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 * //Title //

//Cover Page // || Assignment Two: Review an educational research journal Kevin Campbell Laura Quinn Graham Research Methodology in Education EDER 631.14 L03 Dr. Hongxia Shan University of Calgary ||
 * Introduction

//What is the methodology that you reviewed? // || // **Methodology Reviewed: ** // [|Grounded theory methodology]  was reviewed through the examination of eight journal articles selected from the Elementary School Journal spanning from 1991 to 2010. Grounded theory was developed by two sociologists, Glaser and Strauss, who coauthored the seminal book, //The Discovery of Grounded Theory// (1967). Glaser and Stauss (1967) proposed grounded theory to conduct research with a focus on an interpretive process, analyzing "the actual production of meanings and concepts used by social actors in real settings" (Gephart, 2004 p. 457).

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 * //What is the philosophical foundation underpinning this methodology if this is discussed in the articles you chose // || //"Because qualitative inquiry is based on the assumption that reality is socially constructed, researchers' interpretations were cross-checked with participants in order to ensure alignment” (p. ) . // ||
 * //<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">What methods are commonly used for this methodology // || //**<span style="font-family: Arial,sans-serif; font-size: 9pt;">Methods commonly used for this methodology **//**//<span style="font-family: Arial,sans-serif; font-size: 9pt;">: //**

<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 9pt;">Grounded theory is a research methodology in which data regarding a central phenomenon is collected, systematically coded, conceptualized, categorized and developed into a theory. Grounded theory is best utilized when there is little or no data about the central phenomenon and the researcher wishes to learn more and understand why something is the case. Grounded theory commonly uses systematic design (Strauss and Corbin, 1998, 2008), emergent design (Glaser, 1992) and constructivist design (Charmaz, 1990, 2000, 2006). Theoretical propositions are made based on the data and relationships among categories. A model of these relationships is developed to clearly identify how data relates to form a process which supports the proposition. This model develops as data is reviewed, in a multistage, iterative process called coding. In the first stage of coding called ‘open coding’ the data is compiled in a holistic manner. The next stage in the process, axial coding, establishes relationships between categorized and sub-categorized data. Selective coding is then used to refine categories as a theory emerges and is developed; hence the theory is “grounded in the data”. ||
 * //<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Is this methodology an accepted orientation towards research? (The strengths or limitations of the methodology) // || <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">//** The strengths or limitations of the methodology: **//

<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">Strengths: <span style="font-family: Arial,sans-serif; font-size: 9pt;">Smart and Igo (2010) noted that previous research had only identified behaviour management as an issue but had not delved into the reasons why this was the case. As previously mentioned, grounded theory is best utilized when there is little or no data about the central phenomenon and the researcher wishes to learn more and understand why something is the case. As well, there lacked any theoretical framework explaining teachers’ choice and implementation strategies with respect to behaviour management strategies. Smart and Igo (2010) argued that “[s]uch a model, <span class="searchterm0" style="font-family: Arial,sans-serif; font-size: 9pt;">grounded <span class="apple-converted-space" style="font-family: Arial,sans-serif; font-size: 9pt;"> in teachers' perceptions and experiences, could be used to explain and make predictions about first-year teachers' struggles and successes in the classroom, and thereby offer direction for training pre-service teachers (p. )”. <span style="font-family: Arial,sans-serif; font-size: 9pt;">The authors also noted that teacher attrition rates are linked with new teachers’ perceptions of their ineptitude around student behaviour management. This study could yield helpful information to inform better practices around teacher preparation, which if successful, could lead to //“increased student learning and greater teacher retention”(p.).// Hence, using grounded theory methodology, the researchers developed a proposition or theory that pre-service teachers might benefit the most from receiving specific training for dealing with incidents of misbehavior categorized as severe.

<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">Limitations:

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Smart & Igo (2010) note that there were several limitations to the study and methodology. The data collection was limited to self-reported interview data and did not include researcher observations. Relying solely on self-reported data undermines the reliability of identifying actual strategies used by the teachers as well as an objective analysis of the strategies effectiveness. Smart & Igo (2010) point out that although “it is acceptable to conduct a grounded theory study solely on participant interview data ( <span style="font-family: Arial,sans-serif; font-size: 9pt; text-decoration: none;">[|Strauss & Corbin, 1998] <span style="font-family: Arial,sans-serif; font-size: 9pt;">), the lack of observational data from these teachers' classrooms limits the conclusions that can be drawn from the present data sources” (p.). Another limitation identified by Smart & Igo (2010) relates to the low response rate (less than 30%) regarding teachers’ assessment of the validity of the theoretical model espoused by the researchers. The researchers are left to infer that either there were mitigating factors interfering with the teachers’ ability to respond to the models validity or the teachers simply did not agree with the model. ||
 * <span style="background-color: #ffffff; color: #f24a4a; font-family: Arial,sans-serif; font-size: 10pt;">Examine a minimum of 8 articles around one common research methodology to draw conclusion around the research methodology around the following questions:

<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Does it appear to be an accepted orientation towards research?

