6 articles that deal with the feelings and attitudes of workers towards their managers/ supervisor

I wanted to do this assignment on how the feelings and attitudes of workers towards their managers/ supervisor affect the manufacturing process in a company, such as healthcare. I need two quantitaive, two qualitative, and two mixed methods research articles. I keep running into the same article that I already found so I am getting no where with this!! I have uploaded the rubric, along with an example of a paper on how the lay out is supposed to be, and what all is to be in the assignment.
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EXCELLENT
Points Range: 18 (4.5%) – 20
(5%)
Student has selected six
research articles: two
quantitative, two qualitative,
and two mixed methods
Accuracy/
articles. All six articles are
Appropriateness
current (i.e., published within
of Six Articles
the last 5 years), from peerreviewed journals and all six
contain gathered and
analyzed empirical evidence
(e.g. they are not opinion
pieces or theoretical works).
Points Range: 18 (4.5%) – 20
(5%)
Student provides a clear and
Introduction to
concise one-paragraph
the Annotated
introduction that explains the
Bibliography
context for why all six
research articles were
selected.
GOOD
FAIR
Points Range:
16 (4%) Points Range:
17.8 (4.45%)
14 (3.5%) Student has
15.8 (3.95%)
selected six
Student has
research
selected six
articles: two
research
quantitative,
articles, but
two
there may be
qualitative,
misalignment
and two
in one or more
mixed
of these areas:
methods
in study design
articles. All
(e.g., there may
six articles
be too few of
are from
the required
peerquantitative,
reviewed
qualitative, or
journals and
mixed methods
all six contain
articles), in
gathered and
peer-reviewed
analyzed
status, in
empirical
overall content
evidence (e.g.
(e.g. one or
they are not
more of the
opinion
articles is an
pieces or
opinion piece
theoretical
or a theoretical
works). Some
work), and/or
of the articles
in publication
may be older
date (e.g.,
(e.g.,
published over
published
5 years ago).
over 5 years
ago).
Points Range: Points Range:
16 (4%) 14 (3.5%) 17.8 (4.45%) 15.8 (3.95%)
Student
Student
provides a
provides an
clear
introduction
introduction that references
that explains all six articles,
the context but the
for why all
explanation is
POOR
Points Range: 0
(0%) – 13.8
(3.45%)
Student has
fewer than the
6 required
research
articles, and
those that are
selected are
either not peerreviewed or are
not
representative
of the required
qualitative,
quantitative,
and mixed
method
designs.
Points Range: 0
(0%) – 13.8
(3.45%)
The
introduction is
either missing
altogether or is
so poorly
written that the
rationale for
EXCELLENT
Summary of
Articles
GOOD
FAIR
six research poorly written
articles were and does not
selected, but adequately
the rationale explain why
is too long
some or all of
and is lacking the articles
in synthesis were chosen.
(i.e., it is
more of a
â??laundry listâ?
of why each
separate
article was
chosen; it
does not
present a
unified
â??wholeâ?
picture for
why all six
articles,
collectively,
were germane
to the
studentâ??s
interests).
Points Range:
80 (20%) – 89
Points Range:
(22.25%)
70 (17.5%) – 79
Paper
(19.75%)
Points Range: 90 (22.5%) – provides an
Paper provides
100 (25%)
overview of
only a cursory
Paper provides an excellent the important
review of the
overview of all important
information
sources.
information from the sources, from the
Several
including the topic of the
sources,
important
sources, the methods each
although
domains within
source employed, the
some aspects
each source are
theoretical or conceptual
of the
either missing
basis of each study, and the sourcesâ??
altogether or
conclusions.
descriptions
are
(e.g., the
insufficiently
methods, the
explained.
theoretical or
conceptual
POOR
the article(s)â??
inclusion is
difficult or
impossible to
understand.
Points Range: 0
(0%) – 69
(17.25%)
Paper provides
little to no
information
about what the
sources were
about. The
sourcesâ?? topic,
methods,
framework,
and/or
conclusions are
either absent or
very unclear.
EXCELLENT
GOOD
FAIR
framework,
the
conclusions)
are less
detailed than
others.
