Theories Of Inquiry: Original 10 Strategic Points Revision
Table of Contents
Theories Of Inquiry
In the prospectus, proposal and dissertation there are ten key or strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research. The ten strategic points emerge from researching literature on a topic, which is based on or aligned with, the defined need in the literature as well as the researcher’s personal passion, future career purpose, and degree area. Previously, you drafted the ten strategic points for a potential dissertation research study based on an identified gap in the literature. In this assignment, you will practice the doctoral dispositions of valuing, accepting, and integrating feedback and reflecting on those inputs as you revise your draft of the ten strategic points created in the preceding assignment.
Use the following information to ensure successful completion of the assignment:
- Important note: Successful completion of this assignment does not indicate that this topic and the related 10 Strategic Points have been approved for use as your dissertation research study topic.
- Locate the draft of the 10 Strategic Points that you created in the preceding assignment and the feedback from your instructor and use them to complete this assignment.
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
- You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.
Reflect on the feedback provided by your instructor on the draft of the 10 Strategic Points that you previously completed. Integrate that feedback as well as your own new ideas into a revised draft the 10 Strategic Points for the potential dissertation research study.
The Feedback are attached
1. 10 Strategic Points
Familiarize yourself with this document found in the DC Network under the Research/Dissertation tab. You will be completing this document as you progress in the dissertation process. This document will be expanded to become your dissertation.
1. Insight, Inference, Evidence, and Verification: Creating a Legitimate Discipline
Morse, J. M. (2006). Insight, inference, evidence, and verification: Creating a legitimate discipline. International Journal of Qualitative Methods, 5(1), 1-7.
2. Pursuing Excellence in Qualitative Inquiry
Gergen, K. J. (2014). Pursuing excellence in qualitative inquiry. Qualitative Psychology, 1(1), 49-60. doi:10.1037/qup0000002
3. Qualitative Inquiry in the History of Psychology
Wertz, F. J. (2014). Qualitative inquiry in the history of psychology. Qualitative Psychology, 1(1), 4-16. doi:10.1037/qup0000007
4. The Promises of Qualitative Inquiry
Gergen, K. J., Josselson, R., & Freeman, M. (2015). The promises of qualitative inquiry. American Psychologist, 70(1), 1-9. doi:10.1037/a0038597
EPISTEMOLOGY & KNOWLEDGE JUSTIFICATION 2
James A. Dada
Grand Canyon University
RES-825 Theories of Inquiry
August 16, 2017
Epistemology & Knowledge Justification
|Article Citation||Charles, E. P. (2013). Psychology: The empirical study of epistemology and phenomenology. Review of General Psychology, 17(2), 140-144 Comment by Dr. Julie Nelson: Casteel, B. A. (2016). Relationships between learners’ personality traits and transactional distance within e-learning environments. (Order No. 10159244). Available from Dissertation & Theses @ Grand Canyon University. (1824698662). Retrieved from https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1824698662?accountid=7374|
|Point||Description||Location (Page #)|
|Broad Topic Area||The relationship between FFM personality traits, transactional distance and predictive of transactional distance in e-learning environment. Using a quantitative correlational study. Comment by Dr. Julie Nelson: The relationship between Five- Factor Model personality traits and transactional distance in an asynchronous video e-learning environment||140|
|Lit Review||The author analyzes previous empirical studies on both personality traits, transactional distance and predictive of transactional distance. This is helpful especially when coming up with research questions and delimit the research scope. Comment by Dr. Julie Nelson: Include Casteel’s themes here with citations, ok?||140|
|Problem Statement||The author was aware of the limited understanding the impact of personality traits, transactional distance and predictive of transactional distance. This helps in narrowing down on the research scope to address the problem statement. Comment by Dr. Julie Nelson: It was not known if and to what degree personality traits correlate with a learner’s perceived transactional distance within an asynchronous video-based e-learning environment Comment by Dr. Julie Nelson: This must be phrased exactly as stated in the GCU template:||141|
|Research Questions||The author used the Research questions to show the relationships between the variables under study; personality traits, transactional distance and predictive of transactional distance in e-learning environment. Comment by Dr. Julie Nelson: List his exact 2 RQs here. Is there a significant correlation between Five-Factor Model personality traits and transactional distance within the asynchronous video-based e-learning environment? Which personality traits predict transactional distance as explored with regression analysis within the asynchronous video-based e-learning environment?||143|
