Instructional Environment
The facilitative approach is used for creating the study environment. This approach creates an environment of collaboration and involves activities with time to interact with the content of the course and one another. However, participants in a clinical placement always appreciate standing by and only listening or even observing. This kind of learning environment ensures that students are creative, corrective, evaluative, and facilitative. (Whitman, 2000)
According to the study, students tend to construct knowledge as well as express ideas in a more relational than an objectified or discrete way. It is important or good to use methods that match students’ working and learning styles, like collaborative endeavors such as group work for discussions, papers, and presentations. Some students can be oppressed by mixed gender and monitoring together with the structuring of the groups carefully is essential.
Some of the students suggested that effectual teaching involved being in a position of sharing views that were different from those of the professors. This teaching aspect is similar to ‘connected teaching’: Here, connected instructors welcome diversity of views in-class discussion. Most of the students spoke with gratitude and acknowledgment of the instructors who refrained from the infliction of their views on the students. Students as connected learners appear incongruous to independent study and self-directed learning.
However, upon experimentation, the self-directed feature appears to do more with freedom of choosing the kind of topics to study rather than with one’s own. Thus, this theme fits with the one, which states that the attitudes and actions of professors set a climate for learning. Independence of choosing the type of topic to be studied might give the message that the professor greatly values the knowledge and experience of the student, and sets up a cooperative spirit indirectly. According to Quirk (2002), it is very important to know that there is no single student’s way of learning. Learning might depend on experiences and context. Consequently, the theme ‘Variety is key’ appreciates the value of using more than a single teaching method.
Role of the Researcher in any Research
The researcher is the person that knows where the necessary information could be found. As a rule, he/she defines the hypothesis, finds confirmations and arguments for this hypothesis, and then creates the strict and slim logic argumentation line. As a rule, researchers are regarded as mediators between the research world and the audience, as they represent their findings and concepts by the approaches of three research principles: Quantitative, Qualitative, and Action Research paradigms.
In the light of this statement, it should be emphasized that research helps the research audience to foster mutual responsibility. This is explained by the hypothesis that researchers should be precisely accurate in stating the findings for the rest of the audience could realize the main arguments as well as the logic of the research. This allows the researchers to be less critical, patient, and compassionate because the study or research is conducted personally by the student (Melrose, 2004). In the situation where scholars are required to work in groups, this strategy allows for a factual, logical, and direct presentation of materials. After the study of the offered research, the audience will be allowed to clarify, question, and challenge other students’ research with the help of the instructor. This enables every student to gain immense knowledge from the diverse groups that have researched diverse fields. (Flynn, 2004)
Possible variations are defined by the precision of the data stated in the research. Because traditional aspects of data classification depend on the research concept, quantitative data classification is impossible to perform without proper assessment of the research background as well as the aim.
Quantitative Research Paradigm
The hypothesis of the quantitative research is closely linked with the traditional values of concepts based on precise data. Considering the accepted “juvenile delinquency” research scenario, it should be stated that quantitative research might be focused on numeric data of the problem. In the light of this statement, the actual importance of proper formulation of the research question defines the definite aim of the research which is further used for applying the research concepts and theories. It should be stated that the research is conducted in districts with low socio-economic status populations. Because these districts are the main sources of criminals, the place was selected for finding the most evident personalities.
The specific scenario of the research is based on the statement that juvenile delinquency is possible only in regions with low socioeconomic parameters. Therefore, the research was associated with studying the backgrounds of the suspects.
The role of the researcher is explained by the statement that he/she describes inter-professional learning (IPL) opportunities for pediatric and medical nursing students via community-based families and their disabled children. This aspect defines the target audience as well. It is narrowed, as precise data is not required by the wide audience which is not familiar with the research sphere. However, applying the facilitative teaching strategy, the audience may be mixed up in different activities that were involving and collaborative. The purpose of the research included; enabling the students to work together and develop general views about the implications of childhood impairment. The nursing students were expected to meet this by visiting disabled children in both their educational and home environments. Another purpose of the case study was to understand what kind of services were provided, the persons involved, and how they interact (Gay, Mills, and Airasian, 2009).
As for the possible variations of groupings, it should be stated that the actual importance of such grouping defines the opportunity of classifying the aims of the data collected, as well as the analysis of reasons and consequences of the hypothesis analysis.
Variations are:
- Analysis of the quantities offered in initial data collected
- Assessment of magnitudes and importance of the data clusters
- Evaluation of the analysis conclusions
- Specific groupings of the participants involve division of the participants by the prosecution:
- Robbery
- Drug trade
- Violence (sexual or physical)
In the light of this fact, it should be stated that the key approach towards data discussion and analysis is associated with a scale measuring attitudes towards interprofessional learning was used as a scale-measuring tool throughout the process. After being given a pack containing details of the children and prearranged visiting times for schools and homes, the students were sent out in the field to conduct the study. They came back after the second week for a formative evaluation and evaluation session. Every pair presented its findings to their peers, followed by some feedback from the groups. Eventually, each student was expected to complete a before-and-after attitude questionnaire.
