Comparing Two Given Qualitative Research Articles - Article Example

Comparing two given qualitative research articles Grade (April 19th, Comparing two given qualitative research articles Introduction Interpretive research applying the inductive method focuses on the study of social phenomena, to give voice to the feelings and perceptions of the participants under study (Ludico, 2010). It is equally as important in educational research as the quantitative method, and both methods have been used to understand and improve the quality of our educational institutions. Unlike the quantitative research method, qualitative method has its root from sociology and anthropology, which has been gradually adapted to the educational settings (Ludico, 2010). There are however varied different types of qualitative researches; case study (about investigating an individual, group, or situation), ethnography (on community and culture), phenomenological research (on life experiences) and Narrative inquiry (about story telling). In this RAP#2, an article on phenomenological research and another on mixed research method will be compared and contrasted. Analysis Article one is about a qualitative study which uses the phenomenological study approach. The underlying principle was to determine the factors that affect the realization of invitational education (IE) and sustaining it effectively in schools (Steyn, 1993). Article two applies a mized methodology research design, with the underlying principle being the evaluation of the regional initiative can be effective in offering formation activities that can improve the quality and quantity of school leadership positions candidates (Busch, 2002). In article one, data was gathered from several schools in two different states, whose grades had a high degree of variation. The sample included schools from Kentucky, where two elementary schools, a high school and a Ninth grade school were incorporated in the sample. Further, five inviting schools in New Mexico, comprising of three elementary schools and two early childhood centers also formed part of the sample for the study. The method of data collection that was applied was interviewing, where the participants were presented with through interview guides containing a range of questions regarding the role of leadership, staff, the external and internal school conditions as well as that of the professional development program on IE (Steyn, 1993). The nature of interviews administered and the questions fielded were particular to the circumstances of the school, as well as the school timetable (Steyn, 1993). Nevertheless, the principals, individual teachers and consultant were interviewed for relatively long, spanning on approximately sixty to ninety minutes. In article two, the data type was a formation program which involved pre- and post- program professional assessment components. The participants were engaged in workshops on leadership theory and practice as well as mentoring by superintendent, with the aim of increasing participants’ leadership skills. The component institutions that were participants to the program include the Southern Tier Leadership Academy, and a partnership of Binghamton University, the Education Department of the New York State, and local school superintendents. The program did not entail administrative certification or licensing program. The result in article one comprised of the researcher’s field notes and transcribed interviews that were segmented and inductively coded (Johnson & Christenson, 2000). This was followed by the application of phenomenological analysis epoch to ensure that all the individual researchers’ involvement and any form of bias were eliminated. This was followed by the second step which identified the data in its pure form, where important comments were put into unit groups of meaning, from which some subcategories within the individual primary categories were then identified (Johnson & Christ-enson, 2000). Article applied a mixed research methodology, with the Educational and Career Plans Survey being used for the results. The data under this method was collected using two items: I tem 1 – comprised of a question regarding whether the participants were previously members of any educational administration certification program before they participated in the Leadership Academy. Item 2- the question sought whether the Leadership Academy Education Program had influenced the need for the participants to proceed with pursuing school administration certification programs. The results under item 1 indicated that fifteen participants amongst the overall thirty-five participants had not enrolled in any leadership program previously. Under item 2, the results indicated that eleven participants out of the fifteen that had not previously participated in a similar program would continue pursuing certification. In total, out of the overall thirty-five participants, twenty-eight indicated that their participation in the leadership Academy promoted their chances of pursuing certification. Further, the Chi-Square analysis technique of data analysis was applied to interpret the data in relation to the interest in certification. The evidence of the results of the analysis showed the null hypothesis was rejected. In addition, the evidence indicated that results from the participants’ were significant at the .001 level, and similar questions put under this test also gave the same result as those of the null hypothesis of .005 levels. Besides, the extrapolation of some qualitative data also provided information to the effect that the Academy was effective, at Kirkpatrick’s level Four. Article one applied almost all the steps in designing a qualitative research method, through the identification of the research topic and then applying it as the main focus. The literature review was conducted by identifying all the information relevant to the study. There was good relationship in the field of research, and the roles of the researcher were clearly defined. The selection of the participants was done with a lot of accuracy, and as such there was evidence of qualitative sub-questions. The procedure collection and analysis of data was elaborate, while the interpretation and dissemination of results was detailed. According to Lincoln & Guba (1985) the extensive criteria for qualitative analysis entails the collaboration that researchers might present to support the quality of the