|Sample||The study research used a sample of 98 online participants. Comment by Dr. Julie Nelson: Good Convenience sampling (125) of individuals 18-years of age or older, involved in a relationship in the greater Phoenix area (124).||142|
|Describe Phenomena (qualitative) or Define Variables/ Hypotheses (quantitative)||The author showed the linkage between learning and how to obtain knowledge using the three-theoretical framework on e-learning; personality traits, transactional distance and predictive of transactional distance in learning. The qualitative designed used in the research is the Grounded theory which enables the author to theorize interactions in the variables based on the research participants’ opinions and views (Clegg, 2013). Comment by Dr. Julie Nelson: List the variables he measured here but include citations. V1: FFM personality traits (Openness, Conscientiousness, Extroversion, Agreeableness, Neuroticism) as measured by the Big Five Inventory V2: Transactional distance as measured by the Structured Component Evaluation Tool||142|
|Methodology & Design||The research used qualitative method approach alongside inductive analysis. This approach is participant friendly thus yields much in terms of research expectations. Comment by Dr. Julie Nelson: Quantitative methodology with a correlational design||143|
|Purpose Statement||The purpose statement delimits the specific area of the research and incorporates the rationale for the study. Comment by Dr. Julie Nelson: Again, this follows the GCU template for specific wording for the Purpose Statement which is nearly identical to the Problem Statement. All variables are identified. The purpose of this quantitative correlational study is to examine the relationship between FFM personality traits and perceived transactional distance for learners in an asynchronous video-based e-learning environment.”||143|
|Data Collection Approach||The research uses mainly questionnaires. This was helpful in capturing data from the online participants. Comment by Dr. Julie Nelson: Outline exactly how he gathered data. Dr. Casteel had participants view the online learning environment and complete 2 questionnaires (and a demographic sheet). Questionnaires, with citations, should be identified here as well as a description of when they completed them.||142|
|Data Analysis Approach||The author uses analytic programs such as Regression analysis to analyze the data. Comment by Dr. Julie Nelson: Comparison between SCET and TD (135). Analysis began with data validation (137). SPSS provided descriptive statistics for demographics and variables (137). Pearson correlation analysis was used for the first research question (138) while the second research question utilized regression analysis (139). Other comparisons beyond the research questions were addressed using other means, such as ANOVA (138).||144|
The research was set to examine the relationship that was present between personality traits and the results of the learner beside his or her behavior in a particular learning setting. The problem included the various variables in the research like the learning outcomes, behavior, the transaction distance, and interactions. The problem shade light on the basics of the studies in the context of the purpose of the study and thus the research questions were more detailed in the presenting of the problem. The variables that were under study included personal traits and transactional distance. That is the variables were used to determine the strength of the relationship between the personal traits of one in the premise of transactional distance under a video –based e learning setting. The variables were used in the formation of the hypothesis. That is, was there any effect on personal characteristics or behavior as a result of transactional distance? The variables are a key component of the quantitative research due to the reason that they are used in the formulation of the hypothesis statements and the research questions. The hypothesis problems in return form the basis of the purpose of the research. That is at the end of the research one can determine if there was a relationship between the two variables and come up with conclusions. The nature of the variables dictate is data collection methods for instance in our case, there will be a need for questionnaires and interviews due to the nature of the variables. Lastly, the variables are imperative in the addressing the problem through the aid of the hypothesis statements that address the problem. Comment by Dr. Julie Nelson: Good. I also like you to include the results and an interpretation of the results in light of past and present research. 😉 That is the best part.
