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Writing the Discussion, Interpretation, and Recommendations of the Study Writing Center Walden University.

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Presentation on theme: "Writing the Discussion, Interpretation, and Recommendations of the Study Writing Center Walden University."— Presentation transcript:

1 Writing the Discussion, Interpretation, and Recommendations of the Study Writing Center Walden University

2 Objectives Learn where to present this material in your capstone study. Correct common misconceptions about the capstone.Review examples of clear writing for this part of the study.Identify problems to avoid and writing tips to apply. 2

3 Capstone studies & Center for Research Quality DBADBA Section 3DNPDNP Section 4 EdDEdD Project option: Section 4; Research option: Section 5 PhDPhD Chapter 5 3

4 Misconceptions Misconception: I should write my study in a linear way. Actuality: Write your study in an iterative way. Full circle: Revise proposal verbs; add to lit review; align “take- home” points Misconception: The best study is a finished study, so sprint to the end! Actuality: Readers expect high quality at the end Misconception: Studies do not include persuasion or opinion Actuality: Interpret your findings to persuade and recommend others to action Persuasion: Responses in this study indicated that 47% of struggling readers benefited from afterschool tutoring. Administrators should consider funding for tutoring programs…. Opinion/recommendation: Researchers should study the impact of afterschool programs on students who struggle in math. 4

5 Introduction B rief overview of why and how the study was done Review questions or issues addressed Include short summary of findings (not new findings) To explore connections between adults’ past learning experiences and current reading practices, I collected surveys and interview data from 10 adult participants who disclosed a history of struggling to learn to read. Data analysis indicated the intrinsic role of agency and the extrinsic role of social expectations for adults who are limited readers. The data revealed the lived experiences of these participants. 5

6 Interpretation of findings Address all research questions Refer to data in your study’s findings Relate findings to larger body of literature on topic Analyze findings in context of theoretical/conceptual framework RQ: What is the relationship between strength training and self- esteem among men ages 55-64? In this study, the data indicated that self-esteem increased among participants according to the time they spent lifting free weights at home. These findings suggest that self-esteem aspects associated with going to the gym in other studies were not necessary for participants to benefit from at-home exercise in this study.

7 Implications for social change Ground in introduction and results sections. Express as tangible improvements to specific groups. One implication for social change resulting from this study includes helping caregivers use social media to develop support networks. Sharing resources can widen caregivers’ circles of support beyond medical personnel when caring for older relatives with limited mobility. Caregivers with wider support bases could envision themselves as contributing both to the well being of relatives and to the quality of caregiver communities. 7

8 Recommendations for action Flow from conclusions with steps toward useful action State who needs to pay attention to the results Indicate how the results might be circulated In light of these findings, I suggest three recommendations. The first recommendation is for educational leaders to acknowledge the value of identifying agency in students who struggle with reading. The second recommendation is for literacy leaders to expand instruction to include the six processes developed by Roja and Wu (2012). The third recommendation is for educators to augment self-esteem curriculum, especially for younger struggling readers. 8

9 Recommendations for further study Identify topics that could generate new questions. Limited recommendations for others (not you). This qualitative study has generated questions for future research beyond the scope of this study. These questions concern three areas: (a) life history research with adult limited readers, (b) the concept of agency in education, and (c) changing social expectations of reading. To address these areas, qualitative or mixed methods research may be more appropriate than quantitative work because participants’ self-reported perceptions can reveal rich data unavailable in surveys. 9

10 Take-home message Close with a strong, clear concluding statement As the findings of this study indicate, the strategies and day-to-day practices that managers use to lead their teams contribute to the success of start-up businesses. Those who use collaborative approaches to leadership, or who develop those approaches over time, have a greater chance of meeting expectations both of employees on their teams and of supervisors to whom they report. Workplace environments that value collaboration can result in employee and organizational growth. 10

11 Writing problems Generalizations After interviewing 14 teachers and six principals for this study, I realized that educators overall do not support the No Child Left Behind Act. Self-assessment The methods outlined in Chapter 3 represent a breakthrough in research. Although this study’s design could have been clearer, it will change the ways managers evaluate employee performance. Absence of counterargument Recognize both sides (supporting & opposing) of your issue. 11

12 Writing tips 12 Use scholarly language (objective, precise).scholarly language precise ParaphraseParaphrase rather than quote. Organize ideas (use subheadings). Follow capstone template for your program.capstone template Watch template webinar for instructions.template webinar

13 Writing Center 13

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