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Research article critical annotation | Psychology homework help

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A critical annotation is more than a summary; it also evaluates the material in terms of its usefulness and quality.

You will write a CRITICAL Annotation for your assignments.

Each will be worth 50 pts.

WRITING A CRITICAL ANNOTATION

(Guideline & Rubric)

The following is a systematic way of evaluating a quantitative research article.

Prepare your critical annotation with appropriate headings and use APA format. State the complete reference for the research [author, title, journal, pages, and URL (if applicable)]. A complete citation of the article goes at the top of the page, below your heading.

 

Brief Summary (5 pts.)

Write a Summary of the article (limited to one paragraph). The summary involves briefly but accurately stating the key points of the article for a reader who has not read the original article.

The following Questions are meant to GUIDE you through the critique. You do not have to answer every question below in the following sections.

Review of Literature & Theoretical Framework (5 pts)

  • Does the literature review make the relationships among the variables explicit or place the variables within a theoretical/conceptual framework? What are the relationships?
  • What gaps or conflicts in knowledge of the problem are identified?
  • Are the references cited by the author mostly primary or secondary sources?
  • Do the researchers’ clinical, substantive, or methodological qualifications and experience enhance confidence in the findings and their interpretation?

Statement of the Problem or Purpose (5 pts)

  • What is the problem and/or purpose of the research study?
  • Does the problem or purpose statement express a relationship between two or more variables? If so, what is/are the relationship(s)? Are they testable?
  • What significance of the problem, if any, has the investigator identified?
  • Are the hypotheses testable?

Population & Sample (5 pts)

  • Was the population identified and described?
  • What type of sampling method is used? Is it appropriate to the design?
  • Does the sample reflect the population as identified in the problem or purpose statement?
  • Is the sample size appropriate? To what population may the findings be generalized? What are the limitations in generalizability?

Research Design (5 pts)

  • What type of design is used?
  • Does the design seem to flow from the proposed research problem, theoretical framework, literature review, and hypothesis?
  • What type(s) of data-collection method(s) is/are used in the study?

Data Collection Instruments & Measurement (5 pts)

  • Are the specific instruments adequately described and were they good choices, given the study purpose and study population?
  • Observational methods: Who did the observing? How were the observers trained to minimize bias? Was there an observational guide? Were the observers required to make inferences about what they saw? Is there any reason to believe that the presence of the observers affect the behavior of the subjects?
  • Physiological measurement: Is a rationale given for why a particular instrument or method was selected? If so, what is it? What provision is made for maintaining the accuracy of the instrument and its use, if any?
  • Interviews: Who were the interviewers? How were they trained to minimize the bias? Is there evidence of any interview bias? If so, what was it
  • Questionnaires: What is the type and/or format of the questionnaire(s) (e.g. Likert, open-ended)? Is (Are) it (they) consistent with the conceptual definition(s)?
  • Does the reliability & validity of each instrument seem adequate? Why?

Data Analysis (5 pts)

  • Were analyses undertaken to address each research question or test each hypothesis?
  • What descriptive or inferential statistics are reported?
  • Were these descriptive or inferential statistics appropriate to the level of measurement for each variable?
  • Are the inferential statistics used appropriate to the intent of the hypotheses?

Conclusions (5 pts)

  • Are the results interpreted in the context of the problem/purpose, hypothesis, and theoretical framework/literature reviewed?
  • Are the generalizations within the scope of the findings or beyond the findings?
  • Do the researchers discuss the implications of the study for clinical practice or further research and are those implications reasonable and complete?

Extras

  • Is the report well written, well organized, and sufficiently detailed for critical analysis?
  • Do the researchers’ clinical, substantive, or methodological qualifications and experience enhance confidence in the findings and their interpretation?
  • Is the report well written, well organized, and sufficiently detailed for critical analysis?

 

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July 1, 2023
    

Respond to  2 students discussion using the rise Model

Friday December 1  2023 by 11:00 pm

Must Read Everythin: 

Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback

I will also show an example below of how the response needs to be addressed.