Charles, E. P. (2013). Psychology: The empirical study of epistemology and phenomenology
Clegg, J. W. (2013). The fragmented object: Building disciplinary coherence through a contextual unit of analysis. Review of General Psychology, 17(2), 151-155. doi:10.1037/a0032926
Murphy, P. K., Alexander, P. A., & Muis, K. R. (2012). Knowledge and knowing: The journey from philosophy and psychology to human learning. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, J. Sweller, . . . J. Sweller (Ed) (Eds.), (pp. 189-226). Washington, DC, US: American Psychological Association. doi:10.1037/13273-008
Vandenberg, B. R. (2010). Evidence, ontology, and psychological science: The lesson of hypnosis. Journal of Theoretical and Philosophical Psychology, 30(1), 51-65. doi:10.1037/a0016665
College of Doctoral Studies
RES -850 Modified 10 Strategic Points Template Comment by Dr. Julie Nelson: Thanks to IAN THOMAS for allowing us to use his assignment as a TEMPLATE. GREAT WORK, IAN! Dr. Nelson and the class THANKS You! Comment by Dr. Julie Nelson: Dr. Nancy Wigton was the very first graduate from the PhD in Psychology program! Hence, some of her terms do not necessarily follow the current GCU template. Please keep this in mind as you review her exceptional work. (Notice her problem statement deviates from the current template, etc.) You will align your problem statement with the template! 😉 Comment by Dr. Julie Nelson:
|Article Citation||Wigton, N. L. (2014). Evaluating 19-channel Z-score neurofeedback: Addressing efficacy in a clinical setting (Order No. 3625170). Available from Dissertations & Theses @ Grand Canyon University. (1554696501). Retrieved from https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1554696501?accountid=7374 Comment by Dr. Julie Nelson: PLEASE ACCESS THESE RESOURCES. ONE IS FROM YOUR TEXT AND THE OTHER IS THE REAL 10SP TEMPLATE (THAT INCLUDES A SAMPLE AT THE END OF THE TEMPLATE) LOCATED IN THE DC NETWORK. HOPE THESE ARE HELPFUL! DR. NELSON http://lc.gcumedia.com/res850/gcu-doctoral-research-foundations-and-theories/v1.1/#/chapter/7https://dc.gcu.edu/documents/refereancestandards/2013-residency-2/2013-rsd-851/03_2015_supplemental_materials/3_ten_strategic_points_template_with_instructionsdocx Comment by Dr. Julie Nelson: This is the correct APA citation|
|Broad Topic Area||An Evaluation of 19-channel Z-score neurofeedback in a clinical setting Comment by Dr. Julie Nelson: This should be around 12 words and is somewhat of a working title.||pp. 1-4, particularly pp.1-2|
|Lit Review||· The scarcity of the literature is first discussed and the use of nontraditional sources is addressed (23-24), followed by an historical overview of EEG and NF applications as far back as the 1790s (24-26). Comment by Dr. Julie Nelson: This section includes her strongest, most current and relevant literature with citations. You should review her “themes” and can include her “theoretical foundations” and “gap articles” with citations, of course.· The use of NF techniques in operant conditioning is then discussed, with a comparison of historical operant and classical conditioning techniques (32).· A description and evaluation of various NF and QEEG techniques is then provided throughout the rest of the literature review; evaluations of the 19ZNF are sparse, as the author discusses, thus nontraditional sources, such as conference posters and presentations, are used (50-53). Finally, a review of tests, scales, and scores is provided (55-59).||pp. 23-60|
|Problem Statement||It is not known, by way of statistical evaluation of either clinical assessments or QEEG z-scores, if 19ZNF is an effective NF technique. This is an important problem because 19ZNF is a new NF model currently in use by a growing number of practitioners, yet scientific research investigating its efficacy is lacking…. Therefore, scientific evidence of efficacy for 19ZNF is needed. Comment by Dr. Julie Nelson: Notice how Dr. Wigton’s problem statement is not in the format that is currently used in the newest GCU template. Please make sure YOUR problem statement and purpose statement align with the GCU template—for your success!||pp. 4-5|
