State the degree program and emphasis area in which you are enrolled. ?(Doctor of Education in Organizational Leadership Emphasis K-12 Leadership Qualitative Researc

All important info is in attachments. Please ready thoroughly. 

1. State the degree program and emphasis area in which you are enrolled.  (Doctor of Education in Organizational Leadership Emphasis K-12 Leadership Qualitative Research)

All necessary information is provided in attachments. Please read thoroughly. 

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Reading Research – Rubric

Part 1: Relevance of Artifacts 28.5 points

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Criteria Description

Part 1: Relevance of Artifacts

5. 5: Excellent 28.5 points

The artifact most relevant to the learner's program and emphasis was

correctly identified. All key questions are thoroughly addressed. There is

overwhelming evidence of critical thought and scholarly reflection in the

treatment of the key questions.

4. 4: Good 25.94 points

The artifact most relevant to the learner's program and emphasis was

correctly identified. All key questions are reasonably addressed. There is

appropriate evidence of critical thought and scholarly reflection in the

treatment of the key questions.

3. 3: Satisfactory 23.37 points

The artifact most relevant to the learner's program and emphasis was

correctly identified. All key questions are addressed. There is minimal

evidence of critical thought and scholarly reflection in the treatment of

the key questions.

2. 2: Less Than Satisfactory 20.81 points

An artifact relevant to the learner's program and emphasis was

identified. Key questions from the template are not addressed or are

incorrectly addressed. Evidence of critical thought and scholarly

reflection is lacking.

1. 1: Unsatisfactory 0 points

No artifact was identified, or the artifact that was identified did not align

to the learner's program and emphasis.

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Part 2: Reading Strategy 57 points

Criteria Description

Part 2: Reading Strategy

5. 5: Excellent 57 points

Notes and evidence of engaging with the outlined reading strategy are

complete. All key questions are thoroughly addressed. There is

overwhelming evidence of critical thought and scholarly reflection in the

treatment of the key questions.

4. 4: Good 51.87 points

Notes and evidence of engaging with the outlined reading strategy are

present. All key questions are reasonably addressed. There is

appropriate evidence of critical thought and scholarly reflection in the

treatment of the key questions.

3. 3: Satisfactory 46.74 points

Notes and evidence of engaging with the outlined reading strategy are

present. All key questions are addressed if only in a cursory manner.

There is minimal evidence of critical thought and scholarly reflection in

the treatment of the key questions.

2. 2: Less Than Satisfactory 41.61 points

Notes and evidence of engaging with the outlined reading strategy are

present but incomplete or illogical. Key questions from the template are

not addressed. Evidence of critical thought and scholarly reflection is

lacking.

1. 1: Unsatisfactory 0 points

Notes and evidence of engaging with the outlined reading strategy are

either missing or not evident to the reader.

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Part 3: Gathering Additional Resources 38 points

Criteria Description

Part 3: Gathering Additional Resources

5. 5: Excellent 38 points

Evidence of engaging with the outlined process of gathering additional

resources is clear. All key questions are fully addressed and display

strong evidence of understanding the purpose of the technique.

4. 4: Good 34.58 points

Evidence of engaging with the outlined process of gathering additional

resources is present. All key questions are reasonably addressed and

display evidence of emerging understanding of the purpose of the

technique.

3. 3: Satisfactory 31.16 points

Evidence of engaging with the outlined process of gathering additional

resources is present. All key questions are addressed if only in a cursory

manner.

2. 2: Less Than Satisfactory 27.74 points

Evidence of engaging with the outlined process of gathering additional

resources is present but incomplete or inaccurate. Key questions from

the template are not addressed.

1. 1: Unsatisfactory 0 points

Evidence of engaging with the outlined process of gathering additional

resources is either missing or not evident to the reader.

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Part 4: Reflection 47.5 points

Criteria Description

Part 4: Reflection

5. 5: Excellent 47.5 points

A reflection is clear, thorough, and scholarly. Clear evidence of critical

thought is present. The reflection connects directly to the articles read

and the reading strategy employed.

4. 4: Good 43.23 points

A reflection is present. Clear evidence of critical thought and scholarly

reflection is present. The reflection connects to the articles read and the

reading strategy employed.

3. 3: Satisfactory 38.95 points

A reflection is cursory. Some evidence of critical thought and scholarly

reflection is present. All key questions are addressed if only in a cursory

manner. There is a vague connection to the articles read and the reading

strategy employed.

2. 2: Less Than Satisfactory 34.68 points

A reflection is present but illogical or unreasoned. Critical thought and

scholarly reflection are not evident. Key questions from the template are

not addressed. Connection to the articles read and the reading strategy

is not evident.

1. 1: Unsatisfactory 0 points

A reflection is either missing or not evident.