<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Has this changed over time? || **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Journal Studies Reviewed: ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">A review of //The Elementary School Journal// was conducted to identify how grounded theory has been articulated in the journal over an extended period of time. We conducted a chronological review of studies which were identified by the authors as having a grounded theory basis. In an effort to identify how these studies represented grounded theory and to track their evolution over time, a <span style="font-family: Arial,sans-serif; font-size: 9pt; text-decoration: none;">matrix <span style="font-family: Arial,sans-serif; font-size: 9pt;"> was developed to identify the various components typical of a high-quality study. Interestingly, most of the studies we reviewed showed little alignment with our matrix. This lack of correlation was the catalyst to review additional journals to gain better understanding of the method and its evolution. Of the additional journals we reviewed a similar theme emerged. Minimal correlation with our matrix continued to be the trend regardless of the implicit or explicit identification of the utilization of grounded theory methodology. It appears that some researchers used the term loosely to indicate the recursive nature of their research, rather than an adherence grounded theory methodology. Perhaps this was an attempt to establish a sense of diligence, while using a less stringent method to conduct the study. ||
 * <span style="background-color: #ffffff; color: #ff002e; font-family: Arial,sans-serif; font-size: 10pt;">Choose one article in which the research methodology chosen is particularly compelling and examine it in detail. Research article: || **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Exemplar journal article: **

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Of the eight journal articles reviewed, Smart and Igo’s (2010) study <span style="font-family: Arial,sans-serif; font-size: 9pt; text-decoration: none;">A Grounded Theory of Behaviour Management Strategy Selection, Implementation, and Perceived Effectiveness Reported by First-Year Elementary Teachers <span style="font-family: Arial,sans-serif; font-size: 9pt;">was the most thoroughgoing and properly formatted journal overall.In this study the researchers sought to answer the following research question: “How do first-year elementary teachers who lack behavior management coursework report dealing with classroom misbehaviour and how do they perceive the effectiveness of these strategies?” (p.) The researchers interviewed 19 teachers and analyzed the data using a constant comparative method to develop an understanding of the relationships that exist between teacher training, selection and utilization of specific behavioral modification strategies, and the perceived effectiveness of these modification strategies. || <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Procedure and Data Collection || //<span style="color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;">The researchers utilized a grounded theory design that entailed the data collection of first year’s teachers’ perceptions relating to behaviour management, comparative analysis of emerging categories, descriptive relationship analysis and finally, the development of a theoretical framework. The researchers used a semi-structured interview protocol and follow up questions and interviews to further flesh out emerging themes. The interviews were recorded using audio equipment and transcribed for data analysis. “In this grounded study, theoretical saturation was achieved when no new categories or themes were emerging from interviews and follow-up interviews had addressed critical constructs with each participant” (p.). // || <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Implications <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Future research direction || //<span style="color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;">The researchers presented the study findings and implications for future research. They noted that the findings from their research study builds on current knowledge relating to behaviour management. Also, whereas earlier studies only pointed to the fact that behavior management is a problem for novice teachers the studies did not delve into the specific nature of the problem. This study, in contrast, reveals particular areas of concern as well as the methods teachers use to choose strategies based on the behaviours and their perceptions of the strategies effectiveness. “The resulting paradigm model presents a framework for understanding novice teachers' strategies for managing student behavior, which can be tested and refined in future research (p.). //
 * <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Consider the relevance of the research method employed to the research questions posed || <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">Grounded theory is a research methodology in which data regarding a central phenomenon is collected, systematically coded, conceptualized, categorized and developed into a theory. Grounded theory is best utilized when there is little or no data about the central phenomenon and the researcher wishes to learn more and understand why something is the case. Smart, J., & Igo, L. (2010) noted that previous research had only identified behaviour management as an issue but had not delved into the reasons why this was the case. As well, there lacked any theoretical framework explaining teachers’ choice and implementation strategies with respect to behaviour management strategies. Smart, J., & Igo, L. (2010) argued that “[s]uch a model, grounded in teachers' perceptions and experiences, could be used to explain and make predictions about first-year teachers' struggles and successes in the classroom, and thereby offer direction for training preservice teachers (p. )”. The authors also noted that teacher attrition rates are linked with new teachers’ perceptions of their ineptitude around student behaviour management. This study could yield helpful information to help inform better practices around teacher preparation which in turn could lead to //“increased student learning and greater teacher retention”(p.).// ||
 * <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Sample selection and size (if applicable) || <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">The researchers selected a sample of 19 teachers using criterion sampling; the first criterion being first year teacher and the second criterion lack of formal child behaviour management training. School personnel and principals assisted with the selection process. By selecting teachers teaching kindergarten to the fifth grade this grounded theory study “reflect[s] an elementary sample representing a continuum of developmental levels” (p.). As well, all study participants had a minimum of one student with an individualized education plan. ||
 * <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Evaluation of the method of data collection/
 * <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Data analysis || //<span style="color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;">The researchers followed Strauss and Corbin’s (1998) brand of grounded theory employing data analytic methodology which included open coding, axial coding, selective coding, development of a conditional matrix, and the establishment of validity. These steps were carried out using a constant comparative analysis; a hallmark process in grounded theory. // ||
 * <span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Presentation of findings

