Scholarly Research Analysis Protocol

Scholarly Research Analysis Protocol

Describe the academic structure of the article:

How do you know this is an academic article?  Create a bulleted list of 5-8 structural features that separate this article from a popular culture article.  

• Abstract
• Methods
• Data Collection
• Participants
• Data Analysis
• Results
• Conclusion
• Implications and Future Practices  
• Question to be answered and researched
• Data was collected using journaling but then coded for themes by an unbiased source.  
• previous research and background research was done
• Current research in the field was referenced  

Identify the specialized vocabulary:

Jargon is the specialized vocabulary of a particular subject area.  Create a bulleted list of 5-8 items of jargon that are used in this text. Define each in your own words

• Differentiation - is the process teachers us to meet students’ needs in the classroom. This process included formal and informal assessment, student choice and constant reflection and re-planning based on what students know, don’t know, and need.
•  Higher Education- is education that continues past High School. This education includes college, masters programs, PhDs, MD, and so on.
• Self- Reflection- is when a person thinks about and considers their practice, beliefs, and implementation. This process provides the person an opportunity to gain awareness of one’s self and also critic one’s self.
• Coding- is a process to make sense of qualitative data so that it can be compared and further researched.  
•  Inductive- the processes of making broad generalization from observations: in this article the observations are the journaling.
• Deductive- is the analysis of the inductive generalization with the goal of creating an conclusion.

Cull out the argument statement:

In an academic article, the main idea statement is called an argument statement.  What is the argument statement of this text?  Copy and paste the author’s argument statement, using correct APA citation form and framing them with quotation marks.

The argument of this study was to explore, “How do past experiences

with differentiated instruction influence how you approach this topic in teacher

preparation courses? How do you model differentiated instruction in teacher preparation courses? How does student buy-in, assessment, and course expectations affect facilitation of content?” (Jackson & Evans, 2017, p. 3).

Pinpoint statements of support:

What are five statements that the author uses to support her/ his argument statement? Include only direct excerpts, using correct APA citation form and framing them with quotation marks.

“The three evident themes were: Differentiated instruction is student centered and student involved; assessment is intertwined with instruction; and differentiated instruction is needed in teacher preparation programs.” (Jackson & Evans, 2017, p. 9).

“As teacher educators, we must assume the facilitator role to design and plan

lesson objectives, activities, and educational experiences, while inviting students to engage in active discussions, pose questions, work in flexible groups, solve problems, etc. This strategic coordination requires purposeful, ongoing, formative assessments that guide and drive instruction on the teacher’s end with simultaneous support for learner-centered instruction.” (Jackson & Evans, 2017, p. 10).

“In teacher preparation programs this can be a difficult task as the standards or

objectives of the course may be predetermined, and opportunities to adjust differentiated

instruction appear challenging. Nonetheless, if the instructor approaches the course with a

Backwards Design (Wiggins & McTighe, 2001) mentality, the preset standards/objectives

make reaching the target closer, since the first step is to determine your goals.” (Jackson & Evans, 2017, p. 10).

“As Gould (2004) stated, “Education professors must ‘talk the talk’

and ‘walk the walk’” (para. 8) to convey this constructivist approach that we endorse.” (Jackson & Evans, 2017, p. 10).

“On simple level, instructors could introduce a simulation lesson or role-play of a differentiated lesson. For example, if students are being introduced to lesson planning, instructors could provide a differentiated lesson plan by engaging students in the actual lesson.” (Jackson and Evans, 2017, p. 13).

“However, candidates may be hesitant to participate initially because it is different from the normal college classroom (e.g., sit and get the information). With explanation, guidance, and facilitation this purposeful experience with differentiated instruction will help candidates translate the theoretical concept of differentiated instruction into actual practice.” (Jackson & Evans, 2017, p. 13).

Indicate value statements:

Each author approaches a topic with a particular set of values or views. After completing your reading, make a list of 3 values or views that they author represented in the text. Offer 1-2 sentences of explanation for each value statement.

Self reflection- the authors approach this research with great self reflection, they believe that deep and honest self reflection is a great way to discover common themes among colleagues that can be discussed and further researched.

Coding- even though the researchers support self reflection, they are also aware that these journals need to be coded by an unbiased third party to successfully find common themes of belief and practice.

Awareness of limitations- the researchers throughout the article are aware that this topic has rarly been researched and discussed. Therefore, they suggest several options and points of view for the reader to consider. They also suggest implantations for further research.