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Mechanics of Writing 19 points

Criteria Description

Mechanics of Writing

5. 5: Excellent 19 points

Writer is clearly in command of standard, written, academic English.

4. 4: Good 17.29 points

Prose is largely free of mechanical errors, although a few may be

present. A variety of sentence structures and effective figures of speech

are used.

3. 3: Satisfactory 15.58 points

Some mechanical errors or typos are present, but are not overly

distracting to the reader. Correct sentence structure and audience-

appropriate language are used.

2. 2: Less Than Satisfactory 13.87 points

Frequent and repetitive mechanical errors distract the reader.

Inconsistencies in language choice (register), sentence structure, and/or

word choice are present.

1. 1: Unsatisfactory 0 points

Mechanical errors are pervasive enough that they impede

communication of meaning. Inappropriate word choice and/or sentence

construction are used.

Total 190 points

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College of Doctoral Studies

RES-820 Reading Research Assignment Instructions

View the video: RES-820 Reading Research before beginning this assignment. A transcript of the video is available in Appen d ix A, below.

Note: Do not read the assigned articles for this topic until after you read these instructions completely.

Engage with this critical reading strategy by completing the tasks for all four parts of this assignment. Your work should be saved as a single document for submission.

Part 1 – Identifying Relevant Literary Artifacts by Reading an Abstract

Generally, students start reading an article at the beginning and read it straight through to the end. Reading in a linear fashion is not the most efficient approach to evaluate academic literature. Researchers take a more strategic approach in order to quickly sort articles and identify what sources are relevant to their project.

Read only the abstract of each of the articles (Barnett, 2017; Flanigan et al., 2017; Marcikic et al., 2016; Paone et al., 2015; Strunk et al., 2017; Sroufe & Gopalakrishna-Remani, 2019) in the Topic Resources for Topic 2.

Using only the information from the abstract, choose the one article that is most relevant to your program and emphasis area (If you are not sure, please contact your Counselor). You will work with only one article from this list. That one article will be the focus of this entire assignment.

Address the following based solely on what you read in the abstract. Type your answers in this document to submit for grading. Save your document as a Word document with the file name in this format: LastName.FirstName.RES820.ReadingResearch

1. State the degree program and emphasis area in which you are enrolled. If you are not sure, please contact your Counselor.

1. Provide the full APA reference for the article you chose.

1. Paraphrase the problem being addressed in the study.

1. Summarize the main points of the study.

1. State your initial thoughts about what you read. What ideas did it give you about the topic?

1. Describe how the abstract influences a researcher’s decision to delve deeper into the article.

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Part 2 – Reading Strategically to Improve Efficiency

Read the entirety of the article you selected in the order listed below. Take notes on the sections as you go being certain to answer the questions before moving on to read the next section. Include your notes and answers to the questions in this document for submission.

1. Findings and Conclusions: What are the main findings from the topic? Why are they important? How does reading the conclusion first help a researcher determine if a source is relevant enough to continue to read?

1. Methodology: What is the methodology (quantitative, qualitative, mixed methods)? Who/what comprised the population? What was the sample size? How was the sample determined? How did the researcher(s) collect data (instruments, surveys, interviews, etc.)? How does reading the methodology section help a researcher better understand the context for the study?

1. Literature Review: How does the literature review provide a logical discussion of the background of the problem being investigated? Did the author(s) do a good job of explaining the context you need to understand the problem being addressed? Explain. What seems to be the purpose of the literature review section of a study?

1. Introduction: How did the author(s) create an argument for why the study needed to be completed? What were the issues that led the author to investigate this problem?

1. Discussion: How do the author(s) address their research questions? Why might a researcher read this section last?

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Part 3 – Gathering Additional Resources

When researchers read academic literature, they have "a thumb on the back page." That is, they keep the reference section readily accessible while reading the article. This technique allows them to investigate the reference page of the study while reading the article. This is one way of gathering additional resources that could be used for their own research projects.

Complete the following steps for this part of the assignment and include your answers in this document for submission.

1. Return to the article you selected and find a source cited in the literature review. Then, find the corresponding reference on the reference page. Copy the full APA reference for the source to your document for submission.

2. Look up the article title in the GCU Library. Was the article available to read?

3. Look up the title in Google Scholar (scholar.google.com). Is the article available? Using Google Scholar, find two articles that cited this source. If the article is not available, identify two alternatives provided by Google Scholar.

4. How does this technique help you understand that the research process is ongoing? How does this technique help you to locate more current literature?

