Identify Two Empirical Peer Reviews ✓ Solved

Identify Two Empirical Peer Review

Deborah Hill's discussion revolves around selecting appropriate research methodologies for her dissertation on adult literacy programs and their impact on lifestyle changes. She emphasizes the importance of understanding empirical, peer-reviewed studies to guide her methodological approach. Hill examined a body of literature that indicates a predominance of quantitative studies (63.5%) in adult literacy research, followed by qualitative (19%), mixed-methods (10.8%), and theory-building approaches (6.7%).

She references Mikulecky, Smith-Burke, & Beatty (2009), who highlight that most literacy research tends to favor quantitative methods, given their clarity and ability to produce measurable results. However, Hill draws inspiration from qualitative research exploring lived experiences, such as Howard, Adams-Budde, Myers, & Jolliff (2017), which employed a sociocultural case study approach to examine successful literacy identity formation among doctoral students.

Hill's decision to pursue a qualitative methodology aligns with her focus on understanding the lived experiences of adults facing literacy challenges. The research by Howard et al. presents a comparable approach, examining how literacy experiences shape personal identities, which supports her interest in social integration and adult learning contexts. The articles she reviews influence her to design a study that captures personal narratives and social influences, emphasizing qualitative case studies that provide depth and contextual understanding rather than solely numerical data.

Sample Paper For Above instruction

Title: Impact of Literacy Programs on Adult Lifestyle Changes: A Qualitative Approach

Introduction

Literacy acquisition among adults is a profound determinant of social and economic well-being, influencing lifestyle choices, community engagement, and personal identity. As adult literacy research primarily employs quantitative methodologies to measure program effectiveness, there exists a growing recognition of the importance of understanding the lived experiences of learners. This paper discusses the rationale for selecting a qualitative research methodology, guided by empirical peer-reviewed studies that emphasize personal narratives and social contexts in literacy development.

Review of Empirical Literature

According to Mikulecky, Smith-Burke, & Beatty (2009), the majority of adult literacy research during 2006 utilized quantitative methodologies, primarily because of their ability to produce statistically significant findings. Quantitative studies measure program outcomes, literacy levels, and skill improvements through standardized testing, offering clear data on efficacy. However, these methods often overlook the nuanced experiences, motivations, and social factors influencing adult learners' engagement with literacy programs.

In contrast, qualitative research provides insights into individual stories, social interactions, and cultural influences that shape literacy identities (Howard, Adams-Budde, Myers, & Jolliff, 2017). Their case study examining doctoral students’ successful literacy identity formation underscores the importance of understanding personal narratives within social contexts. This sociocultural approach aligns with my research focus, aiming to explore how adult literacy programs influence personal and social transformations.

Howard et al. (2017) utilized in-depth interviews and thematic analysis to explore how learners’ literacy histories impact their identities and social participation. Their findings highlight that literacy is not merely a skill but a social practice intertwined with personal identity, motivation, and community involvement. This qualitative approach affords greater depth than conventional quantitative assessments, capturing the complex realities of adult learners.

Methodological Influence on Research Design

Drawing from these empirical studies, I intend to adopt a qualitative, case study methodology to investigate adult learners’ experiences with literacy programs. The approach will involve semi-structured interviews, participant observations, and thematic analysis, aligning with Howard et al.'s (2017) strategy of capturing detailed personal narratives within social frameworks.

This methodology allows for an exploration of how social identities, community participation, and personal motivations intertwine with literacy development. It provides a platform for learners to voice their stories, shedding light on the social and emotional impacts of literacy programs, which quantitative measures alone cannot fully reveal.

Conclusion

Empirical peer-reviewed studies have guided my methodological decision to employ qualitative research, emphasizing personal narratives and social context. The works of Mikulecky et al. (2009) and Howard et al. (2017) demonstrate the value of in-depth, context-rich approaches for understanding the complex phenomena surrounding adult literacy. Such methodologies are essential for designing interventions that resonate with learners’ lived realities, ultimately enhancing the effectiveness of adult literacy initiatives.

References

  • Howard, C. M., Adams-Budde, M., Myers, J., & Jolliff, G. (2017). Shaping our Literate Lives: Examining the Role of Literacy Experiences in Shaping Positive Literacy Identities. International Journal For The Scholarship Of Teaching & Learning, 11(2), 1-5. https://doi.org/10.20429/ijsotl.2017.110208
  • Mikulecky, L., Smith-Burke, T., & Beatty, J. (2009). Adult Literacy Research in 2006: Where Did It Appear, What Methodologies Were Used, and What Did It Say? Adult Basic Education & Literacy Journal, 3(2), 67-76.
  • Howard, C. M., Adams-Budde, M., Myers, J., & Jolliff, G. (2017). Shaping our Literate Lives: Examining the Role of Literacy Experiences in Shaping Positive Literacy Identities. International Journal For The Scholarship Of Teaching & Learning, 11(2), 1-5. https://doi.org/10.20429/ijsotl.2017.110208
  • Shore, J., Sabatini, J., Lentini, J., Holtzman, S., & McNeil, A. (2015). Development of an Evidence-Based Reading Fluency Program for Adult Literacy Learners. Reading Psychology, 36(1), 86-104. https://doi.org/10.1080/19388071.2013.835294
  • Guthrie, J. T., & Humenick, N. M. (2004). Motivating Students to Read: Evidence for Classroom Practices. The Journal of Educational Research, 97(s), 365-378.
  • Schuger, N., & McDonnell, L. M. (2019). Adult Literacy and Social Inclusion: A Sociocultural Perspective. Adult Education Quarterly, 69(2), 123-138.
  • Bailey, S. (2012). Literacy as a Social Practice. Routledge.
  • Schwab, R. L., & DeVore, E. (2013). Narrative Inquiry in Adult Literacy Research. Adult Education Quarterly, 63(2), 123-142.
  • Street, B. V. (2014). The Sociology of Literacy. Routledge.
  • Barton, D., & Hamilton, M. (2012). Literacy, Lives, and Learning: Practicing and Researching Critical Literacies. Routledge.

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