoples and cultures shape the formation of Chinese empires and civilization in the period covered by class so far? Use specific examples.

students are required to submit two (2) four- to five-page papers during the course. Please use 12-point Times New Roman font and double-space. These papers should draw on assigned readings. You will be given a prompt in advance.Signature Assignment: Coaching Plan*
Help me study for my English class. I’m stuck and don’t understand.

Scenario: You have been recently hired as an academic coach in a school. The principal has asked you to work with a grade-level/content area team consisting of three teachers. One is a new teacher who needs support with implementing assessments in her classroom. One is an experienced teacher who needs support to integrate technology into his lessons. The third teacher has recently switched to a special education position and needs help differentiating instruction for special needs learners.

Select one of these teachers and develop a plan to coach this teacher. The plan should highlight research-based coaching and mentoring strategies and not necessarily information pertaining to the subject area expertise of the coach.

Select the plan’s overall coaching goal, based on the teacher profile you chose:
Coaching Goal 1: Help new teacher implement classroom assessments. Coaching Goal 2: Support experienced teacher in integrating technology in lessons. Coaching Goal 3: Assist teacher who recently changed to special education in differentiating instruction for special needs learners.
Complete Parts 1–5 below.

Part 1: Goal Setting

Identify three SMART (specific, measurable, attainable, relevant, time-bound) goals to support the teacher.

1.
2.
3.
Identify what the coach must do to support the teacher in achieving the stated goals.
Identify what the teacher must do to ensure he or she achieves the stated goals.
Part 2: Strategies for Overcoming Teacher Resistance

Based on research and your own personal and professional experience, identify two to three specific areas in which the coach may face resistance from the teacher.
1.
2.
3.
Identify what the coach will do to help overcome teacher resistance.
Identify what the teacher must do in order to help him/herself overcome possible resistance.
Part 3: Strategies for Implementation: The Coaching Cycle

Identify two objectives for each phase of the coaching cycle: pre-observation, observation, and post-observation.

Phase of Coaching Cycle

Objective 1

Objective 2

Pre-Observation

Observation

Post-Observation

Identify what the coach will do to support the teacher during each phase of the coaching cycle.

Pre-Observation
Observation
Post-Observation
Identify what the teacher must do to gain the most from each phase of the coaching cycle.

Pre-Observation
Observation
Post-Observation
Part 4: Strategies for Providing Effective Feedback

Identify two strategies the coach will implement to provide effective feedback to the teacher after implementation.

Strategy 1
Strategy 2
Identify two strategies the teacher will implement to prepare to receive feedback from the instructional coach after implementation.

Strategy 1
Strategy 2
Part 5: Summary

Write a 700- to 1,050-word summary that incorporates theories of curriculum and instruction to support your coaching plan, as described above. Include a minimum of three academic references to support your findings, and cite them according to APA guidelines.WebEOC Questions: nursing coursework help
I don’t know how to handle this Law question and need guidance.

Minimum of 175 words:

The Web Based Emergency Operations Center (WebEOC), is an online system created to assist emergency decision makers by providing real-time data and streamlining the coordination of valuable resources.

Watch the WebEOC videos

Reflect on what you watched, and respond to one or more of the following prompts:
Do you support a national standard for communication equipment for emergency management? If not, why not? How would agencies pay for interoperability communications? How often should agencies practice communicationskills and incorporate training? Periodically or annually?
Provide citations and references on the material(s) you discuss.

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