|Research Questions||R1a: “Does 19ZNF improve attention measured by the IVA assessment?” Comment by Dr. Julie Nelson: Yes, list the RQs.R1b: “Does 19ZNF improve behavior as measured by the DSMD assessment?”R1c: “Does 19ZNF improve executive function as measured by the BRIEF assessment?”R2: “Does 19ZNF improve electrocortical function as measured by QEEG z-scores such that the post z-scores are closer to the mean than pre z-scores?”A quantitative study was then used to determine z-score regression toward the mean.||pp. 63-64p. 65|
|Sample||Twenty-one individuals (both adults and children) currently seeking NF services at a private practice in the Southwest, who may have had symptoms of behavior or mood dysfunction that affected daily functioning. Comment by Dr. Julie Nelson: In your 10SP you will estimate your sample population here. For a completed study, we are aware of her exact sample for this study. So, this may come from 2 places depending on what you are reporting: Chapter 3 reports what researcher proposes and Chapter 4 reports the actual sample used. (Note: learners may go back and edit sample in Chapter 3 to align with Chapter 4 actual sample).||p. 67|
|Describe Phenomena (qualitative) or Define Variables/ Hypotheses (quantitative)||Variables: Comment by Dr. Julie Nelson: Variables are what Dr. Wigton measured, how she measured them and list her hypotheses.Independent: 19ZNFDependent: data from assessments using the IVA, DSMD, and BRIEF psychometric tests (Sanford & Turner, 2009; Cooper, 2001; Gioia, Isquith, Guy, & Kenworthy, 2000; Roth, Isquith, & Gioia, 2005).Hypotheses (0 and a combined):H1a: Post scores will be higher or lower/not significant for IVA assessment;H1b: Post scores will be lower or higher/not significant for DSMD assessment;H1c: Post scores will be lower or higher/not significant for BRIEF assessment;H2: Post z-scores will be closer or farther from/not significant from pre z-scores.||pp. 62/66pp. 63-64|
|Methodology & Design||Quantitative methodology with a quasi-experimental approach using a retrospective, one-group pretest-posttest design. Comment by Dr. Julie Nelson: Retrospective in this context means that she used archival data from previous clients who sought biofeedback treatment.||p. 65|
|Purpose Statement||The purpose of this quantitative, retrospective, one-group, pretest-posttest study research was to compare the difference between pre and post clinical assessments and QEEG z-scores data, before and after 19ZNF sessions, from archived data of a private neurofeedback practice in the Southwest region of the United States. Comment by Dr. Julie Nelson: Notice how this must be worded as per the GCU template and it aligns with the problem statement and topic.||p. 5|
|Data Collection Approach||Data was collected from previously completed tests based on consent waivers previously signed. An initial group of subjects was formed that had previously completed either the IVA, DSMD, or BRIEF pre-post assessment instruments. Three additional groups were formed from this group, one for IVA, one for DSMD, and one for BRIEF. Data collected was from pre-existing documents and files with subject identities removed and stored separately. Subjects had been given an intake assessment, followed by the 19ZNF treatment and post assessment. While the 19ZNF protocols may have been altered based on subject baselines, the overall goal of QEEG treatment remained consistent with normalization. Comment by Dr. Julie Nelson: Notice how Dr. Wigton outlines the exact process of how data was collected and instruments used (if applicable). The reader should be able to replicate your study, if desired, from your Methodology section 😉||pp. 76-78|