Part 4 – Reflection

Write a reflection (250-500 words) about your interaction with the reading strategy presented in this assignment. Address the following items and your reflection in this document for submission:

1. How is this approach different from your current reading strategy?

2. How was it uncomfortable?

3. How can you begin to incorporate into your practice?

4. Why is it important to read literature in this fashion?

5. Was there a moment when you had enough information about the article to stop reading and move on to another article?

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Appendix A: Transcript of Video RES-820 Reading Research

The following is a transcript of the video RES-820 Reading Research.

Welcome to discussion of our module to writing exercise reading research

The central objective of this exercise is to move away from a linear approach to reviewing articles start to finish, to an approach that provides an efficient means of identifying relevant information that potentially contributes to our own work.

To begin we've provided you some articles – but you're only going to read one of these articles from start to finish to complete the assignment.

After you've read through the abstracts of each of the articles, we are identifying the single article that aligns with our field of study and degree program.

From there we are going to address questions in section one of the exercise.

Now, many researchers begin the process of identifying relevant research by reading through the abstract of an article.

The abstract typically falls at the beginning of a work.

The abstract specifically offers us a quick way to understand applicability in the study to our work or research by providing a clear concise summary of a research project.

Information we tend to see in the abstract includes the purpose of the research which generally speaking refers to “what the researchers wanted to know.”

We also sometimes find the method of collecting and analyzing data, as well as a brief statement of the research findings.

The second step in our process is going to be reading strategically, and specifically reading strategically to improve efficiency.

Now something important to keep in mind: researchers generally read differently.

This has to do with differences in academic background or methodological foundations.

Many of us are generally used to reading articles from start to finish: a thorough reading from Page 1 to the last page in to the references section.

Generally speaking, this isn't the best use of our time especially in the early stages of research project development.

Once you assemble your reading list from the reviews of article abstracts you want to begin your review process starting with the findings and conclusions sections frequently located at the end of an article.

This can help a researcher determine relevance of an article and whether or not you should even continue to read!

If the material looks promising, we can move to the Methods section to find out who or what provided the data.

From there we can move to the Literature Review section to better understand the context for the study.

Again keep in mind literature reviews may also appear differently.

Most often a literature review provides context for a study which may take a historical and longitudinal approach while others may take a more narrow approach focusing on contemporary studies.

Additionally, literature reviews should contain seminal works determining the foundation of the research position.

At this point more reading opportunities can be pulled from the literature review for examination which takes us to a practice of ‘keeping our thumb on the back page of the article’ – the references section – to gather additional resources we can use in our own research project

To this end we are going to go into our article that we selected; we are going to gather additional resources leveraging similar works in the literature review; we are also going to review and locate that source on both the reference page of the original article; and we are going to locate the article from the references section in the GCU library and within Google Scholar.

Those efforts help us to ascertain whether the article is even available to us.

It is one thing to locate the article in the references section of our original source. It is quite another then to gain access to that specific work.

At this point in our work we are also going to be identifying two additional articles that cite the source we pulled from the references section of our original research article.

You see that option here: cited by 43 other sources here.

Then those sources citing our secondary work.

Make note of the two references that we are identifying within this additional set of sources.

In this instance our first source might be this article from 2008 published in the NASPA Journal.

Two questions were also going to address when gathering additional sources ask us how this technique has helped us to understand that the research process is ongoing – (the research process) is not static, it is historical and longitudinal.

In other words we need to keep in mind research examining a topic and focus takes place over the course of many years in some instances.

This brings us to the second question of how our technique of identifying additional resources can help us to locate more current literature?

See who is citing this work and we see here a potential source published in 2017.

The last element of the exercise is the reflection portion of our work.

How has this new approach to reviewing literature different from the way we've previously or perhaps are currently still reading literature?

Was the adjustment in our process a comfortable one or were there areas we felt out of sorts of perhaps uncomfortable?

How can we begin to incorporate this new approach to reading articles into our review practice ongoing?

Why might this be an important way to review literature systematically and consistently; we are repeating this approach over and over remember reading for efficiency?

What means of organizing information will you employ as you build a list of reading material to address when you're ready to sit down and read each with more depth?

These questions and others will revisit and return to in the coming days and weeks.

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206 journal of Multicultural counseling and developMent • July 2015 • Vol. 43

© 2015 American Counseling Association. All rights reserved.

Received 12/31/13 Revised 10/14/14

Accepted 01/01/15 DOI: 10.1002/jmcd.12015

Assessing the Impact of a Race-Based Course on Counseling Students:

A Quantitative Study Tina R. Paone, Krista M. Malott, and Jason J. Barr

This study sought to determine changes in 121 White counseling students following their participation in an experiential, race-based course taught in a group format. Pre- and postoutcomes were reported based on instruments that measured White racial identity development, White privilege, color blindness, and the costs of racism. Findings indicated significant changes according to the majority of measures, although with certain distinctions. Findings are discussed in light of the current literature.