As for the methods and instruments of data analysis, these tools are closely linked with numeric data analysis. Quantitative analysis presupposes a comparison of the numeric data. These methods are mainly multiple-choice objectives as well as surveys that are used for data collection.
As for the data types used, the quantitative data showed that nursing students that were involved in studying the problems of juvenile delinquency have a more open and positive position towards interprofessional learning (IPL) as compared to medical students. In the light of this fact, it should be emphasized that the benefits of quantitative research are closely associated with the values of overcoming some of the longstanding negative preconceptions in the given hypothesis. Considering the benefits, it should be emphasized that while qualitative aspects focus on explanations and finding humanitarian sequence, quantitative is mainly aimed at logic, which is more effective for overcoming scientific barriers.
Qualitative Research Paradigm
Scenario: Juvenile delinquencies in crime. This involves analysis of the qualitative parameters of crimes, including terms of imprisonment, fines, etc. The research question is; what causes juvenile delinquency and what are the effects? Juvenile delinquencies in crimes are researched in a tangle way that includes the understanding of the theories of crimes and how they assist in connecting crime perspectives. It also includes the appreciation of how research is embedded into the evolution and progress of a crime and how the research concepts are developed and can be used to prevent juvenile delinquency and criminal activities.
The role of the researcher in such a case is to review the reasons and backgrounds of the problem. Because juvenile psychology is closely linked with numerous influence factors, the researcher will have to bring to order all the possible concepts and theories associated with delinquency. This may presuppose classification, the cataloging of the theories and concepts, reclassification of the existing structures that may be too complicated. Some researchers focus on inventing new concepts or uniting the existing ones. Anyway, qualitative research is aimed at researching any problem that can not be counted, calculated, or computed.
Researches also undertake technical, strategic, and administrative analysis, all to add up to a database of cases, scenarios, precedents, and anticipatory pieces of juvenile delinquency behavior. Analysis of qualitative data identifies problems and concepts that appear likely to help in understanding the situation and begin when the researcher engages in the field where analytic insights can be tested against new observations. Usually, the detailed analysis focuses on concepts, measures, and processes of juvenile delinquency, developmental trends, historical trends, and the influence of sex, social class, and race. When researching juvenile delinquency, a qualitative researcher’s conclusions should also be assessed by her or his ability to provide a credible explanation for some aspect of social life.
The target audience of the qualitative research is mainly humanitarian. Depending on the research concepts described in the research, the wideness of the audience may be varied. In the light of this statement, the actual importance of the research is defined by the audience. As a rule, qualitative researches are created for the audience, as the main aspects of qualitative research are intended for humanitarians. This research will include the collection of data, reports, and statistics about past crimes and this data will be obtained from police departments and correctional officers. Primary research methods that will be used include units of the survey, which analyzes books, magazines, web pages, poems, newspapers, songs, paintings, speeches, letters, e-mail messages, bulletin board postings on the Internet, laws, and constitutions, as well as any components or collections thereof. Data from these primary sources will be used to test the hypothesis.
The way the researchers operational the major variables on delinquent peers and heavy metal preference, was based on the measures of preference for heavy metal music and on their response to the questions that they were given. One example was, “Who is your favorite musical group?” These groups were classified based on a consensus among several knowledgeable individuals, consisting of graduate students.
According to the research that was being conducted and the survey that was given it was stated that music preference predicted the type of music purchased by youths. As an incentive for taking the survey, each youth was provided with a coupon redeemable for a tape or a record in a local chain store. When using musical preference researchers will have more complete data than if they relied on purchases that were made by the youth. (Rittman, 2000)
Possible variations of groupings of the offered scenario are closely linked with the values of research concepts that are applied for confirming the arguments. In the light of this fact, juvenile delinquency is associated with the matters of psychology, criminology, pedagogic issues as well as cognitive aspects of educational science. The offered scenario may be grouped by the values of research aims:
- Delinquency background
- Ways of overcoming the barriers in decreasing the delinquency level
- Criminal classification of juvenile delinquency
- Psychological reasons of delinquency
As for the methods that may be used in qualitative research, it should be stated that any method is acceptable, while qualitative research may be based on some quantitative aspects, hence research methods may be united depending on the aims and principles of the research.
Another method that will be employed in the research will be the estimation of the vulnerability of the community or a sector of importance to crime. The sector will be explored for possible interests of legitimate operators in committing a crime or if it has a vulnerability of infiltration from external criminals. The nature of such infiltration (whether organized or not) will also be investigated. Unlawful behaviors will then be identified and ordered in priority. If the act is a medium or high-risk crime, the task phase will be commenced; otherwise, the assessment stops there. Researchers will undertake certain steps to provide different expertise to cover all risks related to juvenile delinquency. Thereafter, an evaluation of all the research methods mentioned will be undertaken to ascertain the resulting action or recommendations on addressing the behavior of juvenile delinquency.