Points Range:
Points Range: 90 (22.5%) – 80 (20%) – 89
100 (25%)
(22.25%)
Paper provides a thorough
Paper
and dispassionate critique or provides a
analysis of the sources,
critique of the Points Range:
addressing both the good and sources,
70 (17.5%) – 79
bad qualities. The critique
addressing
(19.75%)
addresses how aligned the
both its good Paper provides
research questions are to the and bad
a critique of the
existing body of knowledge, qualities, but sources but is
Critique of the appropriateness of the
does not
missing several
Articles
theoretical or conceptual
cover all
important
framework within each study, important
domains or
the sufficiency of the methods aspects of the some of the
and design of each study, and sources (e.g., critiques are
the
might be
emotionally
generalizability/transferability missing a
laden, not
of each studyâ??s results in
critique of the dispassionate.
other contexts. The paper also methods,
provides a critical analysis of designs,
the social change implications framework,
of each studyâ??s findings.
or
conclusions).
Points Range: 90 (22.5%) – Points Range:
100 (25%)
80 (20%) – 89
Points Range:
Paper provides a clear
(22.25%)
70 (17.5%) – 79
justification for how each
Paper
(19.75%)
source is applicable to oneâ??s provides a
Paper provides
research question/research
justification
some
interests. The paper addresses for how each
Application of
justification for
the extent to which each
source is
Articles
how each
sourceâ??s topic is similar to
applicable to
source is
oneâ??s research interests, how oneâ??s
similar to oneâ??s
each sourceâ??s method is
research, but
research, but its
applicable to oneâ??s research, there is some
application is
and how each source helps to uncertainty
unclear.
guide oneâ??s own research.
about how
Overall, the application of
one or more
POOR
Points Range: 0
(0%) – 69
(17.25%)
Paperâ??s critique
is
inappropriate.
It is either
based on a
weak
understanding
of each
sourceâ??s
methods, or it
is not based on
empirical
evidence (e.g.,
it is based on
an emotional
reaction to the
sourceâ??s
content).
Points Range: 0
(0%) – 69
(17.25%)
There is very
little
connection
between each
source and
oneâ??s research
interests. There
is little to no
explanation
about why each
source was
chosen or how
EXCELLENT
this source to oneâ??s research
is very clear.
GOOD
of each
source
provides a
framework
for oneâ??s
research (e.g.,
the
connection
between the
sourceâ??s
method,
framework,
or
conclusions
to oneâ??s
research is
not clear).
Points Range:
16 (4%) 17.8 (4.45%)
Student
provides a
clear
conclusion
Points Range: 18 (4.5%) – 20
that
(5%)
Conclusion of
synthesizes
Student provides a clear onethe Annotated
all six chosen
paragraph conclusion that
Bibliography
articles, but
synthesizes all six chosen
the
articles.
conclusion is
lacking in
concision
(e.g., it is
longer than
one
paragraph).
Writing
Points Range: 36 (9%) – 40
(10%)
Paper is well organized, uses
scholarly tone, follows APA
Style, uses original writing
Points Range:
32 (8%) 35.6 (8.9%)
Paper is
mostly
FAIR
POOR
it will inform
oneâ??s research
plan.
Points Range:
14 (3.5%) 15.8 (3.95%)
Student
provides a
Points Range: 0
conclusion, but
(0%) – 13.8
it is either too
(3.45%)
long (e.g., it is
Student either
more of a
does not
bulleted list for
provide a
why each
conclusion at
individual
all or the
article was
writing is so
chosen and is
poor that it is
not a synthesis
difficult or
of all six
impossible to
articles) or is
understand.
too short (e.g.,
it is missing in
important detail
on one or more
of the articles).
Points Range: Points Range: 0
28 (7%) – 31.6 (0%) – 27.6
(7.9%)
(6.9%)
Paper is
Paper is well
somewhat
below
EXCELLENT
and proper paraphrasing,
contains very few or no
writing and/or spelling errors,
and is fully consistent with
graduate-level writing style.
Paper contains multiple,
appropriate, and exemplary
sources expected/required for
the assignment.
GOOD
FAIR
consistent
below
with
graduate-level
graduatewriting style,
level writing with multiple
style. Paper smaller or a
may have
few major
some small or problems.
infrequent
Paper may be
organization, lacking in
scholarly
organization,
tone, or APA scholarly tone,
Style issues, APA Style,
and/or may and/or contain
contain a few many writing
writing and and/or spelling
spelling
errors, or
errors, and/or shows
somewhat
moderate
less than the reliance on
expected
quoting versus
number of or original writing
type of
and
sources.
paraphrasing.
