Discussion: Evaluating Purpose Statements
There is a link between understanding the purpose of one’s research and selecting the appropriate methods to investigate the questions that are derived from that purpose.
–(Newman, Ridenour, Newman, & DeMarco, G. M. P., Jr., 2003, p. 169)
For this Discussion, you will evaluate the purpose statements in assigned journal articles in your discipline and consider the alignment of theory, problem, and purpose. You will also explain your position on the relationship between research and social change.
Alignment means that a research study possesses clear and logical connections among all of its various components. To achieve these connections, researchers must carefully craft the components of their study such that when they are viewed together, there is a coherent interrelationship.
As you read the authors’ purpose statements, consider how well the intent of the study, and its connection to the problem and theoretical framework, is presented. Also consider if the purpose statement reveals the study’s potential for engendering positive social change.
As you know, social change is a distinguishing feature of Walden University’s mission. Positive social change implies a transformation that results in positive outcomes. This can happen at many levels (e.g., individual, family systems, neighborhoods, organizations, nationally and globally); and positive social change can occur at different rates: slow and gradual or fast and radical.
With these thoughts in mind, refer to the Journal Articles document for your assigned articles for this Discussion. You will switch your journal article assignment from Week 3. If your last name starts with A through L, use Article B. If your last name starts with M through Z, use Article A. Follow the prompt below for your program.
By Day 4
Post a critique of the research study in which you:
· Evaluate the purpose statement.
The Purpose Statement Checklist serves as a guide for your evaluation. Please do not respond to the checklist in a Yes/No format in writing your Discussion post.
· Analyze alignment among the theory, research problem, and purpose.
· Explain your position on the relationship between research and social change.
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
Read a selection of your classmates’ postings.
By Day 6
Respond to a classmate who was assigned a different article than you by further supporting his or her critique or respectfully offering a differing perspective.
By Day 4
Post a critique of the research study in which you:
· Evaluate the purpose statement using the Purpose Statement Checklist as a guide
· Analyze alignment among the theory, problem, and purpose
· Explain your position on the relationship between research and social change
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other ...
Discussion Evaluating Purpose StatementsThere is a link between
1. Discussion: Evaluating Purpose Statements
There is a link between understanding the purpose of one’s
research and selecting the appropriate methods to investigate
the questions that are derived from that purpose.
–(Newman, Ridenour, Newman, & DeMarco, G. M. P., Jr.,
2003, p. 169)
For this Discussion, you will evaluate the purpose statements in
assigned journal articles in your discipline and consider the
alignment of theory, problem, and purpose. You will also
explain your position on the relationship between research and
social change.
Alignment means that a research study possesses clear and
logical connections among all of its various components. To
achieve these connections, researchers must carefully craft the
components of their study such that when they are viewed
together, there is a coherent interrelationship.
As you read the authors’ purpose statements, consider how well
the intent of the study, and its connection to the problem and
theoretical framework, is presented. Also consider if the
purpose statement reveals the study’s potential for engendering
positive social change.
As you know, social change is a distinguishing feature of
Walden University’s mission. Positive social change implies a
transformation that results in positive outcomes. This can
happen at many levels (e.g., individual, family systems,
neighborhoods, organizations, nationally and globally); and
positive social change can occur at different rates: slow and
gradual or fast and radical.
With these thoughts in mind, refer to the Journal
Articles document for your assigned articles for this Discussion.
You will switch your journal article assignment from Week 3. If
your last name starts with A through L, use Article B. If your
last name starts with M through Z, use Article A. Follow the
prompt below for your program.
2. By Day 4
Post a critique of the research study in which you:
· Evaluate the purpose statement.
The Purpose Statement Checklist serves as a guide for your
evaluation. Please do not respond to the checklist in a Yes/No
format in writing your Discussion post.
· Analyze alignment among the theory, research problem, and
purpose.
· Explain your position on the relationship between research and
social change.
Be sure to support your Main Issue Post and Response Post with
reference to the week’s Learning Resources and other scholarly
evidence in APA Style.
Read a selection of your classmates’ postings.
By Day 6
Respond to a classmate who was assigned a different article
than you by further supporting his or her critique or respectfully
offering a differing perspective.
By Day 4
Post a critique of the research study in which you:
· Evaluate the purpose statement using the Purpose Statement
Checklist as a guide
· Analyze alignment among the theory, problem, and purpose
· Explain your position on the relationship between research and
social change
Be sure to support your Main Issue Post and Response Post with
reference to the week’s Learning Resources and other scholarly
evidence in APA Style.
Read a selection of your classmates’ postings.
By Day 6
Respond to a classmate who was assigned a different article
than you by further supporting his or her critique or respectfully
3. offering a differing perspective.
REFERENCES
Babbie, E. (2017). Basics of social research (7th ed.). Boston,
MA: Cengage Learning.
· Chapter 4, “Research Design”
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J.
H. (Eds.). (2020). Research designs and methods: An applied
guide for the scholar-practitioner. Thousand Oaks, CA: Sage.
· Chapter 20, “Writing the Research Proposal”
Laureate Education (Producer). (2016c). Purposes of research
[Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 14 minutes.
Dr. Patton discusses the five purposes of research.
Laureate Education (Producer). (2009a). Doctoral research:
Social change [Video file]. Baltimore, MD: Author.
Research Theory, Design, and Methods
Walden University
Journal Articles
Locate your program below for the assigned journal articles to
use for the Discussion assignments in Weeks 3, 4, 5, and 7.
Please follow the instructions in the week’s unit and find these
articles in the Walden Library.
4. If your program is not listed, your Instructor will post an
announcement with your assigned journal articles.
You will focus on one article in each of these weeks for your
Main Question Post; however, you are expected to read and
familiarize yourself with all the articles listed to effectively
participate in the discussion. Consult the week’s Discussion
area for instructions on completing the assignment.
For quick access, press CTRL + left-click on your program’s
link below.
Criminal JusticeEducationHealth SciencesHuman Services and
Social WorkManagement and Information Systems and
TechnologyNursingPsychology and CounselingPublic Policy
and Administration
CRIMINAL JUSTICE
Week 3
If your last name starts with A through L, use Article A.