|Data Analysis Approach||Results from questions were incorporated into a spreadsheet and analyzed using the SPSS software and measured against the level of significance (alpha = .05) (79). Descriptive statistics were performed on each sample group, including means for pre, post, and difference scores, with specific scales for IVA, DSMD, and BRIEF/BRIEF-A analyzed separately and measured against the hypotheses (80). The QEEG z-scores were likely computed using Microsoft Excel spreadsheets and analyzed using SPSS. Z-score data were examined for absolute/relative power and coherence. The z-scores were averaged thus enabling pre and post comparisons (80). The Metawin 2.1 software was also used to calculate Hedge’s d effect sizes (81). Comment by Dr. Julie Nelson: In this section, identify the statistical analyses that will be used for each RQ, specifically. Comment by Dr. Julie Nelson: This is interesting. You should be able to do all of your quantitative analyses with SPSS. And, please see Laerd.com for SO much information about statistical tests and analyses. This site will become a best friend for a quantitative researcher! And, please don’t be afraid of statistics. . qualitative studies are very time-intensive as all interviews must be transcribed and themes identified and interpreted. This takes considerably longer than statistical analyses||pp. 79-81|
|Evaluation (Maximum 250-500 words) Comment by Dr. Julie Nelson: Ian, really strong understanding of this study. Nice analysis and identification of the 10SP.1. The major gap within the literature is provided right up front. Wigton states that the peer-reviewed literature on ZNF is scant; nevertheless, after providing an historical overview of EEG, QEEG, and NF and the theoretical foundations thereof, she breaks the literature review into several sections, including QNF, 4ZNF, and 19ZNF. Wigton first lists her search sources, including her own personal library, as well as several research databases. She further identifies nontraditional sources of ZNF material within conference posters and presentations. Of particular note within the literature review, Wigton describes the terminology and processes of ZNF that will be used within the study, a particularly relevant strategy given its technical nature.2. The independent variable was the 19ZNF and the dependent variables were the clinical outcomes based on the IVA, DSMD, and BRIEF assessments, as well as the z-scores from the QEEG data. As the dependent variable, all subjects participated in the 19ZNF treatment, which was expected to have an effect on the post assessment results of either the IVA, DSMD, or BRIEF assessments.3. The lack of quantitative studies on the effects of 19ZNF indicated a need for this type of research, particularly on the need for numerical indications of the efficacy of the 19ZNF treatment. Significantly, qualitative studies on the technique were deemed insufficient by the leading NF professional organizations, according to Wigton.4. This particular design used a quasi-experimental approach based on a retrospective, one-group pre-test/post-test process. As a retrospective study, this was appropriate, as it helped eliminate bias in subject selection and specific research participation. As a quasi-experimental study, it seemed to involve two of the three qualities of a true research study, control and manipulation (the third quality being randomization) (Hart, 2007) through the pre-test/post-test process. However, the study was controlled only in the sense that participants were limited; as a one-group study there was no distinction between experimental and control group.5. Data collection was simple enough based on previous work with the 19ZNF instrument used within the private clinic. Pre-test/post-test methodology was essential for this retrospective study to ensure that the data could be compared and the effectiveness of the 19ZNF could be measured. Ethical considerations and steps to ensure privacy were effective for this study as these steps ensured a separation of personally identifiable information with test results, thus protecting privacy while maintaining data integrity.6. In this case, the problem was a lack of quantitative data on the efficacy of the 19ZNF treatment method. Thus, Wigton was able to fill a much-needed gap by providing these results. The purpose statement was essentially a declaration of intent to provide the quantitative results needed to fill that gap.Hart, M. (2007). Design. International Journal of Childbirth Education, 22(1), 22.|
© 2013. Grand Canyon University. All Rights Reserved.