Here's an example of how the response should look. Please don't copy it. 

The response to the classmate need to be just like this. 

Example Response (Response Needs to be writen just like the response below No copying)

RISE Feedback:

REFLECT: I concur with "Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services" because it is in line with Hatch and Hartline's intentional school counseling guidelines in regards to determining students needs.

INQUIRE: Can you further explain what "closing-the-gap action plans" are? 

SUGGEST: I encourage you to revisit Hatch and Hartline's MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 

ELEVATE: What if you re-purposed "For example, after a needs assessment, the school is having problems with bullying" as "Following Trish Hatch's MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could... citation..."  for a more weighted argument?

ReferencesHatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.

****PLEASE RESPOND IN DEPTH***************************************************

See below for the two classmate discussion post that you will need to respond to

Response 1- Ashley

Action research is a systematic inquiry conducted by educators with the goal of improving their own practices and ultimately the outcomes for their students (McMillan, 2016). Action research starts with the identification of a specific problem or area for improvement. Teachers may use student data or their own observations to pinpoint aspects of their teaching or the classroom environment that may be hindering student achievement. Through action research, teachers establish clear and specific goals for improvement. These goals are often linked to student achievement and will help to guide the interventions taken during the action research process. These interventions can range from changes in instructional strategies, modifications to the current curriculum, adjustments to classroom management techniques, or incorporation of technology into the students' learning. In order to determine the impact that these interventions have on the class, action research combines both qualitative and quantitative data. The educator might do this by utilizing student feedback and their own observations (qualitative data) as well as test scores and grades (quantitative data).The use of multiple sources of data provides a more comprehensive understanding of the effects of the interventions than the educator would gain from only using one method of data collection (McMillan, 2016). In addition to conducting a systematic analysis of any data that is collected, action research also requires a reflection component. Teachers critically reflect on their own practices, the outcomes of interventions, and the overall learning environment. This reflective process encourages educators to consider alternative strategies and continuously refine their methods (McMillan, 2016). Based on the analysis and reflection, educators can make informed decisions about whether to continue, modify, or discontinue any interventions. The practice of action research serves as a powerful tool that allows educators to systematically examine and improve their teaching practices, leading to positive outcomes in terms of student achievement and overall classroom performance.

Reference

McMillan, J.H. (2016). Educational Research: Fundamentals for the Consumer (7th ed.). Pearson.

*************************************************************************************************************

Response 2- Angie

Action research is a systematic inquiry conducted by educators with the goal of improving their own practices and ultimately the outcomes for their students (McMillan, 2016). Action research starts with the identification of a specific problem or area for improvement. Teachers may use student data or their own observations to pinpoint aspects of their teaching or the classroom environment that may be hindering student achievement. Through action research, teachers establish clear and specific goals for improvement. These goals are often linked to student achievement and will help to guide the interventions taken during the action research process. These interventions can range from changes in instructional strategies, modifications to the current curriculum, adjustments to classroom management techniques, or incorporation of technology into the students' learning. In order to determine the impact that these interventions have on the class, action research combines both qualitative and quantitative data. The educator might do this by utilizing student feedback and their own observations (qualitative data) as well as test scores and grades (quantitative data).The use of multiple sources of data provides a more comprehensive understanding of the effects of the interventions than the educator would gain from only using one method of data collection (McMillan, 2016). In addition to conducting a systematic analysis of any data that is collected, action research also requires a reflection component. Teachers critically reflect on their own practices, the outcomes of interventions, and the overall learning environment. This reflective process encourages educators to consider alternative strategies and continuously refine their methods (McMillan, 2016). Based on the analysis and reflection, educators can make informed decisions about whether to continue, modify, or discontinue any inter ventions. The practice of action research serves as a powerful tool that allows educators to systematically examine and improve their teaching practices, leading to positive outcomes in terms of student achievement and overall classroom performance.

default image
July 1, 2023
    

Respond to  2 students discussion using the rise Model

Friday December 1  2023 by 11:00 pm

Must Read Everythin: 

Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback

I will also show an example below of how the response needs to be addressed.

