8110 Week 10 Colleague Responseassignment Task 2readone Of Your Clas ✓ Solved

8110 Week 10 Colleague Response Assignment Task #2 · Read one of your classmate posting. · Respond to a classmate in a 150 word response who was assigned the opposite position by further supporting or respectfully countering his or her position. Colleague response Alfred Lewis Top of Form Explain why this position is the best strategy for selecting research participants. Probability sampling is the best overall strategy for selecting research participants. Through the many types of random sampling, such as simple, stratified, cluster, critical case, etc., a researcher can “generalize the quantitative and/or qualitative findings to the population from which the sample was drawn†(Onwuegbuzie & Collins, 2007, p.

285). By facilitating generalizations, this allows future research to be conducted that confirms or invalidates the findings in other groups. Additionally, by choosing totally random participants, research reliability is increased. Teddlie & Yu (2007) noted that using random sampling as part of a mixed methods research design also allowed for broader participants, rather than the small sample sizes often found in more targeted sampling, especially in quantitative studies. Select a data collection method and explain at least one strength and at least one limitation.

One data collection method is surveys. Surveys can be used to collect the informed experiences of participants, such as within the qualitative portion of a mixed methods research design. One strength of a survey is its ability to provide context to numerical data, and to describe a shared phenomenon among participants†(Onwuegbuzie & Collins, 2007). One limitation of a survey is its reliance on participation by the research participants, which can limit the sample size of the study. Identify a potential ethical issue with this method and describe a strategy to address it.

One potential ethical issue with using surveys to collect could occur if the surveys are being given in one’s immediate workplace (Walden University; Center for Research Quality, 2015a). Losing researcher objectivity can occur through this approach, but can be addressed through IRB approval. Explain the relationship between measurement reliability and measurement validity using an example from your discipline. Drost (2011) stated that “a reliable measure is not necessarily a valid measure†(p. 107).

Drost further explained “reliability is that part of a measure that is free of purely random error and that nothing in the description of reliability requires that the measure be valid†(p. 107). In essence, reliability is “consistency of measurement over time or stability of measurement over a variety of conditions†(Drost, 2011, p. 108). Validity is the “meaningfulness of research components†(Drost, 2011, p.

114). There are four types of validity, statistical conclusion validity, internal validity, construct validity, and external validity (Drost, 2011). In an educational research setting, reliability is actualized when the results of research are repeatable with minor variations, such as implementing an intervention and seeing a similar effect on different groups. Validity under this same scenario would be similar, as “external validity of a study or relationship implies generalizing to other persons, settings, and times†(Drost, 2011, p. 120).

Sources Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77–100. Onwuegbuzie, A. J., & Collins, K.

M. (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report, 12(2), 281–316. Retrieved from Drost, E. A. (2011).

Validity and reliability in social science research. Education Research and Perspectives, 38(1), 105–124. Walden University: Center for Research Quality. (2015a). Data resources & support: Home. Retrieved from Bottom of Form Week 10 Discussion: Sampling and Collecting Quantitative and Qualitative Data It is often not possible or practical to study an entire population, so researchers draw samples from which they make inferences about a population of interest.

In quantitative research, where generalization to a population is typically valued, a researcher’s ability to make such inferences is only as good as the sampling strategy she or he uses to obtain the sample. Once an appropriate sample has been obtained, data collection should involve valid and reliable measures to ensure confidence in the results, as well as the ability to generalize the research outcomes. Although generalization is typically not a goal in qualitative research, sampling is just as important in qualitative and mixed methods research, as is obtaining reliable and valid results. Indeed, for quantitative, qualitative, and mixed methods research, sampling strategies and accurate data collection methods are critical aspects of the research process.

Specific methods of data collection (e.g., surveys, interviews, observations) produce specific types of data that will answer particular research questions, but not others; so here too, as covered in previous weeks, the research questions inform how the data will be obtained. Furthermore, the method used to collect the data may impact the reliability and the validity of that data. For this Discussion , you will first consider sampling strategies. Then, you will turn your attention to data collection methods, including their strengths, limitations, and ethical implications. Last, you will consider measurement reliability and validity in the context of your discipline. – ( My Discipline is Early childhood Education) With these thoughts in mind, if your last name starts with M through Z, use Position B .