Article A:
Forster, M., Grigsby, T. J., Unger, J. B., & Sussman, S. (2015).
Associations between gun violence exposure, gang associations,
and youth aggression: Implications for prevention and
intervention programs. Journal of Criminology.
https://doi.org/10.1155/2015/963750
If your last name starts with M through Z, use Article B.
Article B:
Ibarra, P. R., Gur, O. M., & Erez, E. (2014). Surveillance as
casework: Supervising domestic violence defendants with GPS
technology. Crime, Law and Social Change, 62(4), 417-444.
https://doi.org/10.1007/s10611-014-9536-4
Week 4
If your last name starts with A through L, use Article B.
Article B:
Ibarra, P. R., Gur, O. M., & Erez, E. (2014). Surveillance as
casework: Supervising domestic violence defendants with GPS
5. technology. Crime, Law and Social Change, 62(4), 417-444.
https://doi.org/10.1007/s10611-014-9536-4
If your last name starts with M through Z, use Article A.
Article A:
Forster, M., Grigsby, T. J., Unger, J. B., & Sussman, S. (2015).
Associations between gun violence exposure, gang associations,
and youth aggression: Implications for prevention and
intervention programs. Journal of Criminology.
https://doi.org/10.1155/2015/963750
Week 5
If your last name starts A through I, use Article A.
Article A:
Dank, M., Lachman, P., Zweig, J. M., & Yahner, J. (2014).
Dating violence experiences of lesbian, gay, bisexual, and
transgender youth. Journal of Youth and Adolescence, 43(5),
846-57. https://doi.org/10.1007/s10964-013-9975-8
If your last name starts with J through R, use Article B.
Article B:
Hishinuma, E. S., Chang, J. Y., Goebert, D. A., Helm, S., Else,
I. R. N., & Sugimoto-Matsuda, J. (2015). Interpersonal youth
violence perpetration and victimization in a diverse Asian
American and Pacific Islander adolescent sample. Violence and
Victims, 30(2), 225-249. https://doi.org/10.1891/0886-
6708.VV-D-13-00043
If your last name starts with S through Z, use Article C.
Article C:
6. Long, L., & Ullman, S. E. (2016). Correlates of problem
drinking and drug use in black sexual assault victims. Violence
and Victims, 31(1), 71-84. https:// doi.org/10.1891/0886-
6708.VV-D-14-00024
Week 7
If your last name starts A through I, use Article A.
Article A: [This is article is available online and is no longer in
the Walden
Library.]
Alqahtani, A. (2014). Awareness of the potential threat of
cyberterrorism to the national security. Journal of Information
Security, 5(4), 137-146.
https://www.scirp.org/pdf/JIS_2014091911584817.pdf
If your last name starts J through R, use Article B.
Article B:
Seda, L. (2014). Identity theft and university students: Do they
know, do they care? Journal of Financial Crime, 21(4), 461-483.
https://doi.org/10.1108/JFC-05-2013-0032
If your last name starts S through Z, use Article C.
Article C:
Powell, M. B., Guadagno, B. L., & Cassematis, P. (2013).
Workplace stressors for investigative interviewers of child-
abuse victims. Policing, 36(3), 512-525.
7. https://doi.org/10.1108/PIJPSM-05-2012-0039
EDUCATION
Week 3
If your last name starts with A through L, use Article A.
Article A:
Picard, D., Martin, P., & Tsao, R. (2014). iPads at school: A
quantitative comparison of elementary schoolchildren’s pen-on-
paper versus finger-on-screen drawing skills. Journal of
Educational Computing Research, 50(2), 203–212.
https://doi.org/10.2190/EC.50.2.c
If your last name starts with M through Z, use Article B.
Article B:
Swan, B., Coulombe-Quach, X.-L., Huang, A., Godek, J.,
Becker, D., & Zhou, Y. (2015). Meeting the needs of gifted and
talented students: Case study of a virtual learning lab in a rural
middle school. Journal of Advanced Academics, 26(4), 294–
319. https://doi.org/10.1177/1932202X15603366
Week 4
If your last name starts with A through L, use Article B.
Article B:
Swan, B., Coulombe-Quach, X-L, Huang, A., Godek, J., Becker,
D., & Zhou, Y. (2015). Meeting the needs of gifted and talented
students: Case study of a virtual learning lab in a rural middle
school. Journal of Advanced Academics, 26(4), 294–319.
https://doi.org/10.1177/1932202X15603366
If your last name starts with M through Z, use Article A.
Article A:
Picard, D., Martin, P., & Tsao, R. (2014). iPads at school: A
quantitative comparison of elementary schoolchildren’s pen-on-
paper versus finger-on-screen drawing skills. Journal of
Educational Computing Research, 50(2), 203–212.
https://doi.org/10.2190/EC.50.2.c
Week 5If your last name starts with A through I, use Article A.
Article A:
Canfield, M. L., Kivisalu, T. M., van der Karr, C., King, C., &
8. Phillips, C. E. (2015). The use of course grades in the
assessment of student learning outcomes for general education.
Sage Open, 1–13. https://doi.org/10.1177/2158244015615921
If your last name starts with J through R, use Article B.
Article B:
McConnell, A. E., Martin, J. E., & Hennessey, M. N. (2015).
Indicators of postsecondary employment and education for
youth with disabilities in relation to GPA and general
education. Remedial & Special Education, 36(6), 327–336.
https://doi.org/10.1177/0741932515583497
If your last name starts with S through Z, use Article C.
Article C:
Hogenes, M., van Oers, B., Diekstra, R. F. W., & Sklad, M.
(2015). The effects of music composition as a classroom
activity on engagement in music education and academic and
music achievement: A quasi-experimental study. International
Journal of Music Education, 1–17.
https://doi.org/10.1177/0255761415584296
Week 7
If your last name starts with A through I, use Article A.
Article A:
Dahl, P. (2016). Factors associated with truancy: Emerging
adults’ recollections of skipping school. Journal of Adolescent
Research, 31(1), 119–138.
https://doi.org/10.1177/0743558415587324
If your last name starts with J through R, use Article B.