Here's an example of how the response should look. Please don't copy it. 

The response to the classmate need to be just like this. 

Example Response (Response Needs to be writen just like the response below No copying)

RISE Feedback:

REFLECT: I concur with "Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services" because it is in line with Hatch and Hartline's intentional school counseling guidelines in regards to determining students needs.

INQUIRE: Can you further explain what "closing-the-gap action plans" are? 

SUGGEST: I encourage you to revisit Hatch and Hartline's MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 

ELEVATE: What if you re-purposed "For example, after a needs assessment, the school is having problems with bullying" as "Following Trish Hatch's MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could... citation..."  for a more weighted argument?

ReferencesHatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.

****PLEASE RESPOND IN DEPTH***************************************************

See below for the two classmate discussion post that you will need to respond to

Response 1- Ashley

Action research is a systematic inquiry conducted by educators with the goal of improving their own practices and ultimately the outcomes for their students (McMillan, 2016). Action research starts with the identification of a specific problem or area for improvement. Teachers may use student data or their own observations to pinpoint aspects of their teaching or the classroom environment that may be hindering student achievement. Through action research, teachers establish clear and specific goals for improvement. These goals are often linked to student achievement and will help to guide the interventions taken during the action research process. These interventions can range from changes in instructional strategies, modifications to the current curriculum, adjustments to classroom management techniques, or incorporation of technology into the students' learning. In order to determine the impact that these interventions have on the class, action research combines both qualitative and quantitative data. The educator might do this by utilizing student feedback and their own observations (qualitative data) as well as test scores and grades (quantitative data).The use of multiple sources of data provides a more comprehensive understanding of the effects of the interventions than the educator would gain from only using one method of data collection (McMillan, 2016). In addition to conducting a systematic analysis of any data that is collected, action research also requires a reflection component. Teachers critically reflect on their own practices, the outcomes of interventions, and the overall learning environment. This reflective process encourages educators to consider alternative strategies and continuously refine their methods (McMillan, 2016). Based on the analysis and reflection, educators can make informed decisions about whether to continue, modify, or discontinue any interventions. The practice of action research serves as a powerful tool that allows educators to systematically examine and improve their teaching practices, leading to positive outcomes in terms of student achievement and overall classroom performance.

Reference

McMillan, J.H. (2016). Educational Research: Fundamentals for the Consumer (7th ed.). Pearson.

*************************************************************************************************************

Response 2- Angie

Action research is a systematic inquiry conducted by educators with the goal of improving their own practices and ultimately the outcomes for their students (McMillan, 2016). Action research starts with the identification of a specific problem or area for improvement. Teachers may use student data or their own observations to pinpoint aspects of their teaching or the classroom environment that may be hindering student achievement. Through action research, teachers establish clear and specific goals for improvement. These goals are often linked to student achievement and will help to guide the interventions taken during the action research process. These interventions can range from changes in instructional strategies, modifications to the current curriculum, adjustments to classroom management techniques, or incorporation of technology into the students' learning. In order to determine the impact that these interventions have on the class, action research combines both qualitative and quantitative data. The educator might do this by utilizing student feedback and their own observations (qualitative data) as well as test scores and grades (quantitative data).The use of multiple sources of data provides a more comprehensive understanding of the effects of the interventions than the educator would gain from only using one method of data collection (McMillan, 2016). In addition to conducting a systematic analysis of any data that is collected, action research also requires a reflection component. Teachers critically reflect on their own practices, the outcomes of interventions, and the overall learning environment. This reflective process encourages educators to consider alternative strategies and continuously refine their methods (McMillan, 2016). Based on the analysis and reflection, educators can make informed decisions about whether to continue, modify, or discontinue any inter ventions. The practice of action research serves as a powerful tool that allows educators to systematically examine and improve their teaching practices, leading to positive outcomes in terms of student achievement and overall classroom performance.

default image
July 1, 2023
    

Respond to  2 students discussion using the rise Model

Friday December 1  2023 by 11:00 pm

Must Read Everythin: 

Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback

I will also show an example below of how the response needs to be addressed.

