Category: LDRS591

Did the researchers use at least three strategies to validate the findings?

It was not explicitly written, but the authors may have performed some form of bracketing, as Chan & So wrote, “these two researchers are conscious of researcher biases, and aim to generate evidence-based interpretations of the subjects.” (2017, p. 21) However, the authors did not explicitly use any of the four strategies listed in Plano-Clarke & Creswell, bracketing, triangulation, member checking, and an audit. However, Plano-Clarke acknowledges there are “many different strategies for validating their qualitative findings in reports.” (2015, p. 364) Overall, Chan & So could have done a better jump validating and showing the trustworthiness of their report.

1/3

Did the findings include a good description of the people, places, or events in the study?

The authors provide general details of the people such as their age and place of education. However, they provide no specific details about the individuals, classes, or school. The authors should have provided additional details to create a detailed picture of the participants, events and the study.

1/3

Did the findings include appropriate themes about the central phenomenon?

Chan & So identified seven themes from their coding: listening, empathy, empathy, empathy and healing, awareness, planning: conceptualization and foresight, persuasion, and community building. (2017, p. 22) Plano-Clarke & Creswell suggest five to seven themes indicate a higher quality of qualitative research. (2015, p. 377)

2/3

Did the findings provide a good exploration of the central phenomenon?

 

Chan & So dissected the seven themes into subthemes to provide a further understanding of the data and answer their two research questions. The study confirmed servant leadership training can be a part of a secondary school co-curriculum program. The researchers provided a general understanding about how servant leadership can be developed in students aged 15 to 17. Overall, Chan & So provide a basic framework for how the development of servant leaders could look in secondary schools. The authors provide clear explanations of the three stages of servant leadership training, serve, lead, and build, and how they connect with the seven themes found throughout the coding process.

3/3

References

Chan, K. W. C, & So, G. B. K. (2017). Cultivating servant leaders in secondary schooling. Servant Leadership: Theory and Practice, 4(1), 12-31. Retrieved from http://www.sltpjournal.org/uploads/2/6/3/9/26394582/03chan_so_vol_4_issue_1.pdf

 

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.

 

https://create.twu.ca/ldrs591-sp18/unit-6-learning-activities/

 

 

I believe Chan & So (2017) used a grounded theory research design to complete their study. First, the purpose statement identifies a process to explore and the need to fill a gap in present theories.  Second, the researchers collected data through interviews, from multiple people with different experiences and perspectives. Third, the researchers analyzed data using multiple stages of coding. Finally, the researchers described the categories and themes found within the data and their relation to each other in theory, and they developed a theory which they explained in text and through visual means. (Plano-Clarke & Creswell 2015, p. 297 – 298) 

The researchers asked two research questions. First, “Can servant leadership training be a part of a secondary school co-curriculum program?” (2017, p. 19) Second, “How is servant leadership developed in learners at a secondary school?” (2017, p. 19) The authors of the study were justified in using grounded theory as the research design addressed the purpose of their study. The purpose of the study was to, “explore a possible pathway to cultivate servant leadership attributes among learners in secondary schooling.” (Chan & So, 2017, p. 19) Moreover, Chan & So recognized the need to develop a broad theory addressing the development of servant leadership in secondary learners, aged 15 to 17 as there was a hole in recent research. Plano-Clark & Creswell explain the purpose of grounded theory is, “to generate theory about a process, action, or interaction.” (2015, p. 301) Thus, Chan & So research design successfully addressed the study’s purpose, which allowed them to create a “Framework of Servant Leadership Development for Adolescent Learners.” (Chan & So, 2017, p.19)

 

What research design was used to guide the study? Was it justified?

2/3. The authors could have been clearer of their research design as it could easily be mistaken as a case study.

Does the qualitative research design address the study’s purpose?

3/3

References

Chan, K. W. C, & So, G. B. K. (2017). Cultivating servant leaders in secondary schooling. Servant Leadership: Theory and Practice, 4(1), 12-31. Retrieved from http://www.sltpjournal.org/uploads/2/6/3/9/26394582/03chan_so_vol_4_issue_1.pdf

 

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer’s guide (2nd ed.). Boston, MA: Pearson.

Unit 6 Learning Activities

 

 

I have always enjoyed reading and research in general, but given other commitments and responsibilities, I no longer have an infinite amount of time to spend on research. Thus, there are several factors I use to determine if an article is worth exploring further a consumer of research reports, the most important things for me in the introduction section of a high-quality research paper are:

• A clear and succinct abstract.
• Well written, direct and to the point. If it is difficult to locate the topic, purpose, and intent of the study, then I will likely lose interest.
• The authors must explain why it is relevant, necessary, and the implications of their study.

As Dr. Atha is commonly heard saying, “be substantive and succinct.” If the study is substantive but succinct, it will likely pique my interest, and I will explore it further.

Are you someone that will read the end of a book before you start or even finish it? Are you guilty of doing the same with research articles, skipping to the discussion, or implication, or conclusion? Is it fair to eliminate studies that could be valuable if the introduction is poor? Why? Why not? Is the level of research limited by the author’s writing ability?

Hunter, E.M., Neubert, M. J., Perry. S.J., Witt, L.A., Penny, L.M., & Weinberger, E. (2013). Servant leaders inspire servant followers: Antecedents and outcomes for employees and the organization. Leadership Quarterly, 24(2), 316-331.