Article B:
Izumi-Taylor, S., Ito, Y., Lin, C. H., & Lee, Y.-Y. (2014). Pre-
service teachers’ views of children’s and adults’ play in Japan,
Taiwan, and the USA. Research in Comparative and
International Education, 9(2), 213–226.
https://doi.org/10.2304/rcie.2014.9.2.213
If your last name starts with S through Z, use Article C.
9. Article C:
Collins, I. (2015). Using international accreditation in higher
education to effect changes in organisational culture: A case
study from a Turkish university. Journal of Research in
International Education, 14(2), 141–154.
https://doi.org/10.1177/1475240915592589
HEALTH SCIENCES
Week 3
If your last name starts with A through L, use Article A.
Article A:
Spencer, M. S., Rosland, A. M., Kieffer, E. C., Sinco, B. R.,
Valerio, M., Palmisano, G., Anderson, M., Guzman, J.R., &
Heisler, M. (2011). Effectiveness of a community health worker
intervention among African American and Latino adults with
type 2 diabetes: A randomized controlled trial. American
Journal of Public Health, 101(12), 2253–2260.
https://doi.org/10.2105/AJPH.2010.300106
If your last name starts with M through Z, use Article B.
Article B:
Greenhalgh, T., Clinch, M., Afsar, N., Choudhury, Y., Sudra,
R., Campbell-Richards, D., Claydon, A., Hitman, G.A., Hanson,
P., & Finer, S. (2015). Socio-cultural influences on the
behaviour of South Asian women with diabetes in pregnancy:
Qualitative study using a multi-level theoretical approach. BMC
Medicine, 13(1), 1-15. https://doi.org/10.1186/s12916-015-
0360-1
Week 4
If your last name starts with A through L, use Article B.
Article B:
Greenhalgh, T., Clinch, M., Afsar, N., Choudhury, Y., Sudra,
R., Campbell-Richards, D., Claydon, A., Hitman, G.A., Hanson,
P., & Finer, S. (2015). Socio-cultural influences on the
10. behaviour of South Asian women with diabetes in pregnancy:
qualitative study using a multi-level theoretical approach. BMC
Medicine, 13(1), 1-15. https://doi.org/10.1186/s12916-015-
0360-1
If your last name starts with M through Z, use Article A.
Article A:
Spencer, M. S., Rosland, A. M., Kieffer, E. C., Sinco, B. R.,
Valerio, M., Palmisano, G., Anderson, M., Guzman, J.R., &
Heisler, M. (2011). Effectiveness of a community health worker
intervention among African American and Latino adults with
type 2 diabetes: A randomized controlled trial. American
Journal of Public Health, 101(12), 2253–2260.
https://doi.org/10.2105/AJPH.2010.300106
Week 5If your last name starts with A through I, use Article A.
Article A:
Flynn, P. M., Ridgeway, J. L., Wieland, M. L., Williams, M. D.,
Haas, L. R., Kremers, W. K., & Breitkopf, C. R. (2013).
Primary care utilization and mental health diagnoses among
adult patients requiring interpreters: A retrospective cohort
study. Journal of General Internal Medicine, 28(3), 386–391.
https://doi.org/10.1007/s11606-012-2159-5
If your last name starts with J through R, use Article B.
Article B:
Kwate, N. O., & Goodman, M. S. (2015). Cross-sectional and
longitudinal effects of racism on mental health among residents
of Black neighborhoods in New York City. American Journal of
Public Health, 105(4), 711–718.
https://doi.org/10.2105/AJPH.2014.302243
If your last name starts with S through Z, use Article C.
Article C:
Blank, M. B., Himelhoch, S. S., Balaji, A. B., Metzger, D. S.,
Dixon, L. B., Rose, C. E., Oraka, E., Davis-Vogel, A.,
Thompson, W.W., & Heffelfinger, J. D. (2014). A multisite
study of the prevalence of HIV with rapid testing in mental
health settings. American Journal of Public Health, 104(12),
2377–2384. https://doi.org/10.2105/AJPH.2013.301633
11. Week 7
If your last name starts with A through I, use Article A.
Article A:
Dale, C. M., Angus, J. E., Seto Nielsen, L., Kramer-Kile, M.,
Pritlove, C., Lapum, J., Price, J., Marzolini, S., Abramson, B.,
Oh, P., & Clark, A. (2015). “I’m no Superman”: Understanding
diabetic men, masculinity, and cardiac rehabilitation.
Qualitative Health Research, 25(12), 1648–1661.
https://doi.org/10.1177/1049732314566323
If your last name starts with J through R, use Article B.
Article B:
Hunleth, J. M., Steinmetz, E. K., McQueen, A., & James, A. S.
(2016). Beyond adherence: Health care disparities and the
struggle to get screened for colon cancer. Qualitative Health
Research, 26(1), 17–31.
https://doi.org/10.1177/1049732315593549
If your last name starts with S through Z, use Article C.
Article C:
Spyridonidis, D., Hendy, J., & Barlow, J. (2015). Leadership for
knowledge translation: The case of CLAHRCs. Qualitative
Health Research, 25(11), 1492–1505.
https://doi.org/10.1177/1049732315583268
HUMAN SERVICES AND SOCIAL WORK
Week 3
If your last name starts with A through L, use Article A.
Article A:
Hickman, G. P., & Wright, D. (2011). Academic and school
behavioral variables as predictors of high school graduation
among at-risk adolescents enrolled in a youth-based mentoring
program. Journal of At-Risk Issues, 16(1), 27–33.
If your last name starts with M through Z, use Article B.
12. Article B:
Smith, Y. (2014). Rethinking decision making: An ethnographic
study of worker agency in crisis intervention. Social Service
Review, 88(3), 407–442. https://doi.org/10.1086/677846
Week 4
If your last name starts with A through L, use Article B.
Article B:
Smith, Y. (2014). Rethinking decision making: An ethnographic
study of worker agency in crisis intervention. Social Service
Review, 88(3), 407–442. https://doi.org/10.1086/677846
If your last name starts with M through Z, use Article A.