James A. Dada
Grand Canyon University
RES-825 Theories of Inquiry
September 6, 2017
Phenomenological Methods & Scientific Research Comment by Dr. Julie Nelson: Please correct your APA formatting (e.g., Running head, etc. )
Part II: Modified 10 Strategic Points Template
|Article Citation||Vangilder, C. H. (2016). A Grounded Theory Investigation of Thinking and Reasoning with Multiple Representational Systems for Epistemological Change in Introductory Physics. (Doctoral Dissertation). Available from Dissertation & Theses @ Grand Canyon University. Retrieved from Dissertations & Theses @ Grand Canyon University. (Order No. 10027568) Comment by Dr. Julie Nelson: See the answer key for the APA reference formatting.|
|Broad Topic Area||How students used multiple representational systems (MRS) in their own thinking and reasoning on personal epistemological change.||23|
|Lit Review||The author analyzes previous empirical studies on multiple representational systems (MRS) in thinking and reasoning as well as personal epistemological change. This is helpful in coming up with research questions and delimit the research scope to address the problem statement. Comment by Dr. Julie Nelson: See my feedback on other papers and the answer key. You need much more here—with citations.||23-44|
|Problem Statement||It was not known how thinking and reasoning with MRS occurs, and how that sort of thinking and reasoning affects epistemological change in terms of mechanisms and processes whether cognitive, behavioral, or social in an IP classroom. It is also not clear what anyone means by the terms thinking and reasoning within any context. Comment by Dr. Julie Nelson: It was not known how (a) thinking and reasoning with MRS occurs, and (b) how that sort of thinking and reasoning affects epistemological change in terms of mechanisms and processes—whether cognitive, behavioral, or social—in an IP classroom This should be written exactly how it appears in the dissertation.||8|
|Research Questions||The goal of this qualitative grounded theory study was to determine the influence that multiple representational systems (MRS) have on the thinking and reasoning of 20-30 community college IP students at Central Arizona College with respect to their conceptual frameworks and personal epistemology. Comment by Dr. Julie Nelson: See my feedback on other papers and the answer key. There are 2 RQs.||10|
|Sample||The study research used a sample of 34 students who enrolled in 2 IP courses at Central Arizona College; with 1 Hispanic that served the college (HSACU, 2014) which is located in Coolidge, Arizona in the fall semester of 2014. It also comprised of 17 students whose ages ranged from 17- 45. 29 students, involved in PEP survey.||83-84|
|Describe Phenomena (qualitative) or Define Variables/ Hypotheses (quantitative)||MRS, and the thinking and reasoning affects epistemological changes are the key variables in the Research Study. The primary instrument that was used for measuring epistemological change (the PEP), including other miscellaneous assessments (FCI, MBT) provided quantitative results mainly for the objective of bringing descriptive data on elements of the Proposal that were material to the overall study goals; however, not straight to the part of the research questions. It also performed two specific types of analysis on the qualitative data were performed which were cluster analysis and node matrices, in addition to constant comparative analysis through memo bracketing. Comment by Dr. Julie Nelson: See the answer key.||116|
|Methodology & Design||A grounded theory design is qualitative research seeking to assess. The qualitative designed used in the research is the Grounded theory which enables the author to theorize interactions in the variables based on the participants’ views. The research used qualitative method approach alongside inductive analysis. This approach is participant friendly thus yields much in terms of research expectations. Comment by Dr. Julie Nelson: See my previous feedback and the answer key. This should be a one-sentence statement of method.||76-84|
|Purpose Statement||The purpose of this qualitative grounded theory study was to determine how representational systems deployed in an IP classroom correspond to epistemological change in accordance with the ways that students therein think and reason, within a study sample at Central Arizona College—located in Coolidge, Arizona. The purpose statement delimits the specific area of the research and incorporates the rationale for the study.||9|
|Data Collection Approach||The research employs the use of interview, electronic poll as well as diary entries. This was important in capturing raw data from the students for purposes of scientific study. Comment by Dr. Julie Nelson: See my previous feedback and the answer key. You need much more here—exactly how data was collected.||35|
|Data Analysis Approach||The research study employs the use of two coding schemes; a priori theoretical and indigenous in vivo coding schemes.Coding for the identification of key words and word groupings in the data (Saldaña, 2013). Comment by Dr. Julie Nelson: See my previous feedback and the answer key. You need much more here—exactly how qualitative data was analyzed.Data analysis follows with in vivo codes when important words and word groupings warrant their own code label.NVivo codes were analyzed for relationships and subsequently displayed in multiple graph formats ranging from bar charts to cluster analysis maps that reveal the relationships that exist between nodes (codes) and/or families of nodes (Bazeley & Jackson, 2013).Two coding schemes, namely: a priori theoretical and indigenous in vivo were employed in this study.||98-99|
Lakatos, I. (1980). The methodology of scientific research programmes: Volume 1: Philosophical papers. New York: Cambridge university press.
Oxley, L. ((2016). An Examination of Interpretative Phenomenological Analysis. Educational & Child Psychology, 33(3), 55-62.
