Modules 31 Suppose You Are Interested In The Behaviors Of Co

Modules31suppose You Are Interested In The Behaviors Of College Profe

3.1 Suppose you are interested in the behaviors of college professors that have high ratings of student satisfaction. The research goal is to identify the teaching behaviors of these successful professors so that these behaviors can be built into the curricula of doctoral leadership programs. The sample for this study will consist of 10 randomly selected professors who received high end-of-course survey scores. You want to use a case study design that requires at least two sources of data. What data collection instruments will be the most appropriate to address this topic? Why?

3.2 It is not unusual for researchers to use a convenience sample for their study. Consider a study in which the researcher would like to determine how parents working with their children on homework influence the child's school grades. The researcher may consider recruiting friends and relatives to participate in your study because it will be easier to obtain their permission for data collection. What might be some of the limitations of this sampling approach? What are some potential ethical implications to using a convenience sample?

4.1 Consider the Ute Mountain Utes, a Native American tribe in Colorado. Tourism is a key part of that group's income. Suppose a national economic problem similar to the economic collapse of late 2008 greatly reduced tourism and derived income for this population. Would a grounded theory or a phenomenological approach be the more effective means to understand the influences of that event 5 years later? Why?

4.2 Suppose you are interested in how children with severe autism experienced the receipt of special education assistance in public schools. This population is characterized by underdevelopment of social cognition, social skills, and language skills. What is the best method for collecting data to answer your research question? Why is this method best? How would you describe the research design?

Paper For Above instruction

The exploration of teacher behaviors associated with high student satisfaction necessitates a detailed understanding of effective instructional practices. A qualitative case study design is particularly suitable for this research scenario because it allows in-depth examination of individual professors' behaviors through multiple data sources. To gather comprehensive insights, utilizing semi-structured interviews with the professors can uncover personal perspectives and teaching philosophies, while classroom observations can capture real-time instructional behaviors. This combination provides triangulation, enhancing the validity of findings and offering a robust understanding of effective teaching strategies (Yin, 2018). Moreover, document analysis of course materials and student evaluations can supplement these data sources, providing contextual background and corroborating evidence of behaviors linked to high student satisfaction (Creswell & Poth, 2018). These instruments collectively facilitate a nuanced exploration of the behaviors that contribute to student success, informing curriculum development in leadership programs.

Using a convenience sample is common due to its practicality, but it presents significant limitations. When selecting participants such as friends and relatives to study how homework influences grades, biased results may occur because the sample may not represent the broader population, leading to limited generalizability (Etikan, Musa, & Alkassim, 2016). Participants may share similar socio-economic backgrounds or educational experiences, which can skew findings. Additionally, reliance on a convenience sample raises ethical concerns, particularly regarding voluntariness and informed consent. Participants might feel obliged to participate if they are friends or relatives, risking coercion or undue influence, which compromises ethical standards for voluntary participation (Orb, Eisenhauer, & Wynaden, 2001). Moreover, the lack of randomness increases the risk of sampling bias, which can impact the validity of research conclusions.

In the context of understanding the long-term impacts of a significant economic downturn on the Ute Mountain Utes, a phenomenological approach would be more effective than grounded theory. Phenomenology aims to explore lived experiences and the subjective meanings individuals assign to events (Moustakas, 1994). Five years after an economic collapse, the focus would be on the tribe’s collective and individual experiences of economic hardship caused by reduced tourism, emphasizing emotional and psychological impacts. This approach can reveal deep insights into how the community perceives and copes with the event’s aftermath, providing rich, descriptive data essential for understanding complex social phenomena (Smith, 2015). Conversely, grounded theory is more suited for developing theoretical models from data, which may not prioritize the personal, lived experiences central to phenomenology. Therefore, phenomenology offers a better fit for capturing the nuanced human experiences tied to the economic crisis.

When researching the experiences of children with severe autism regarding special education assistance, an ethnographic or phenomenological approach can be effective. However, due to the cognitive and communication challenges faced by this population, qualitative methods such as in-depth interviews adapted for communication differences, observations, and caregiver reports are most appropriate (Gallagher & Patton, 2018). These methods enable researchers to gather rich, contextual data about the children’s subjective experiences, which might not be accessible through quantitative surveys. For instance, observational techniques allow for capturing spontaneous behaviors and interactions in naturalistic settings, providing valuable insights into how children perceive and respond to educational interventions (Denzin & Lincoln, 2018). The research design would be qualitative, focusing on detailed descriptions of individual experiences and contextual factors, aiming to understand how educational assistance impacts their daily lives and development. This inductive approach helps inform more tailored and effective educational strategies for children with severe autism.

References

• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
• Denzin, N. K., & Lincoln, Y. S. (2018). The Sage handbook of qualitative research. Sage publications.
• Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
• Gallagher, M., & Patton, N. (2018). Qualitative methods in autism research. Autism, 22(7), 834-846.
• Moustakas, C. (1994). Phenomenological research methods. Sage publications.
• Orb, A., Eisenhauer, L., & Wynaden, D. (2001). Ethics in qualitative research. Journal of Nursing Scholarship, 33(1), 93-96.
• Smith, J. A. (2015). Qualitative psychology: A practical guide to research methods. Sage.
• Yin, R. K. (2018). Case study research and applications: Design and methods. Sage publications.