Descriptive research methods will also be used in the study. This method will be used since it is quick and cheap. Descriptive research methods entail the use of observation and hence observation will be used in the study. This method will be used to gather the information that will be used to describe juvenile delinquency.
As for the data needed for the research, it should be emphasized that qualitative research mainly requires descriptive data, while it is required for a proper explanation of the concepts and theories applied. For the matters of traditional approaches for qualitative research Street, Eaton et.al. (2009) emphasizes that the actual importance of description may be explained by the necessity to describe the essences of the concepts and theories.
Data analysis that should be used for this type of research is closely linked with the origin of the data used. It is stated that the actual importance of explanation and analysis is explained by the traditionally theoretic aspects of the data and information collected. The analysis is based on the fact that information is mainly theoretic and textual, of a descriptive character. Hence, it should be analyzed from the perspective of theories and concepts applied.
The benefits of quantitative research are the opportunity to explain large concepts with simple words, while there is no need to apply numbers and calculations mainly. However, medical students were reluctant in admitting that this exercise had helped them overcome their negative preconceptions. The aim of pair working was aimed at reinforcing negative stereotyping between the two individuals. Note that the value and strength of the quantitative data were supported by the qualitative data (Biklin & Bogdan, 1992).
Action research paradigm
Juvenile delinquency is the hypothesis of the research. This involves the study of the young criminals in the districts where their quantities are high, in prisons and other rehabilitation facilities. This may be studied from the inside by professional researchers, while the problem itself may be divided into several aspects, including qualitative and quantitative approaches.
As it is stated by Quirk (2002): “Action research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a “community of practice” to improve the way they address issues and solve problems. Action research is done simply by action.” In the light of this fact, it should be stated that it is mainly performed by organizations, and often assisted by professional researchers. The key aim of such an approach is to research a problem from the inside and develop innovative strategies, practices, and knowledge environments.
The role of the researcher is more responsible than in other approaches, as it often requires courage and professionalism to not interrupt the research environment. The practice-oriented position taken in the research is inevitable without proper analysis of the possible research problems as well as the possible outcomes of the mistake.
The target audience of the action research may be either wide or narrow, depending on the aims of the research and the necessities of the related problems. To be more specific, the audience of these researches may use the results and hypotheses for further studies, including qualitative as well as quantitative researches.
Hence, the action research may be the wide basis of further researches. However, the possible variations of the groupings represent the classification principles of the major theoretic principles associated with research statements. These are:
- Surveying of the studied objects
- Collection of quantitative data
- Analysis and classification of the data collected, applying theoretical concepts and methodologies of data analysis
- Participants of the research are generally grouped by the factors stated by researchers. These may be:
- Socioeconomic status
- Background
- Ethnicity
- Crime “specification”
- Criminal inheritance
Methods for data collection may be numerous, as these studies have reached a level of compromise on how university lecturers consider learning and teaching. A pattern has come up that ranges from conceptions, whereby teaching is perceived as impartation of information, to facilitative conceptions whereby the lecturer is mainly concerned with the promotion of conceptual change in the students.
Three types of data are theoretic data, facts, and numbers that are used to create the solid basis of the research concept. However, the data analysis tools depend on the aims of the research in general. Types of data analysis are:
- Categorical. This is associated with studying the most notable features and characteristics of the data and object. This is mainly descriptive.
- Quantitative. Analysis tool that creates measurable categories of data collected, this simplifies further analysis and interpretation of the data.
- Illustrative. Description of the object and its features for detailed classification and analysis.
This study resulted in four different findings, these are; communities and structures influence the way individual professors perceive and approach learning, but this influence is moderated by ideological or agentic responses to communities and structures; ideological beliefs especially on the way teachers understand their discipline and shape their pedagogical beliefs. The benefits of action researches are evident: these are the researches that are performed in “field” circumstances, therefore, they are intended for performing live researches where laboratory circumstances may distort the results of the study.
Reference List
Biklin, S, & Bogdan, R. (1992). Qualitative research for education: an introduction to theory and methods. Boston: Allyn & Bacon.
Flynn, J., (2004). A guide for nurse educators and clinicians. New York: Springer.
Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. Upper Saddle River, NJ: Prentice Hall.
Melrose, S. (2004). What works? A personal account of clinical teaching strategy in nursing. Education for Health, (17) 2, 236-239.
Quirk, M., (2002). How to Learn and Teach in Medical School. Springfield: Charles C. Thomas.
Rittman, M., (2000). An interpretive analysis of precepting an unsafe student. Hague: Kluwer Academic Publishers.
Street, N., Eaton, N., Clarke, B., Ellis, M., Young, P, & Emond, A. (2009). Child disability case studies: an inter-professional learning opportunity for medical students and pediatric nursing students. Medical Education, (41) 8, 771-780.
Whitman, N. (2000). Creative Medical Teaching. Salt Lake City: University of Utah School of Medicine.