Article A:
Hickman, G. P., & Wright, D. (2011). Academic and school
behavioral variables as predictors of high school graduation
among at-risk adolescents enrolled in a youth-based mentoring
program. Journal of At-Risk Issues, 16(1), 27–33.
Week 5If your last name starts with A through I, use Article A.
Article A:
Raskin, J. D, & Brett, B. L. (2014). Does the reverse golden
section hold? Journal of Constructivist Psychology, 27(2), 137–
146. https://doi.org/10.1080/10720537.2014.879522
If your last name starts with J through R, use Article B.
Article B:
Cardi, V., Di Matteo, R., Gilbert, P., & Treasure, J. (2014).
Rank perception and self-evaluation in eating disorders.
International Journal of Eating Disorders, 47(5), 543–552.
https://doi.org/10.1002/eat.22261
If your last name starts with S through Z, use Article C.
Article C:
de la Sablonnière, R., Auger, E., Taylor, D. M., Crush, J., &
McDonald, D. (2013). Social change in South Africa: A
13. historical approach to relative deprivation. British Journal of
Social Psychology, 52(4), 703–725.
https://doi.org/10.1111/bjso.12003
Week 7
If your last name starts with A through I, use Article A.
Article A:
Perrin-Wallqvist, R., & Lindblom, J. (2015). Coming out as
gay: A phenomenological study about adolescents disclosing
their homosexuality to their parents. Social Behavior &
Personality: An International Journal, 43(3), 467–480.
https://doi.org/10.2224/sbp.2015.43.3.467
If your last name starts with J through R, use Article B.
Article B:
Roberts, R. E. (2014). The child maltreatment survivor’s
description of the process of becoming a parent: A grounded
theory study. Qualitative Report, 19(24), 1–27.
If your last name starts with S through Z, use Article C.
Article C:
Christiansen, B., Borge, L, & Fagermoen, M. S. (2012).
Understanding everyday life of morbidly obese adults-habits
and body image. International Journal of Qualitative Studies on
Health & Well-Being, 7, 1–9.
https://doi.org/10.3402/qhw.v7i0.17255
MANAGEMENT AND INFORMATION SYSTEMS AND
TECHNOLOGY
Week 3
If your last name starts with A through L, use Article A.
Article A:
Flynn, C. B., Smither, J. W., & Walker, A. G. (2016). Exploring
the relationship between leaders’ core self-evaluations and
14. subordinates’ perceptions of servant leadership: A field study.
Journal of Leadership & Organizational Studies, 23(3), 260-271.
https://doi.org/10.1177/1548051815621257
If your last name starts with M through Z, use Article B.
Article B:
Parboteeah, K. P., Seriki, H. T., & Hoegl, M. (2014). Ethnic
diversity, corruption and ethical climates in sub-Saharan Africa:
Recognizing the significance of human resource management.
The International Journal of Human Resource Management,
25(7), 979–1001.
https://doi.org/10.1080/09585192.2013.815251
Week 4
If your last name starts with A through L, use Article B.
Article B:
Parboteeah, K. P., Seriki, H. T., & Hoegl, M. (2014). Ethnic
diversity, corruption and ethical climates in sub-Saharan Africa:
Recognizing the significance of human resource management.
The International Journal of Human Resource Management,
25(7), 979–1001.
https://doi.org/10.1080/09585192.2013.815251
If your last name starts with M through Z, use Article A.
Article A:
Flynn, C. B., Smither, J. W., & Walker, A. G. (2016). Exploring
the relationship between leaders’ core self-evaluations and
subordinates’ perceptions of servant leadership: A field study.
Journal of Leadership & Organizational Studies, 23(3), 260-271.
https://doi.org/10.1177/1548051815621257
Week 5
If your last name starts with A through I, use Article A.
Article A:
Fu, N., Flood, P. C., Bosak, J., Morris, T., & O’Regan, P.
(2015). How do high performance work systems influence
organizational innovation in professional service firms?
Employee Relations, 37(2), 209–231.
15. https://doi.org/10.1108/ER-10-2013-0155
If your last name starts with J through R, use Article B.
Article B:
Chang, K., Hsu, C., Hsu, Y., & Chen, M. (2019). How green
marketing, perceived motives and incentives influence
behavioral intentions. Journal of Retailing and Consumer
Services, 49, 336-345.
https://doi.org/10.1016/j.jretconser.2019.04.012
If your last name starts with S through Z, use Article C.
Article C:
DeRue, D. S., Nahrgang, J. D., Hollenbeck, J. R., & Workman,
K. (2012). A quasi-experimental study of after-event reviews
and leadership development. Journal of Applied Psychology,
97(5), 997–1015. https://doi.org/10.1037/a0028244
Week 7
If your last name starts with A through I, use Article A.
Article A:
Cope, J. (2011). Entrepreneurial learning from failure: An
interpretative phenomenological analysis. Journal of Business
Venturing, 26(6), 604–623.
https://doi.org/10.1016/j.jbusvent.2010.06.002
If your last name starts with J through R, use Article B.
Article B:
Cassia, L., De Massis, A., & Pizzurno, E. (2012). Strategic
innovation and new product development in family firms: An
empirically grounded theoretical framework. International
Journal of Entrepreneurial Behavior & Research, 18(2), 198–
232. https://doi.org/10.1108/13552551211204229
If your last name starts with S through Z, use Article C.
Article C:
Arando, S., Gago, M., Jones, D. C., & Kato, T. (2015).
Efficiency in employee-owned enterprises: An econometric case
16. study of Mondragon. International Labor Review, 68(2), 398–
425. https://doi.org/10.1177/0019793914564966
NURSING
Week 3
If your last name starts with A through L, use Article A.
Article A:
Wollenhaup, C. A., Stevenson, E. L., Thompson, J., Gordon, H.
A., & Nunn, G. (2017). Implementation of a modified bedside
handoff for a postpartum unit. The Journal of Nursing
Administration, 47(6), 320-326.
https://doi.org/10.1097/NNA.000000000000048
If your last name starts with M through Z, use Article B.