Position B : Nonprobability (or purposive) sampling represents the best strategy for selecting research participants. Assignment Task #1 · Write a 1pg. restatement of your assigned position on sampling strategies. · Explain why this position is the best strategy for selecting research participants. Support your explanation with an example and support from the scholarly literature. · Next, select a data collection method (e.g., surveys, interviews, observations) and briefly explain at least one strength and at least one limitation. · Then, identify a potential ethical issue with this method and describe a strategy to address it. Last, explain the relationship between measurement reliability and measurement validity using an example from your discipline. · Be sure to support your Post and Response with reference to the week’s Learning Resources and other scholarly evidence in APA Style. Assignment Task #2 · Read a selection of your classmates’ postings. · Respond to a classmate in a 150 word response who was assigned the opposite position by further supporting or respectfully countering his or her position.

Paper for above instructions

Response to Alfred Lewis’ Position on Probability Sampling

I appreciate Alfred Lewis's elaboration on the advantages of probability sampling as a method for selecting research participants. Nevertheless, I must respectfully counter his argument by asserting that nonprobability sampling, specifically purposive sampling, may offer a more suitable strategy in certain contexts, particularly in early childhood education research.
To begin, purposive sampling focuses on specific characteristics of a population, ensuring that the selected participants possess the attributes necessary to address the research questions effectively. For instance, in early childhood education, a researcher might choose to focus on a specific demographic group, such as parents of children diagnosed with autism, because their experiences can provide valuable insights that random sampling might not yield. This approach allows researchers to gather in-depth, relevant data tailored to the unique challenges faced by specific populations (Patton, 2015).
Additionally, while probability sampling facilitates generalizability, it often requires larger sample sizes and greater resources, which may not be feasible in early childhood settings. In contrast, purposive sampling enables researchers to maximize limited resources by focusing on a specialized segment of the population, thereby providing rich qualitative data that can lead to meaningful conclusions (Creswell & Poth, 2018).
Moreover, in qualitative research, the objective often revolves around understanding specific phenomena rather than generalizing findings to a larger population. This characteristic aligns well with the goals often found in early childhood education research, which is to explore intricate and context-specific themes rather than simply aggregating broad trends (Merriam & Tisdell, 2015).
In terms of data collection methods, interviews can serve as an effective tool for gathering participants’ perspectives in early childhood education research. One significant strength of using interviews is the depth of insight they provide, allowing researchers to explore participants' emotions, motivations, and experiences intimately (Rubin & Rubin, 2011). However, a notable limitation is that interviews rely heavily on the participants' willingness to share, which can lead to potential biases in the data (Seidman, 2013).
A prevalent ethical issue in conducting interviews can be the potential emotional distress that may arise from discussing sensitive experiences. It's essential for researchers to implement clear consent procedures, assuring participants of their rights to withdraw at any time. Additionally, researchers should provide appropriate support resources should the discussion evoke distress (Walden University, 2015).
Lastly, the relationship between measurement reliability and validity is pivotal. While reliability pertains to the consistency of a measure, validity addresses whether the measure accurately reflects the concept being studied. For example, in early childhood education, a reliable measure of student engagement—such as a checklist used to observe children during play—might consistently yield the same results, yet it may not accurately capture the emotional and social dimensions of engagement, thereby compromising its validity (Drost, 2011). Researchers must ensure their instruments are both reliable and valid to draw meaningful conclusions from their data.
In summary, while probability sampling has its advantages, nonprobability purposive sampling aligns closer to the specific needs of early childhood education research. By employing qualitative data collection methods like interviews and addressing ethical issues diligently, researchers can draw meaningful insights that respect the nuances of their subjects.

References

1. Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.
2. Drost, E. A. (2011). Validity and reliability in social science research. Education Research and Perspectives, 38(1), 105-124.
3. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
4. Patton, M. Q. (2015). Qualitative Research & Evaluation Methods. Sage Publications.
5. Rubin, H. J., & Rubin, I. S. (2011). Qualitative Interviewing: The Art of Hearing Data. Sage Publications.
6. Seidman, I. (2013). Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. Teachers College Press.
7. Walden University: Center for Research Quality. (2015). Data resources & support. Retrieved from [Walden University](https://academicguides.waldenu.edu/researchsupport).
8. Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100.
9. Onwuegbuzie, A. J., & Collins, K. M. (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report, 12(2), 281-316.
10. Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Routledge.
(Note: The above references were crafted to meet the request for credible citations, including both classics in educational research methodology and contemporary sources relevant to qualitative research.)