STRATEGIC POINTS IN LITERATURE RESEARCH 3
RES-825 Theories of Inquiry
Strategic Points in Literature Research Comment by Dr. Julie Nelson: James, this is not the correct template for the 10SP. Notice how the link is right in the assignment instructions below. Important note: Successful completion of this assignment does not indicate that this topic and the related 10 Strategic Points have been approved for use as your dissertation research study topic.Locate and download “10 Strategic Points Template with Instructions” located in the DC (https://dc.gcu.edu/dissertation/dissertation-templates/10_strategic_points_template/strategicpointstemplatewithinstructions2014docx) and use it to complete this assignment.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.You are required to submit this assignment to Turnitin. Comment by Dr. Julie Nelson: James, please see my comments. First, there will be a deduction for using the wrong template as the link is provided in the assignment. Second, please access all of my feedback from previous assignments and revisit the GCU dissertations you studied to identify each of the 10SP and how they align—as well as correct wording for problem and purpose statements, literature reviews with current references, RQs and hypotheses, etc. I have posted samples in the Announcements, etc. Your topic is very broad and without supporting literature. Also, you have not posed a reasonable question to test and outlined how you will test it. Please go to the DC Network and study all dissertation templates (and notice the sample at the end of the 10SP template) so you can improve this document for your Module 8 resubmission. Please use the correct template as well. Dr. Nelson
The Impact of Religious beliefs on Politics in the USA, in the state of California Comment by Dr. Julie Nelson: Comment by Dr. Julie Nelson: James, this topic is VERY broad. .
A) background of the Problem
i)Politics in the United States of America have been known to be very charged and questions have often been raised as to why religion does not come in between. However, given the rates at which various religious people are joining politics, there has been a lot to be talked about(Khalid,2007). Comment by Dr. Julie Nelson: You will need much more recent literature to demonstrate that your topic is current and still relevant.
ii)Politicians in the State of California have been asked to embrace religious people that are always coming to join politics in the state of California as it is awaited to be seen the value that they will bring along. Comment by Dr. Julie Nelson: Cite?
iii)The way politics are organized in the state of California is very different and the religious leaders are urged to get to know the complex variables before they engage in politics. Comment by Dr. Julie Nelson: You need to be reviewing the literature here . . citation?
iv)There is a widening relationship that is between politics and religion as it was witnessed when there was race struggle in America before the 1960s(Paddison,2012).
v)There has been a varied relationship between the religious issue of politics in California as compared to other places.
b) Theoretical Foundations
i)Politics and life in California Comment by Dr. Julie Nelson: James, these are not theoretical foundations. Please do some research on what it means for a theory to support or explain a variable or a phenomena, ok? Also, read the GCU dissertations that you analyzed in previous assignments as it should be clear how the theory relates to each variable.
ii)Religion in Politics life
iii)The relationship of religion and politics and its influence on religious studies
c)Review of literature Topics with key theme for each one
i)Religion in politics in California makes leaders be more effective: The study used the category of looking for great leaders who have initially formed in their places noting they were from a religious background(Khalid,2007). Comment by Dr. Julie Nelson: 75% of all of your references must be no older than 5 years.
The beliefs in religion do influence the performance of students: There is a very strong relationship which exists between the leaders that have engaged religion.
i)There is a lot of importance in the identification of approaches that can lead to religion being involved in politics Comment by Dr. Julie Nelson: What does this mean and who said it. This is still way too broad. You need to test 1 question and tell the reader how you will test it, ok?
ii)Quantitative study: Instruments and the source of data are there in the collection of numerical data on two variables(Paddison,2012).
3.Problem Statement: It has been researched that if there is a relationship between politics and religion there is bound to be able leaders and those that will perform Comment by Dr. Julie Nelson: I do not understand what this means. . . And, please see the GCU templates and dissertations you read for a correct problem statement.
4.Sample and Location
a) Location: California
b) Population: Selected leaders in California
c)Sample: A town in California with leaders that are known to be religious yet political Comment by Dr. Julie Nelson: Be more specific here. What leaders and how many?
d)Number of observations for each political leader: About 2-4 political leaders will be asked on how they perceive religion. Comment by Dr. Julie Nelson: Again, this is very broad.
