Dq7;1-2 | RES 820 | Grand Canyon University

Please reply to the questions.

Topic 7 DQ 1

Bria 

It is important to defend your position in your dissertation because to ensure that your research is feasible you cannot stand on personal experience alone (Bridges et al. 2020). Since the dissertation is used as a way to address problem spaces in research it is important that the doctoral learners’ argumentation serves as a driving force of the value of that information (Bridges et al. 2020). The implementation of argumentation can help with scholarly conversation because it forces one to look at stating your position, getting information for the conversation, and organizing the information in a thought so it comes off understandably (Bridges et al. 2020). Also, argumentation helps with scholarly conversation simply because you have to get others to understand your position with the information that you have learned in order to add to the knowledge that the topic may already have surrounding it (Bridges et al. 2020). Utilizing claims and counterclaims in written text can also help doctoral students to appear more knowledgeable and less biased about the subject matter (Lam et al. 2018). Lastly, knowing about the different types of argumentation and common mistakes that students make in argumentation can help increase a strong argument in the dissertation. Knowing what to avoid during the use of argumentation and what works will allow for higher feasibility in students’ work (Bridges et al. 2020). 

References 

Bridges, S., Banaszewski, C., Kelly, S., Wozniak, R., Maul, J. (2020). Argumentation. In Grand Canyon University (Ed.), GCU doctoral research: The literature landscape. Retrieved from https://lc.gcumedia.com/res820/gcu-doctoral-research-the-literature-landscape/v1.1/#/chapter/7

Lam, Y. W., Hew, K. F., & Chiu, K. F. (2018). Improving argumentative writing: Effects of a blended learning approach and gamification. Language learning & technology, 22(1), 97-118.

7:1

Theresa 

Presenting argument rests solely on the researcher and requires support of the literature and a departure from any bias. The argument is a position the researcher takes on a certain topic by supporting the literature and defending their claim (Bridges, et al., 2020). Newly defined ideas must also be supported by arguments, which consist of components, such as premises, or statements that either individually or collectively, give support to the claim, or conclusion. Arguments are required to clearly communicate the researcher’s position, thus vital to the entire process (Garcia-Gorrostieta, et al., 2018). The researcher’s goal is to clearly communicate their perspective on their topic. Their objectivity is evident when they are successful in making their own contribution to an existing body of literature. The new contribution may support or contradict earlier literature. In the event of a contradiction, new research may need to take on a different focus. A researcher strives to show expert skills in researching and supporting a position by insisting on legitimate evidence from previous research (Bridges, et al., 2020).

References:

Bridges, S., Banaszewski, C., Kelly, S., Wozniak, R., & Maul, J. (2020). Argumentation. In Grand Canyon University (Ed.), GCU doctoral research: The literature landscape. Retrieved from https://lc.gcumedia.com/res820/gcu-doctoral-research-the-literature-landscape/v1.1/#/chapter/7

Garcia-Gorrostieta, J. M., Lopez-Lopez, A., Pinto, Singh, Villavicencio, Mayr-Schlegel, & Stamatatos, (2018). Argument component classification in academic writings, Journal of Intelligent & Fuzzy Systems, 34(5), 3037-3047, https://doi-org.lopes.idm.oclc.org/10.3233/JIFS-169488

7:2

Kerri Higgs

The process of reviewing literature is greatly influential to my dissertation development.  While I want to look at the impacts of leadership on curriculum implementation the topic alone is too broad.  I am currently using the research to help me narrow down the focus so that I can be more strategic with my research decisions.  The evidence that I ultimately use will help to support and lend credibility to my argument, while also removing bias (Bridges, et al., 2020).  My topic may be vague now, but the research will ultimately lead the direction of the study.  

Teachers are currently leaving education in record numbers.  It is clear that there is a need for reform.  Campus and district leaders have the opportunity to impact these decisions.  Leadership needs research to be able to make more informed decisions on their campus (Firestone, et al., 2020).   Teachers need adequate training and time in order to implement curriculum changes effectively and with fidelity.  The pandemic added an extra layer of uncertainty and stress to a system that was already struggling.  

References

Bridges, S., Banaszewski, C.,  Kelly, S., Wozniak, R., & Maul, J. (2020).  Argumentation.   In Grand Canyon University (Ed.), GCU Doctoral Research: The Literature Landscape. Grand Canyon University.  https://www.gcumedia.com/digital-resources/grand-canyon-university/2020/gcu-doctoral-research_the-literature-landscape_1e.php

Firestone, W., Perry, J. A., & Leland, A. (2020). Teaching Research Evidence Use Through the Education Doctorate. Planning & Changing, 49(3/4), 135–150.