<span style="color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> //The authors noted that additional studies should be conducted in other geographical areas due to the limited scope of this research. Casting a wider research net would potentially allow one to generalize to a broader population. As well, the research limitation stemming from self-reporting could be offset by including observational data. The researchers also suggested that “a survey instrument could also be created from the model developed in the present study or subsequent studies in order to examine the general agreement among first-year teachers across different regions with a larger sample size.// //<span style="color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;">This paradigm, together with additional research, can help to inform practice, pre and in-service training for teachers “with the goal of educating, supporting, and retaining highly qualified teachers (p.). // ||
 * //<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Discuss any ethical issues involved when using this methodology // || <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">A focus to advance the purpose of the study

<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;"> Power and authority issues of interviewing

<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;"> Building a useful chain of evidence

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Inclusion & Exclusion Criteria // //<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">The recruitment practices and sample selection were in line with the purpose of the study, ie. to explore novice teachers perceptions of their behaviour management strategies and the effectiveness of those strategies. Nineteen participants for the research were recruited using //<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">criterion sampling //(//first year teacher and lack of formal child behaviour management training) //which was consistent with the intended purpose of the study. Exclusion from the study was based on the set out criterion and not carried out arbitrarily.//

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Assessment of Risks & Benefits // //<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">Depending on the measures to protect confidentiality of the teacher participants the risk to the teacher could be minimal (ie. Nothing exceeding what they experience in everyday life) or above minimal risk. With respect to ricks that are above the minimum both economic and social harm could result if the teachers identities are not adequately protected. ////<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">There is potential that a teacher participant could be identified and have their discipline strategies evaluated as inappropriate which in turn could compromise their employment status as well as face social ////<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">ostracism by their// //<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">school administration, principal or peers. //

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Protecting Privacy & Confidentiality // <span style="background-color: white; color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">It is unclear from the article what measures were put in place to protect the teachers’ identity. Given the small sample size and relatively small sample source (two schools) it is critically important to ensure confidentiality measures are in place and adequate.

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Recruitment Procedures // <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">School personnel and principals assisted with the selection process. The study did not mention if the teachers could opt into or out of the study.

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Consent Procedures // <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">Having principals and administrators involved in the recruitment process could negatively impact a participant’s free and ongoing consent. In order for consent to be free it must be voluntary and such voluntariness can be undercut by an imbalance of power, such as experienced between a teacher and a principal. The study did not speak to what, if any measure, were in place to ensure their consent was voluntary.

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Materials (questionnaires, etc.) // <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">The questions from the semi-structured interview protocol do not seem to pose any ethical concerns.

//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Data Management // <span style="color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;">The study does not speak to data management processes though the original proposal most likely did address this element. ||
 * //<span style="color: red; font-family: Arial,sans-serif; font-size: 10pt;">Provide the reference of the 8 articles in APA style // || <span style="color: #4f81bd; display: block; font-family: Arial,sans-serif; font-size: 10pt; text-align: center;">References

<span style="color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Almasi, J. F., Garas <span style="color: #4f81bd; font-family: 'Cambria Math',serif; font-size: 10pt;">‐ <span style="color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;">York, K., & Shanahan, L. (2006). Qualitative Research on Text Comprehension and the Report of the National Reading Panel. //The Elementary School Journal, 107//(1), pp. 37-66.

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Creswell, J. W. (2011). //Educational research: planning, conducting, and evaluating quantitative and qualitative research//. Boston: Pearson.