Article B:
Falkenstrom, M.K. (2017). A qualitative study of difficult
nurse-patient encounters in home health care. Advances in
Nursing Science, 40(2),168-183.
https://doi.org/10.1097/ANS.0000000000000156
Week 4
If your last name starts with A through L, use Article B.
Article B:
Falkenstrom, M.K. (2017). A qualitative study of difficult
nurse-patient encounters in home health care. Advances in
Nursing Science, 40(2),168-183.
https://doi.org/10.1097/ANS.0000000000000156
If your last name starts with M through Z, use Article A.
Article A:
Wollenhaup, C. A., Stevenson, E. L., Thompson, J., Gordon, H.
A., & Nunn, G. (2017). Implementation of a modified bedside
handoff for a postpartum unit. The Journal of Nursing
Administration, 47(6), 320-326.
17. https://doi.org/10.1097/NNA.000000000000048
Week 5
If your last name starts with A through I, use Article A.
Article A:
Jamison, T.R., & Schuttler, J. O. (2015). Examining social
competence, self-perception, quality of life, and internalizing
and externalizing symptoms in adolescent females with and
without autism spectrum disorder: A quantitative design
including between-groups and correlational analyses. Molecular
Autism,6(53), 1-16. https://doi.org/10.1186/s13229-015-0044-x
If your last name starts with J through R, use Article B.
Article B:
Lachs, M. S., Teresi, J. A., Ramirez, M., van Haitsma, K.,
Silver, S., Eimicke, J. P., & ... Pillemer, K. A. (2016). The
prevalence of resident-to-resident elder mistreatment in nursing
homes. Annals of Internal Medicine, 165(4), 229-236.
https://doi.org/10.7326/M15-1209
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Article C:
Zelenikova, R, Beach, M., Ren, D., Wolff, E., & Sherwood, P.
(2014). Faculty perception of the effectiveness of EBP courses
for graduate nursing students. Worldviews on Evidence-Based
Nursing, 11(6), 401–413. https://doi.org/10.1111/wvn.12068
Week 7
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Article A:
Scheepmans, K., Diercks de Casterie, B., Paquay, L. von
Gansbeke H., & Milisen, K. (2014). Restraint use in home care:
A qualitative study from a nursing perspective. BMC
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18. Article B:
Aburn, G., & Gott, M. (2014). Education given to parents of
children newly diagnosed with acute lymphoblastic leukemia:
The parent’s perspective. Pediatric Nursing, 40(5), 243- 256.
https://doi.org/10.1177/1043454211409585
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Article C:
Tingsvik, C., Hammarskjöld, F., Mårtensson, J., & Henricson,
M. (2018). Patients’ lived experience of intensive care when
being on mechanical ventilation during the weaning process: A
hermeneutic phenomenological study. Intensive & Critical Care
Nursing, 47, 46–53. https://doi.org/10.1016/j.iccn.2018.03.004
PSYCHOLOGY AND COUNSELING
Week 3
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Article A:
Stedman-Smith, M., DuBois, C. L., & Grey, S. F. (2015). Hand
hygiene performance and beliefs among public university
employees. Journal of Health Psychology, 20(10), 1263–1274.
https://doi.org/10.1177/1359105313510338
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Article B:
Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., &
Truxillo, D. M. (2016). How and why do interviewers try to
make impressions on applicants? A qualitative study. Journal of
Applied Psychology, 101(3), 313-332.
https://doi.org/10.1037/apl0000046
Week 4
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Article B:
Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., &
Truxillo, D. M. (2016). How and why do interviewers try to
make impressions on applicants? A qualitative study. Journal of
19. Applied Psychology, 101(3), 313-332.
https://doi.org/10.1037/apl0000046
If your last name starts with M through Z, use Article A.
Article A:
Stedman-Smith, M., DuBois, C. L., & Grey, S. F. (2015). Hand
hygiene performance and beliefs among public university
employees. Journal of Health Psychology, 20(10), 1263–1274.
https://doi.org/10.1177/1359105313510338
Week 5If your last name starts with A through I, use Article A.
Article A:
Davies, B., Griffiths, J., Liddiard, K., Lowe, K., & Stead, L.
(2015). Changes in staff confidence and attributions for
challenging behaviour after training in positive behavioural
support within a forensic medium secure service. Journal of
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Article B:
Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity:
Interactive effects of openness to experience and emotion
regulation ability. Psychology of Aesthetics, Creativity, and the
Arts, 9(4), 480–487. https://doi.org/10.1037/a0039826
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Article C:
Morillas-Romero, A., Tortella-Feliu, M., Balle, M., & Bornas,
X. (2015). Spontaneous emotion regulation and attentional
control. Emotion, 15(2), 162–175.
https://doi.org/10.1037/emo0000016
Week 7
If your last name starts with A through I, use Article A.
20. Article A:
Lord, S., Després, C., & Ramadier, T. (2011). When mobility
makes sense: A qualitative and longitudinal study of the daily
mobility of the elderly. Journal of Environmental Psychology,
31(1), 52–61. https://doi.org/10.1016/j.jenvp.2010.02.007
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Article B:
Liu, J., McMahon, M., & Watson, M. (2015). Parental influence
on child career development in mainland China: A qualitative
study. The Career Development Quarterly, 63(1), 74–87.
https://doi.org/10.1002/j.2161-0045.2015.00096.x
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Article C:
Gonzalez, L. M., Stein, G. L., & Shannonhouse, L. R. (2012).
Latina/o adolescents in an emerging immigrant community: A
qualitative exploration of their future goals. Journal for Social
Action in Counseling & Psychology, 4(1), 83–102.
https://doi.org/10.33043/jsacp.4.1.83-102
PUBLIC POLICY AND ADMINISTRATION
Week 3
If your last name starts with A through L, use Article A.
Article A:
Headley, A.M. & Wright, J.E. (2020). Is representation enough?
Racial disparities in levels of force and arrests by police. Public
Administration Review, 80(6), 1051-1062.
https://doi.org/10.1111/puar.13225
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Article B:
Onyango, G. (2020). Legislative oversight and policy-reforms in
“unsettled” political contexts of public
administration. International Journal of Public
Administration, 43(3), 213-228.
https://doi.org/10.1080/01900692.2019.1627556
21. Week 4
If your last name starts with A through L, use Article B.