Is the study’s purpose clearly specified?

No. The purpose is defined in the abstract and again later in the discussion section but not in the introduction. One can piece it together in the introduction, but it is not as clear and concise as it ought to be.

1/3

Is the focus of the study appropriate?

Yes, the researchers identify independent, dependent, and control variables. However, no confounding variables were defined or discussed.

2/3

Is the overall intent of the study appropriate?  

The ten hypothesis explained the intent.

2/3

Are the participants and the sites appropriate?

Yes, the researchers identify the participants and methods of the study which are both relevant to the study’s intent.

3/3

Is the purpose of the study narrowed through appropriate research questions and hypotheses?

The researchers formulated 10 hypothesis that individually was narrow, but taken together are broad.

2/3

Does the purpose of the study follow logically from the statement of the problem and the literature review?

Yes. The major variables, intent, theory, participants, and sites are well argued. However, the study failed to produce any new knowledge or profound perspectives in the area of servant leadership.

2/3

 

Is the purpose consistent with the study’s overall approach?

Yes, but they have ten hypotheses which creates  a broad and narrow aporach. One can’t help but think they were trying to do too much. Though, the study does answer the research question they asked, I see little value in the study. As mentioned in a previous blog, I was bored and saw little purpose to the study overall, which is reflected in my lower scores.

2/3

 

Total 14/21 – Adequate quality

 

Hunter, E.M., Neubert, M. J., Perry. S.J., Witt, L.A., Penny, L.M., & Weinberger, E. (2013). Servant leaders inspire servant followers: Antecedents and outcomes for employees and the organization. Leadership Quarterly, 24(2), 316-331.

Is the topic interesting?

Yes, for those that desire to lead, an article that discusses leadership ought to be of interest.

2/3

Is there a meaningful problem?

Yes, understanding how servant leadership influences outcomes at different levels of an organization could provide mangers valuable information on how to apply principles of servant leadership.

2/3

Is the importance of the problem justified?

The researchers review the previous literature and identify the lack of research on the application of servant leadership and provide arguments on why they feel it is necessary.

2/3

Are there deficiencies in the knowledge about the problem?

Yes.

2/3

Is an audience identified and are there specific examples of how the audiences can use the missing knowledge?

Yes, they briefly mention how the study would benefit scholars and managers. They could have been more specific.

2/3

Does the passage clearly argue that the study is warranted?

Yes, but I am not convinced the study will find anything we don’t all ready know – servant leadership creates a positive influence, a climate of care, support, and trust, one should not be surprised that employees would be motivated and less likely want to leave in such an environment.

1/3

Is the passage well written?

It was not terrible, but it was not great. To be honest, I was somewhat bored and struggled to get through it, but that might be a reflection of myself and not the authors and their writing.

2/3

Total 13/21 – Adequate quality.

Direct quote less than 40 words with proper in-text citation:

McLeskey et al (2012) explain, “CES developed and implemented a highly effective and inclusive program with little outside assistance, and no additional resources other than those that are typically available to local schools.” (p. 68)

Direct quote more than 40 words with proper in-text citation:

The criteria used to select the participating elementary school:

A setting in which students with disabilities were included in general education classrooms at a level that was well above the local district and state averages, and achievement levels for students with disabilities and those who struggle in core content areas (reading and mathematics) that were well above district and state averages. (McLeskey et al., 2012, p. 60)

Paraphrased with proper in-text citation:

The authors identified six themes through investigation that fall into two overarching categories: (a) Student Support and Instructional Quality and (b) Administrative and Organizational Features. The six themes found through the study were: (1) meeting the needs of all students, (2) delivering high-quality instruction, (3) immersing teachers in professional development, (4) flexible and efficient use of resources, (5) shared decision making, and (6) using data to drive everything. Themes 1 – 3 cover Student support and instructional quality, and 4 – 6 administrative and organizational features. (McLeskey et al., 2012, p. 62 – 68)

References

Hierck, T., & Williams, K. C. (2015). Starting a Movement: Building Culture from the Inside Out in Professional Learning Communities. Bloomington, IN: Solution Tree Press

Howlett, K. (2018, January 19) McGuinty’s former aide Livingston found guilty of destroying documents about gas plant cancellations. The Globe and Mail. Retrieved from https://www.theglobeandmail.com/news/national/mcguinty-aide-found-guilty-of-destroying-documents-in-gas-plant-trial/article37669957/

Klausen, C. (2015). Autonomy and Moral Obligation: People with Intellectual or Developmental Disabilities. UWSpace. http://hdl.handle.net/10012/9805

Linkletter, J. ( 2018, January 14). Unit 2 Learning Activity 2.5 [Web log Comment]. Retrieved from https://create.twu.ca/furtherupfurtherin/2018/01/15/unit-2-learning-activity-2-5/

Mcleskey, J., Waldron, N. L., & Redd, L. (2012). A case study of a highly effective, inclusive elementary school. The Journal of Special Education, 48(1), 59-70. doi:10.1177/0022466912440455

Department of National Defence. (2017) Departmental Results Report 2016 – 17. Retrieved from the Department of National Defense website: www.forces.gc.ca/assets/FORCES_Internet/docs/en/about-reports-pubs/drr-2016-17_dnd_english_-final-30-oct-_-web-site.pdf