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Dolezal, S. E., Welsh, L. M., Pressley, M., & Vincent, M. M. (2003). How Nine Third-Grade Teachers Motivate Student Academic Engagement. //The Elementary School Journal, 103//(3), pp. 239-267.

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Fisher, D., Sax, C., & Grove, K. A. (2000). The Resilience of Changes Promoting Inclusiveness in an Urban Elementary School. //The Elementary School Journal, 100//(3), pp. 213-227.

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Freeman, J. G., McPhail, J. C., & Berndt, J. A. (2002). Sixth Graders' Views of Activities That Do and Do Not Help Them Learn. //The Elementary School Journal, 102//(4), pp. 335-347.

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Gephart, R. P. (2004). Qualitative Research and the Academy of Management Journal. //Academy of Management Journal//, 47(4), pp. 454-462

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for qualitative research. //The British Journal of Sociology,// 20(2) pp.227

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Kagan, D. M., & Tippins, D. J. (1991). Helping Student Teachers Attend to Student Cues. //The Elementary School Journal, 91//(4), pp. 343-356. <span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;">Klingner, J., Cramer, E., & Harry, B. (2006). Challenges in the Implementation of Success for All in Four High <span style="background-color: white; color: #4f81bd; font-family: 'Cambria Math',serif; font-size: 10pt;">‐ <span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;">Need Urban Schools. //The Elementary School Journal, 106//(4), pp. 333-349.

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Raphael, L. M., Pressley, M., & Mohan, L. (2008). Engaging Instruction in Middle School Classrooms: An Observational Study of Nine Teachers. //The Elementary School Journal, 109//(1), pp. 61-81.

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Smart, J., & Igo, L. . (2010). A Grounded Theory of Behavior Management Strategy Selection, Implementation, and Perceived Effectiveness Reported by First-Year Elementary Teachers. //The Elementary School Journal, 110//(4), pp. 567-584.

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Suddaby, R. (2006). What Grounded Theory is Not. //Academy for Management Journal//, 49, pp. 633-642

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Thornberg, R. (2010). A Student in Distress: Moral Frames and Bystander Behavior in School. //The Elementary School Journal, 110//(4), pp. 585-608.

<span style="background-color: white; color: #4f81bd; font-family: Arial,sans-serif; font-size: 10pt;"> Troia, G. A., Lin, S. C., Cohen, S., & Brandon W. Monroe. (2011). A Year in the Writing Workshop. //The Elementary School Journal, 112//(1), pp. 155-182. || **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Additional Information: **

<span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 9pt;">Please follow links for additional information and to view the Wiki, matrix and charts:
 * <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 9pt;">Collaborative Wiki space
 * <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 9pt;">[|Grounded theory methodology diagram]
 * <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 9pt;">[|Study design matrix]

<span style="background-color: #ffffff; color: red; font-family: 'Times New Roman',serif; font-size: 16px;">Is this methodology an accepted orientation towards research? (The strengths or limitations of the methodology);

[|What grounded theory is not.pdf]

<span style="background-color: #ffffff; color: red; font-family: 'Times New Roman',serif; font-size: 16px;">Refer to the article of your choice, evaluate the relevance of the methodology and research methods to answer the research questions, the methods of data collection, sample selection and size (if applicable), data analysis and presentation of the findings;


 * <span style="background-color: yellow; color: #1e476b; font-family: Arial,sans-serif;">[|A Grounded Theory of Behavior Management Strategy Selection, Implementation, and Perceived Effectiveness Reported by First-Year Elementary Teachers] **

<span style="background-color: yellow; color: #265985; font-family: arial,sans-serif; font-size: 12px;">[|Julie B. Smart] <span style="background-color: yellow; font-family: Arial,sans-serif; font-size: 12px;">, <span style="background-color: yellow; color: #265985; font-family: arial,sans-serif; font-size: 12px;">[|L. Brent Igo] //<span style="background-color: yellow; font-family: Arial,sans-serif; font-size: 12px;"> The Elementary School Journal //<span style="background-color: yellow; font-family: Arial,sans-serif; font-size: 12px;">, Vol. 110, No. 4 (June 2010), pp. 567-584 <span style="background-color: yellow; color: #265985; font-family: Arial,sans-serif; font-size: 12px;">[|Full Text] PDF [|Summary]

<span style="background-color: #ffffff; color: red; font-family: 'Times New Roman',serif; font-size: 16px;">Discuss any ethical issues involved when using this methodology; <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 16px;">A focus to advance the purpose of the study <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 16px;">Power and authority issues of interviewing <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 16px;">Building a useful chain of evidence

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<span style="font-family: Arial,sans-serif; font-size: 10pt;">//Draft 2 - one pager //