Article B:
Onyango, G. (2020). Legislative oversight and policy-reforms in
“unsettled” political contexts of public
administration. International Journal of Public
Administration, 43(3), 213-228.
https://doi.org/10.1080/01900692.2019.1627556
If your last name starts with M through Z, use Article A.
Article A:
Headley, A.M. & Wright, J.E. (2020). Is representation enough?
Racial
disparities in levels of force and arrests by police. Public
Administration Review, 80(6), 1051-1062.
https://doi.org/10.1111/puar.13225
Week 5If your last name starts with A through I, use Article A.
Article A:
Kaufmann, W., Ingrams, A., & Jacobs, D. (2021). Being
consistent
matters: Experimental evidence on the effect of rule consistency
on
citizen red tape. The American Review of Public
Administration, 51(1), 28–39.
https://doi.org/10.1177/0275074020954250
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Article B:
Bashir, M., & Hassan, S. (2020). The need for ethical leadership
in
combating corruption. International Review of Administrative
Sciences, 86(4), 673–690.
https://doi.org/10.1177/0020852318825386
25. and qualitative
data
Purpose Statement Checklist
iPADS AT SCHOOL? A QUANTITATIVE COMPARISON OF
ELEMENTARY SCHOOLCHILDREN’S PEN-ON-PAPER
VERSUS FINGER-ON-SCREEN DRAWING SKILLS
DELPHINE PICARD
Aix Marseille University and
Institut Universitaire de France
PERRINE MARTIN
RAPHAELE TSAO
Aix Marseille University
ABSTRACT
A growing number of schools are embracing new mobile
technologies,
such as iPads, with little (or no) prior empirical proof of their
usability.
We investigated whether iPads, which allow children to write
and draw
with their fingers without the need of a pen, are relevant
26. devices for drawing
activities at elementary school. A within-participants design
was used
to compare routine drawings produced by 46 elementary
schoolchildren
with pen on paper (standard condition) and fingertip on screen
(iPad
condition). Results revealed a significant effect of drawing
condition on
graphic scores, with lower scores in the iPad condition than in
the standard
condition. The finding that finger drawings were slightly poorer
than pen
drawings can be ascribed to the shift from distal to more
proximal control
of the drawing movements.
The iPad is a touchscreen tablet that was launched by Apple in
January 2010,
and has since proved extremely popular. This new device
combines several
features of previously distinct technologies (Buckley, 2010).
For example, iPads
have all the functionality and connectivity of laptop computers,
but are far more
27. 203
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doi: http://dx.doi.org/10.2190/EC.50.2.c
http://baywood.com
J. EDUCATIONAL COMPUTING RESEARCH, Vol. 50(2) 203-
212, 2014
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&domain=pdf&date_stamp=2014-08-12
lightweight, and all the mobility of smartphones, but with a
larger, multi-touch flat
screen. The iPad’s finger-based interface is intuitive to use,
convenient, and can
be used to perform a variety of activities, including writing and
drawing with
the fingertip. A recent survey of the most commonly used
devices in educational
settings (Pegrum, Oakley, & Faulkner, 2013) revealed that iPads
are now a
familiar feature in classrooms around the world, regarded as a
promising tool for
supporting teaching and learning. Accordingly, several projects
looking at how
28. iPads are implemented in educational settings have been
conducted in the past
3 years (e.g., United States: Bansavich, 2011; Scotland: Burden,
Hopkins, Male,
Martin, & Traval, 2012; Canada: Crichton, Pegler, & White,
2012; Australia:
Jennings, Anderson, Dorset, & Mitchell, 2010, and Oakley,
Pergrum, Faulkner,
& Striepe, 2012). These qualitative projects examined students’
and educators’
motivations, perceptions, and attitudes toward the use of iPads
in the classroom,
via surveys, classroom observations, focus groups, and
interviews. As a whole,
these projects indicated that the iPad was well received by
teachers and students
alike, who were convinced that it changed learning for the
better. A robust
observation was that iPad use seemingly increased students’
levels of motivation
and self-efficacy, while it encouraged teachers to explore
alternative activities
and forms of assessments for learning, especially in elementary
school settings.
29. However, beyond the initial burst of motivation and the novelty
effect of the
iPad technology in the classroom, the longer-term benefits were
less clearcut.
This uncertainty derives from the very limited amount of
quantitative research
that has been conducted in this area (partly due to the newness
of the technology
and its use in educational settings). Two notable exceptions are
studies that
have tested the impact of iPads on mathematical skills. Carr
(2012) carried out
a quantitative study in which fifth graders (10-11 years) from
two different
schools either used iPads during math lessons (experimental
group) or did not
(control group). Math skills were assessed at pre-test and post-
test using standard
questionnaires. The effects of iPad use, as measured by changes
in the mean
difference between the experimental and control groups between
pretest and
posttest, were not significant. For their part, Haydon et al.
(2012) conducted a
30. quantitative study in which high school students with emotional
disturbance
alternatively used iPads (experimental condition) or worksheets
(comparison
condition) to complete math problems. Students solved more
math problems and
in less time in the iPad condition than in the worksheet one.
This encouraging
finding should nevertheless be viewed with caution, on account
of the small
number of students (N = 3) involved in the study. To
summarize, there is paucity
of research confirming the positive impact of iPads in the
classroom.
More quantitative research, using a rigorous methodology, is
needed to plug
this gap in the existing literature, and help teachers make
informed decisions about
purchasing and using iPads at school in different areas
(numeracy, literacy,
drawing skills, etc.). Unlike previous studies that have
concentrated on math
skills, we decided to focus on drawing skills. We designed the
present study to test
31. 204 / PICARD, MARTIN AND TSAO
whether iPads are a useful medium for drawing activities at
elementary school.