Keywords: multicultural counselor training, racism, Whiteness, counselor education, group counseling

Este estudio trató de determinar los cambios en 121 estudiantes blancos de consejería después de su participación en un curso experiencial basado en la raza que se enseñó en formato de grupo. Se comunicaron los resultados previos y posteriores basándose en instrumentos que midieron el desarrollo de la identidad racial blanca, el privilegio blanco, la falta de percepción de color y los costos del racismo. Los hallazgos indicaron cambios significativos según la mayoría de mediciones, aunque con ciertas distinciones. Se discuten los hallazgos a la luz de las investigaciones actuales.

Palabras clave: formación multicultural de consejeros, racismo, identidad blanca, educación de consejeros, consejería en grupo

Racism persists in contemporary society, albeit often in more subtle and complex forms, and there is copious evidence of its negative effects on the health and mental health of people of color (Nadal, Griffin, Wong,

Hamit, & Rasmus, 2014; Pieterse, Carter, & Ray, 2013). Across the field of mental health, studies have documented the surfacing of racism in cross-racial counseling dyads, often unconsciously enacted by White clinicians (Neville & Carter, 2005; Ridley, 2005). For example, White counselors’ negation of the salience of race and the effects of racism on people of color, a phenomenon often referred to as color blindness (Neville, Spanierman, & Doan, 2006), has been shown to result in distorted assessments of clients of color (Gushue, 2004) and has been correlated with lower multicultural counselor competency (Spanierman, Poteat, Wang, & Oh, 2008) and a reduction in a counselor’s ability to demonstrate empathy (Burkard & Knox, 2004). Additionally, studies have found that clients of color who perceived racial bias in White counselors

Tina R. Paone, Department of Speech Pathology, Educational Counseling, and Leadership, and Jason J. Barr, School of Education, Monmouth University; Krista M. Malott, Department of Education and Coun- seling, Villanova University. Correspondence concerning this article should be addressed to Tina R. Paone, Department of Speech Pathology, Educational Counseling, and Leadership, Monmouth University, 400 Cedar Avenue, West Long Branch, NJ 07755 (e-mail: [email protected]).

journal of Multicultural counseling and developMent • July 2015 • Vol. 43 207

were less likely to indicate positive alliances or satisfaction with therapy (Owen et al., 2011) and were more likely to give lower ratings of their counselor’s cultural competence (Chang & Berk, 2009). In an effort to reduce the presence and harmful effects of racial bias across mental health practices, scholars have asserted the need to provide race- based education to White counselors-in-training (Helms, Guerda, & Green, 2012; Ridley, 2005). Such trainings, however, can evoke powerful and nega- tive reactions in White students (Chick, Karis, & Kernahan, 2009). Intense emotions, such as empathy, guilt, and fear, have been dubbed as a kind of psychosocial cost of racism that affects Whites’ behaviors toward people of color as they come to realize or, conversely, work to deny the presence and impact of racism in self and society (Spanierman & Poteat, 2005). Although in no way commensurate to the costs experienced by people of color, there is a growing recognition that racism is a phenomenon that also negatively affects Whites in multiple ways (Todd, Spanierman, & Poteat, 2011). Counselor educators have sought to promote White counseling students’ ra- cial identity growth through multicultural instruction. The fostering of White racial identity growth is assumed to correlate with prejudice reduction, and there is some research to support the idea that racial identity can be linked with racial bias (Carter, 1990; Gushue & Constantine, 2007). In turn, general multicultural training has been shown to develop students’ racial identities and levels of interracial comfort (Parker, Moore, & Neimeyer, 1998), and, overall, more multicultural training has been correlated with improved racial identity attitudes (Evans & Foster, 2000). There are few actual studies in counseling that describe the content, peda- gogical format, and outcomes of race-related trainings. For those that do exist, the findings are promising in that they have shown that multicultural training can positively affect racial growth (Castillo, Brossart, Reyes, Conoley, & Phoum- marath, 2007; Heppner & O’Brien, 1994; Neville, Lilly, Duran, Lee, & Browne, 2000; Parker et al., 1998; Rothman, Malott, & Paone, 2012). Scholars in those studies applied a similar mixture of pedagogical practices (e.g., didactic and experiential) to multicultural trainings that were largely general in nature (e.g., addressing various topics, such as gender, culture, and race). All of these studies reported the tenets of their race-based courses to allow tentative conclusions regarding effective instructional practices in race-based multicultural counselor training. Those conclusions included the following: (a) Addressing counselor knowledge, awareness, and skills related to race can potentially positively affect White students’ learning, such as increased knowledge and skills in work across race, increased awareness of personal bias, and, in some cases, a reduction in racial bias; (b) a combined use of didactic and

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