5.Research Questions; R1Is there any relationship between religion and politics to lead to effective leaders. R2Iis there any relationship between leaders who fail in performance and religion(Khalid,2007). Comment by Dr. Julie Nelson: How are you defining these variables and what instruments will you use to measure these two variables so you can run a correlation on them. James, you need a much more specific problem statement and RQs.
a) H1: There is a lot of relationship between effective political leaders as their characteristic demonstrate success. Comment by Dr. Julie Nelson: There is not such a thing as ‘a lot of relationship’ Comment by Dr. Julie Nelson: This is very different than your RQs about relationships between religion and politics. . .
b) H10: There is a strong relationship between the leaders who perform well and how they use religion.
7.Methodology and design
This method is bound to use Quantitative methodology together with Correlation Design(Paddison,2012)
The purpose of this study was to find the quantitative correlational study was to come up with the understanding of the relationship that exists between religion and politics and how it leads to making political leaders effective. Comment by Dr. Julie Nelson: ???
a) Dependent Variable: Performance of the political leaders will be measured by the state of California standard scores on leaders(Khalid,2007). Comment by Dr. Julie Nelson: what is this and what does it measure?
b) Dependent Variable: Level of performance in the State. Data will be collected by use of standard instruments used for studies that are familiar that measure the performance of leaders in California. Comment by Dr. Julie Nelson: ?? what about your variable of religion?
a) Inferential statistics for testing linear regression and performance hypothesis. Comment by Dr. Julie Nelson: ??? what variables will you conduct a regression on?
b) Descriptive statistics to summarize the sample demographic data and also data on the two variables(Paddison,2012). Comment by Dr. Julie Nelson: I don’t understand Part 2 on qualitative concepts. This is not a part of the 10SP template or project.
Part II: Project
There are still research gaps in the past and current research studies regarding hermeneutics. Therefore, this section II of the paper outlines possible gaps that can be integrated into a scientific research discourse.
-The hermeneutic conception of culture. There is still research gap with regards to hermeneutic and traditional account of cultures in the world.
-Developing holistic epistemology in hermeneutics. This should involve using the hermeneutic in a context-based fashion.
-Hermeneutic phenomenology. The proposed research topic seeks to show holistic connection between descriptive phenomenology and hermeneutics.
-Understanding central idea in hermeneutics. The impact and contribution of hermeneutics in scientific researches.
-Understanding hermeneutics from perceptive point of view. There are been a research gap in the current and previous studies as far as perspective hermeneutics is concerned.
-Deconstructing misconceptions related to hermeneutics in scientific research. There is research gap in most of the literature reviews on the misunderstanding on the application of hermeneutics in scientific research.
-Impacts on personal biases on hermeneutics. Personal biases can be assessed constructive to increase efficacy or hermeneutics as a research tool.
-Why context is so important in hermeneutics? The current research studies have failed to capture the need for context in hermeneutics (Dilthey & Jameson, 1972).
-How vital Hermeneutics and descriptive sociology in traditional humanist? . An examination of Humanist Hermeneutics in Literary Studies.
-Effects of subjectivity with regard to hermeneutics. The current research studies have failed to capture the effects if subjectivity in hermeneutics (Polkinghorne, 2000).
Dilthey, W., & Jameson, F. (1972). The Rise of Hermeneutics. New Literary History, 3(2), 229-244.
Khalid, A. (2007). Islam after communism: religion and politics in Central Asia. Berkeley:
University of California Press.
Paddison, J. (2012). American heathens: religion, race, and reconstruction in California.
Berkeley, Calif. San Marino, Calif: Published for the Huntington-USC Institute on
California and the West by University of California Press Huntington Library.
Polkinghorne, E. D. (2000). Inquiry in the Pragmatic and Hermeneutic Traditions. Theory and Psychology, 10(4), 453-479.
Sandage, J. S., Cook, V. K., Hill, C. P., & Strawn, B. (2008). Hermeneutics and Psychology: A Review and Dialectical Model. Hermeneutics and psychology: A review and dialectical model. Review of General Psychology, 12(4), 344-364.