It is important to study the use of tablets in drawing because the
iPad’s finger-
based interface means that users can draw with the fingertip,
thereby obviating the
need to handle a pen or a stylus, with all the challenges that can
bring. Drawing
is a complex skill that develops during childhood and requires
the combination
of motor, perceptual, and cognitive components (Laszlo &
Broderick, 1985).
Children have to learn to handle writing/drawing implements,
and this is some-
thing that many of them find difficult (Connolly & Dagleish,
1989). Previous
studies have shown that there is considerable variability in the
manner in which
children hold pens and pencils (see, for example, Blöte,
Zielstra, & Zoetewey,
1987; Braswell, Rosengren, & Pierroutsakos, 2007; Connolly &
32. Dagleish, 1989),
and this affects the quality of their graphic production (Braswell
et al., 2007;
Martlew, 1992). As iPads allow for finger drawing, and are now
making inroads
into schools, it is worth testing whether their ease of use and
immediacy actually
improve the quality of drawings produced in an educational
context. To that
end, we adopted a within-participants design in which we
compared drawings
of a familiar object produced by elementary schoolchildren with
pen on paper
(standard condition) and fingertip on screen (iPad condition).
Based on the
hypothesis that finger drawing on an iPad screen enhances the
quality of the
resulting production because it bypasses the difficulties
involved in handling a
pen, we predicted that drawing quality would differ between
conditions, with
children scoring higher in the iPad condition than in the
standard one.
METHOD
33. Participants
Forty-six children from kindergarten (5-6 years, n = 22, mean
age = 5 years
7 months, SD = 4 months, 11 boys) and Grade 2 (7-8 years, n =
24, mean age =
7 years 6 months, SD = 4 months, 13 boys) took part in the
study. These two
different age groups were chosen because they contained
children with different
levels of drawing practice and formal learning of writing. All
the children attended
state elementary schools in France. None of them had been
diagnosed with a
learning disability or a special educational need. According to
their teachers,
the children had never used an iPad at school prior to the study.
Materials
The materials consisted of an Apple iPad Version 1, sheets of
white paper,
and a black felt-tip pen. The sheets of paper measured the same
size as the
iPad’s drawing surface (14.5 × 16 cm), and both were presented
in a portrait
34. format for the drawing task. The black felt-tip pen was chosen
because it pro-
duced lines of approximately the same thickness (2 mm) as the
electronic black
felt-tip pen of the Drawing Pad app.
iPADS IN THE CLASSROOM? / 205
Procedure
We set up a drawing workshop in a corner of the children’s
classroom, with
an iPad placed flat on a large table next to a sheet of paper and
a pen. Two chairs
were put in front of the large table, so that the children could sit
either in front
of the iPad or in front of the standard drawing material. The
children were invited
one at a time to come to the drawing workshop and produce “the
best drawing
of a house you can,” using each medium in turn. A house was
selected as the
subject of the drawing because it is a very familiar one for
children, and is
35. sufficiently straightforward for children as young as 5 years to
produce, using
their well-established graphic routines (see Picard & Vinter,
2005). In the standard
condition, children used their dominant hand to draw with the
pen on the paper.
In the iPad condition, they drew with the tip of the index finger
of their domi-
nant hand. The resulting drawings were saved in electronic files
for subsequent
analysis. It should be noted that the children were not allowed
to use an eraser in
either drawing condition. The order in which the house
drawings were produced
in the iPad and standard conditions was counterbalanced across
participants
in each age group. The iPad condition was preceded by a short
familiarization
phase, during which each child was shown how to draw lines
(horizontal, vertical,
and oblique) and simple geometric shapes (circle, square,
triangle, cross) using
his/her index finger on the touch screen. This phase, lasting no
more than
36. 2 minutes, allowed the children to feel comfortable using the
iPad’s drawing app.
In each condition, the children were given a maximum of 10
minutes to produce
their drawing.
Coding
A total of 92 individual paper and electronic drawings were
collected for
analysis. The quality of these drawings was assessed on a
standardized graphic
scale yielding an overall graphic score (Barrouillet, Fayol, &
Chevrot, 1994).
This scale includes 21 items (see Table 1), each scored 1 point
if it is present in
the drawing, except for Item 21, which is scored 2 points. A
maximum score of
22 points could thus be obtained on the scale. The coding of the
drawings was
performed by two judges working independently. Interjudge
reliability was
high (> 98%), and the handful of disagreements that arose
(1.08%) were settled
by discussion prior to the data analysis. Individual graphic
scores on the house-
37. drawing scale were used as the dependent variable.
RESULTS
For both drawing conditions, the data were checked for
skewness (standard:
S = –.03; iPad: S = –.35) and kurtosis (standard: K = .05; iPad:
K = .28), which were
both within the normal range, and Levene’s test was run, F(1,
90) = .80, p = .37,
indicating the suitability of using an analysis of variance
(ANOVA). A mixed
206 / PICARD, MARTIN AND TSAO
iPADS IN THE CLASSROOM? / 207
Table 1. Occurrence (Percentage) of Each Item of Barrouillet et
al.’s
Scale in Children’s House Drawings as a Function
of Drawing Condition
Drawing
condition
Item Standard iPad
39. 19-
20-
21-
Outline (at least 3 rectilinear segments)
Roof (presence)
Roof shape * (triangular or trapezoidal)
Chimney (presence)
Vertical chimney (perpendicular to roof)
Door (presence)
Door handle * (presence)
Base (closed rectangular shape of outline)
Path (presence)
Window (presence of at least one window in
the facade)
Two windows upstairs (the facade has two windows,
one on the left, one of the right)
More than two windows (the facade has more than
two windows)
40. Window position (none of the sides of the house
constitutes one side of a window)
Window proportions * (height of window is between
1/4 and 1/6 of the height of the facade; same for width)
Window alignment * (windows aligned on the same
horizontal in the facade)
Panes (represented as crosses inside windows)
Shutters * (presence)
Curtains (presence)
Attic room (one or more windows drawn in the roof)
False perspective (two sides drawn, but incorrect
perspective)
Perspective (two sides drawn, correct perspective)
98
100
100
37
13
43. 2
*Items for which there was a significant change in the
children’s productions between
the standard and iPad drawing conditions (McNemar test).