overall study, in addition to the dependability, transferability and credibility of the data. This requirement for qualitative study through different criteria was also achieved. This is because; The study in article one was credible. The study comprehensively presented the factors that the participants believed influenced the implementation of Invitational Education (IE). This formed the accurate representation of what the participants thought and felt by conducting a field research to understand participants’ personal meanings and lived experiences. Nevertheless, to realize more prolonged and repeated effort in the field, the interviews with the principals and individual teachers should have lasted more than ninety minutes. Dependability provides parallelism with reliability in qualitative research, although it is not assessed through statistical procedures (Ludico, 2010). This is because, all the educational institutions can be located and any information necessary regarding them easily obtained. In addition, the procedures and processes used for data collection in this phenomenological study were stated clearly. The study is dependable, considering that it is possible to trace the schools, the principals and the consultants. Further, the schools participating in the study are well known, considering the fact that the schools all of them had received the prestigious inviting school Award. Transferability is the degree of similarity between the research site and other sites as judged by the reader (Ludico, 2010). The qualitative study in article one provides detailed information regarding both the whole research process that can enable reader make judgment about the similarity of the schools, principal, teachers and the consultants involved in the study. Considering that the study used nine educational institutions that are well known, it is a clear indication that similarity among them exist. Ludico, (2010) defines the concept of catalytic authenticity as the assessment of whether a research-based study has stimulated action that can enhance education or improve the lives of people with little power. The essence of the study in article one was to see an improvement of the educational climate for students, so they can learn in a conducive and peaceful environment. In this respect, the study enhances the ability of people with little power to raise their individual potential to succeed, thus meeting the catalytic authenticity requirements. Article two did not entirely apply a qualitative study, but rather a mixed research methodology. The design used both qualitative and quantitative measures. The quantitative measuring instruments applied in the study included two reaction surveys, the 14 item Multifactor Leadership Questionnaire, a measure for the assessment of in-basket scenarios, a measure for role play assessments and a questionnaire on educational and career plans (Busch & Spangler, 2005). Although article two applied the mixed research methodology, there are still qualitative analysis related to dependability, transferability, credibility, and authenticity. Unlike the first article, this article does not accurately shows whether the researcher represented what the participants thought or felt, and thus the credibility of the article is not guaranteed. Most participants may not have truly shown how they felt. Further, the formation program applied; a regional program was too broad such that identifying teachers with a high potential for leadership in order to stimulate their interest was a difficult. Dependability on this study is high, since there is the certainty of the institutions involved because the study involved the Binghamton University, the Education Department of the New York State, and local school superintendents which can easily be traced. The process utilizes data in an academy with pre and post program professional assessment components. Therefore, this should be similar to what the readers are familiar with, since accredited institutions, similar data is expected in other educational establishments for readers to be able to make up their minds. Research question is clearly stated in both articles. while article one addresses the factors determining the effectiveness in the implementation of invitational Education in schools, article two was sought to establish whether leadership formation experience, such as that offered by the southern Tier Leadership Academy can increase high potential teachers’ leadership competencies and their interest in educational leadership. Article one did not requires the application of any measuring instruments, since it was a phenomenological study. Therefore, it has not made use of any measuring instrument. However, article two which was a mixed method made used of the Kirkpatrick (1998) model to assess the effectiveness of the training program. Both articles used credible, valid and reliable sources of data that could be traced and transferred. In article one; both purposeful and convenient sampling were used in selecting information-rich cases for the study (Johnson &Christenson, 2000). Accredited invitational schools were chosen among the IE award winners with assistance from board members and consultants. This helped to make the sampling procedure for the study reliable. In article two, the academy was designed to serve a maximum of twenty-four participants in each eight-month program. The duration meant a prolonged study that is dependable. I believe both articles followed all the Institutional Review Board (IRB) rules for their respective procedures. All the participants involved in both studies were from accredited an institution, which shows that sampling was done accurately. Further, these are professional journal articles, meaning that they have been well assessed, thus none of the procedures could have been possible without IRB’s approval. References Busch, J. R., O’Brien, T. P., & Spangler, W. D. (January 1, 2005). Journal of Leadership and Organizational Studies., vol.11.No. 3. http://dx.doi.org/10.1177/107179190501100308 Lodico, M. G., Spaulding, D. T., &Voegtle, K. H. (2010).Methods in Educational Research from theory to practice (second ed.). Retrieved from Jossey-Bass United States Steyn, G. M. (2006). A Qualitative Study of the Aspects Influencing the Implementation of Invitational Education in Schools in the United States of America., volume 12. Retrieved from academicsearchpremierdatabase Read More