Here's an example of how the response should look. Please don't copy it. 

The response to the classmate need to be just like this. 

Example Response (Response Needs to be writen just like the response below No copying)

RISE Feedback:

REFLECT: I concur with "Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services" because it is in line with Hatch and Hartline's intentional school counseling guidelines in regards to determining students needs.

INQUIRE: Can you further explain what "closing-the-gap action plans" are? 

SUGGEST: I encourage you to revisit Hatch and Hartline's MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 

ELEVATE: What if you re-purposed "For example, after a needs assessment, the school is having problems with bullying" as "Following Trish Hatch's MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could... citation..."  for a more weighted argument?

ReferencesHatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.

****PLEASE RESPOND IN DEPTH***************************************************

See below for the two classmate discussion post that you will need to respond to

Response 1- Ashley

Action research is a systematic inquiry conducted by educators with the goal of improving their own practices and ultimately the outcomes for their students (McMillan, 2016). Action research starts with the identification of a specific problem or area for improvement. Teachers may use student data or their own observations to pinpoint aspects of their teaching or the classroom environment that may be hindering student achievement. Through action research, teachers establish clear and specific goals for improvement. These goals are often linked to student achievement and will help to guide the interventions taken during the action research process. These interventions can range from changes in instructional strategies, modifications to the current curriculum, adjustments to classroom management techniques, or incorporation of technology into the students' learning. In order to determine the impact that these interventions have on the class, action research combines both qualitative and quantitative data. The educator might do this by utilizing student feedback and their own observations (qualitative data) as well as test scores and grades (quantitative data).The use of multiple sources of data provides a more comprehensive understanding of the effects of the interventions than the educator would gain from only using one method of data collection (McMillan, 2016). In addition to conducting a systematic analysis of any data that is collected, action research also requires a reflection component. Teachers critically reflect on their own practices, the outcomes of interventions, and the overall learning environment. This reflective process encourages educators to consider alternative strategies and continuously refine their methods (McMillan, 2016). Based on the analysis and reflection, educators can make informed decisions about whether to continue, modify, or discontinue any interventions. The practice of action research serves as a powerful tool that allows educators to systematically examine and improve their teaching practices, leading to positive outcomes in terms of student achievement and overall classroom performance.

Reference

McMillan, J.H. (2016). Educational Research: Fundamentals for the Consumer (7th ed.). Pearson.

*************************************************************************************************************

Response 2- Angie

Action research is a systematic inquiry conducted by educators with the goal of improving their own practices and ultimately the outcomes for their students (McMillan, 2016). Action research starts with the identification of a specific problem or area for improvement. Teachers may use student data or their own observations to pinpoint aspects of their teaching or the classroom environment that may be hindering student achievement. Through action research, teachers establish clear and specific goals for improvement. These goals are often linked to student achievement and will help to guide the interventions taken during the action research process. These interventions can range from changes in instructional strategies, modifications to the current curriculum, adjustments to classroom management techniques, or incorporation of technology into the students' learning. In order to determine the impact that these interventions have on the class, action research combines both qualitative and quantitative data. The educator might do this by utilizing student feedback and their own observations (qualitative data) as well as test scores and grades (quantitative data).The use of multiple sources of data provides a more comprehensive understanding of the effects of the interventions than the educator would gain from only using one method of data collection (McMillan, 2016). In addition to conducting a systematic analysis of any data that is collected, action research also requires a reflection component. Teachers critically reflect on their own practices, the outcomes of interventions, and the overall learning environment. This reflective process encourages educators to consider alternative strategies and continuously refine their methods (McMillan, 2016). Based on the analysis and reflection, educators can make informed decisions about whether to continue, modify, or discontinue any inter ventions. The practice of action research serves as a powerful tool that allows educators to systematically examine and improve their teaching practices, leading to positive outcomes in terms of student achievement and overall classroom performance.

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