ANOVA was run on the graphic scores, with drawing condition
(2) as a within-
participants variable, and sex (2), age group (2), and order (2)
as between-
participants variables. We set an alpha level of .05 for all
statistical analyses.
The ANOVA revealed a significant main effect of drawing
condition, F(1, 38) =
14.35, p = .001, �2p = .27, with higher scores in the standard
drawing condition
(M = 11.04, SD = 2.49) than in the iPad one (M = 9.67, SD =
2.93). There was no
other significant main or interaction effect (all ps > .05). A
closer look at the
data indicated that, out of the 46 children, 27 (59%) scored
higher in the standard
condition, 14 (30%) achieved similar scores in both conditions,
and just 5 (11%)
44. scored higher in the iPad condition. It should be noted that,
despite the lower
scores in the iPad condition, the children’s graphic scores were
generally within
the normal range for their age in both conditions.
We decided to take a closer look at the data in order to
determine which aspects
of the drawings deteriorated when the children drew with their
fingers on the
iPad. To that end, we examined the occurrence of each item in
each of the two
drawing conditions (see Table 1), using McNemar tests to look
for significant
changes between the standard and iPad conditions. Significant
changes were
found for the following five items: Item 3 (roof shape), �2(1) =
4.17, p < .05;
Item 7 (door handle), �2(1) = 4.90, p < .05; Item 14 (window
proportions),
�2(1) = 5.06, p < .05; Item 15 (window alignment), �2(1) =
5.06, p < .05; and
Item 17 (shutters), �2(1) = 5.14, p < .05. As can be seen in
Table 1, all these
items were produced less frequently in the iPad condition.1 The
45. lower graphic
scores in the iPad condition were thus due to deterioration in
the shape of
the roof, the proportions and spatial alignment of the windows,
and to the loss
of some accessory features (i.e., door handle, window shutters)
(see illustration
in Figure 1).
DISCUSSION
This study was designed to examine the ease of use and
immediacy of iPads
for drawing in an educational context. We were interested in
testing whether
iPads constitute a useful medium for drawing activities at
elementary school, by
virtue of the fact that they allow children to draw with their
fingers, thus obviating
the need to handle a pen. Contrary to our main hypothesis, we
found a slight but
significant decrease in graphic scores in the iPad (finger
drawing) condition,
208 / PICARD, MARTIN AND TSAO
1 It should be noted that several items on Barrouillet et al.’s
46. scale were interdependent
(e.g., Item 3 (roof shape) is contingent upon Item 2 (roof); Item
7 (door handle) depends
on Item 6 (door), etc.). Each of the items for which we detected
a significant change in
the children’s productions between drawing conditions (Items 3,
7, 14, 15, and 17) was
dependent on items where no significant change was found (roof
for Item 3; door for
Item 7; window, two windows, or two or more windows for
Items 14, 15, and 17). Thus,
despite the inter-dependence of some items, the results yielded
by the McNemar tests were
not interpretatively ambiguous.
iPADS IN THE CLASSROOM? / 209
F
ig
u
re
1
.
H
51. c
o
n
d
it
io
n
).
compared with the standard (paper/pen drawing) condition. The
finding that
drawings produced on iPads were inferior to those produced
with paper/pen
contrasts with results from studies comparing children’s
drawings produced with
tablet computers versus traditional media (e.g., Couse & Chen,
2010; Martin &
Ravenstein, 2006; Martin & Velay, 2012; Matthews & Jessel,
1993; Matthews &
Seow, 2007; Olsen, 1992; Trepanier-Street, Hong, & Bauer,
2001). These studies
either reported a positive impact of technology on drawing
quality (Couse & Chen,
2010; Martin & Velay, 2012; Matthews & Seow, 2007; Olsen,
52. 1992; Trepanier-
Street et al., 2001), or else a nonsignificant difference between
drawing conditions
(Martin & Ravenstein, 2006; Matthews & Jessel, 1993). It is
worth noting,
however, that the children in these studies were provided with a
stylus to draw on
the computer, whereas in our study they had to draw with their
fingertip on a tablet.
One explanation for the present findings is that despite motor
equivalence
(similarity in stroke production across many contexts; see
Bernstein, 1967;
Lashley, 1930), there are a number of fundamental differences
between drawing
with a pen on a page and drawing with a fingertip on a flat
screen, starting with
the muscles that subserve the actions. Whereas pen trajectory is
mostly controlled
by distal joints and flexion/extension of the fingers, finger
drawing may call for
the involvement of proximal joints (elbow, shoulder) in motor
control. The shift
from distal to more proximal control of finger movements may
53. have accounted
for the poorer graphic performance observed in finger drawing.
Then again, the
participants in our study had not had any prior practice with
iPads at school,
and were not given the opportunity to learn or improve, as they
only produced
a single finger drawing on the iPad, and did not receive any
feedback. It is,
therefore, possible that our negative findings partly stemmed
from insufficient
training in the finger drawing technique.
Future research could focus on learning to draw with tablets in
the classroom,
in order to test the effectiveness of iPads versus paper/pen in
helping typically
developing children to learn to draw not just simple, but also
more complex
objects. This approach could then be extended to children with
disabilities or
special educational needs, such as those with Down syndrome.
These children
often encounter difficulties in fine motor skills, and are
particularly delayed
54. in their drawing ability (see, for example, Clements & Barrett,
1994; Cox &
Maynard, 1998; Laws & Lawrence, 2001; Tsao & Mellier,
2005). It would be
worthwhile assessing the usability of iPads and the finger
drawing technique for
supporting learning to draw in this special population.
ACKNOWLEDGMENTS
The authors would like to thank the children and their teachers
who took part
in the study, and Camille Derbomez, Patricia Cuvelliez, and
Camille Jalogne-
Redon for their helpful assistance in data collection. The
authors declare no
competing interests.
210 / PICARD, MARTIN AND TSAO
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Direct reprint requests to:
Dr. Delphine Picard
Aix Marseille Université
Centre PsyCLE EA3273
Maison de la Recherche
29 avenue Schuman
13621 Aix en Provence
France
e-mail: [email protected]
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