Week 7 Discussion: Methodology, Colleague Responses, Ashley

Week 7 Discussion Methodologycolleague Responsesashley Dale Responsea

Analyze the research methodologies outlined in the provided responses, focusing on how qualitative approaches are utilized to explore teachers' perceptions of challenges in teaching third-graders' mathematical skills and the effects of online instruction on K-5 teachers. Discuss the appropriateness of semi-structured interviews and surveys in capturing subjective experiences, the strategies for sampling and recruitment, potential challenges, and how the chosen methods align with research questions. Additionally, evaluate the theoretical foundations concerning distribution policy decisions in organizational contexts, including the concepts of dividend policy theories and their implications for management decisions. Consider the application of the 5WH framework in designing and justifying research methodologies.

Paper For Above instruction

The research methodologies discussed in the provided responses exemplify a thoughtful application of qualitative inquiry to understand teachers’ perceptions and experiences within educational contexts. Two distinct studies are elaborated upon: one exploring challenges in providing unstructured play in third-grade mathematics instruction, and the other examining the effects of online teaching on K-5 teachers. Both studies employ qualitative methods—semi-structured interviews and surveys—that are well-suited to capturing the nuanced, subjective perceptions of educators.

In exploring teachers’ perceptions regarding unstructured play in mathematics education, the first study adopts a basic qualitative design utilizing semi-structured online interviews. This approach allows for in-depth exploration of teachers’ perspectives, leveraging the flexibility to follow up on responses and clarify points for richer data. Semi-structured interviews are especially effective here because they balance structured questions with openness, enabling participants to express insights that may not be anticipated by the researcher. Such an approach is justified given the focus on perceptions, beliefs, and experiences, which are inherently subjective and best understood through qualitative dialogue (Lambert, 2012).

The sampling strategy, purposeful sampling, aligns with the goal of selecting teachers who directly experience the phenomenon — the provision of unstructured play in third-grade mathematics classes. Purposeful sampling ensures that participants have relevant expertise and experiences, providing depth and richness to the data collected (Patton, 2015). The recruitment process emphasizes the importance of diversity in location across the United States, which helps to enhance the transferability of findings. Challenges in recruitment, especially during remote data collection, include securing sufficient participants and managing scheduling conflicts with teachers’ busy schedules. The use of online platforms and incentives such as gift cards aim to mitigate these barriers.

The second study examining online instruction for K-5 teachers utilizes anonymous surveys to collect perceptions about the challenges faced during the transition to distance learning. This method provides a broad view of teachers’ experiences, capturing perceptions that are sensitive, yet less intrusive and more easily distributed among a larger sample. Surveys are advantageous because they facilitate efficient data collection, allow for anonymity that can promote honest responses, and support statistical analysis to identify common themes and patterns (Andrade, 2020). The sampling targets teachers with limited experience in online instruction, adding specificity to the analysis of perceptions related to preparedness and challenges, and the recruitment is planned through social media platforms.

Both methodologies recognize and address potential limitations. The qualitative inquiries acknowledge issues such as recruitment bias, non-response, and respondent self-selection, which can limit the generalizability of findings (Andrade, 2020). To offset these challenges, the studies suggest increasing sample sizes if saturation is not achieved and emphasize transparency in reporting limitations. These considerations align with best practices in qualitative research, where depth of understanding often takes precedence over broad generalization.

The theoretical discussion on distribution policies, notably dividend policy theories—relevance, irrelevance, and bird-in-the-hand—parallels the decision-making frameworks in organizational and financial contexts. These theories theorize about how dividend payout decisions influence a firm’s valuation and management strategies. The relevance theory posits that dividend policy is significant because it signals firm health; the irrelevance theory suggests that dividend policy does not affect valuation if capital markets are perfect; and the bird-in-the-hand theory states that investors prefer current dividends over uncertain future capital gains, influencing management to favor higher dividends (Brealey et al., 2019). Empirical studies often find mixed support for these theories, indicating that dividend policy decisions are complex and dependent on contextual factors such as taxation and signaling effects.

The application of the 5WH framework (Who, What, When, Where, Why, and How) provides a systematic approach to designing research methodology. For instance, “Who” pertains to participant selection criteria; “What” involves data collection instruments; “When” refers to timing and sequence of data collection; and “Why” and “How” elucidate rationale and procedures. This framework ensures comprehensive, logical, and transparent research design, aligning methods with research questions and objectives. For example, specifying “Who” the participants are directs purposeful sampling and recruitment strategies, while clarifying “Why” justifies methodological choices in relation to study aims.

In conclusion, the methodologies outlined reflect best practices in qualitative research for educational topics, prioritizing rich, detailed data through semi-structured interviews and surveys, appropriate sampling strategies, and transparent reporting of limitations. The theoretical insights into distribution policies underscore the importance of strategic decision-making in organizational contexts, which can be analogously applied to research design—deciding what data to collect, from whom, and how—to address specific research questions effectively. Employing tools like the 5WH framework further enhances methodological rigor, ensuring that research approaches are deliberate, systematic, and aligned with overarching study goals.

References

  • Andrade, C. (2020). The Limitations of Online Surveys. Indian Journal of Psychological Medicine, 42(6).
  • Brealey, R. A., Myers, S. C., & Allen, F. (2019). Principles of Corporate Finance (12th ed.). McGraw-Hill Education.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
  • Lamert, M. (2012). A beginner’s guide to doing your education research project. Sage Publications.
  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage Publications.
  • Walden University, LLC. (2016). The 5WH of methodology [Handout].
  • Walden University, LLC. (2017). Quantitative and qualitative methodology highlights [Handout].
  • Percy, W. H., Kostere, K., & Kostere, S. (2015). Generic qualitative research in psychology. The Qualitative Report, 20(2), 76-85.
  • Francom, G. M., Lee, S. J., & Pinkney, H. (2021). Technologies, challenges, and needs of K-12 teachers in the transition to distance learning during the COVID-19 pandemic. TechTrends, 65(4), 589–601.
  • Calver, T. J. (2021). Faculty, clinical supervisors, and teacher candidate perceptions and experiences of teacher candidate feedback (Doctoral dissertation). Walden Dissertations and Doctoral Studies.

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