Paper may
contain inferior
resources
(number or
quality).
POOR
graduate-level
writing style
expectations
for
organization,
scholarly tone,
APA Style, and
writing, or
relies
excessively on
quoting. Paper
may contain
few or no
quality
resources.
â?¢ Locate six articles on a research topic of your interestâ??two quantitative research articles, two
qualitative research articles, and two mixed methods research articlesâ??published in peerreviewed journals.
â?¢ Prepare an annotated bibliography that includes the following:
â?¢
â?¢
â?¢
A one-paragraph introduction that provides context for why you selected the research
articles you did.
A reference list entry in APA Style for each of the six articles that follows proper
formatting. Follow each reference list entry with a three-paragraph annotation that
includes:
o A summary
o An analysis
o An application as illustrated in this example
A one-paragraph conclusion that presents a synthesis of the six articles.
Annotated Bibliography
Annotated Bibliography
Introduction
The following annotated bibliography is made up of a selection of research studies
pertaining to the use of technology and the creation of a student-centered environment in the
modern classroom. These articles were selected because they represent well the breadth and
scope of the topics and techniques being addressed in this area. The selected research articles
include studies that were conducted using quantitative, qualitative, and mixed research methods.
As technology has progressed over the past two decades, many classrooms across the United
States have failed to adapt and use these new tools. The following studies attempt to explore not
only what the classroom of the future will look like, but to also implement and measure what
changes can be made today.
Quantitative Studies
Fagin, B. and Merkle, L. (2003). Measuring the effectiveness of robots in teaching computer
science. ACM SIGCSE Bulletin. 35(1). 307-311. doi: 10.1145/792548.611994
The authors of this article developed a research study to test the effectiveness of robot
lead instruction in a computer science classroom. Due to the lack of knowledgeable professors
in this field and the high demand for this subject by students, universities are looking for ways to
fill this gap. Using incoming freshmen from the Air Force Academy and Rose-Hulman Institute,
the researchers sought to investigate how well students could perform on exams after being
taught by robots instead of human instructors. 938 students were included in this study; they
were broken into 48 sections, nine of which would receive instruction only from a robotic
software program. Throughout the semester all students were given the same set of exams,
administered periodically over the span of the course. In every exam the students receiving
Annotated Bibliography
instruction from the robotic program scored lower than their counterparts. While there was a
subjective survey also conducted at the end of each course, the data collected that was relevant to
the research question was strictly quantitative and the authors suggest reading a separate study
they performed relating to the qualitative results.
With the lack of proficient professors in the field of computer science and the high
demand students have for the subject, the research question put forth by the authors is both
significant and very timely. The authors related their research question to previous studies done
in the area of including technology in the classroom and made an original contribution by
focusing their study on replacing human instructors completely with technology. The goal of the
research was communicated clearly and the methods used directly tested the subject of the
research question. Using a real world test on actual students, across two universities, added
validity to the results. The sample size was very large, but needed to insure reliable results. The
study was limited by the capabilities of the institutions involved and may be difficult to replicate
in institutions without robotic software technology. Researcher bias was controlled by their lack
of involvement in instruction and through the use of standardized exams. The conclusion that
human instructors create higher test scores than robotic instruction was justified by the low test
scores achieved by students who received the robotic instruction. There was no discussion of the
cultural attributes of the sample participants and the results may only be generalizable to related
fields.
This source is unique in its use of new robotic technology to replace human instructors
and in its scope. While many classrooms across the country are looking for ways to include
more technology in the classroom, this study points to the need to maintain human instructional
leaders. This article fills a gap in literature by researching technology in the classroom in its
Annotated Bibliography
most extreme format and by testing what the limits of new technology might be. Though not
universal because of its focus on computer science, this article may serve to lead future research
towards finding the balance between no technology in the classroom and too much technology.
Ryoo, K. (2015). Teaching science through the language of students in technology-enhanced
instruction. Journal of Science Education and Technology. 24(1). 29 42. doi:
10.1007/s10956-014-9518-4
The researchers in this study set out to discern whether or not a web-based program
designed using a studentâ??s everyday language would help students learn more efficiently than
traditional textbook courses. Wanting to gage effectiveness in the study of science, the topics of
photosynthesis and respiration were used. The students involved in this study were given a pretest to assess prior knowledge and then split into two groups. One group of students was
exposed to the new web-based everyday language program before being exposed to the
traditional textbook terms and concepts. The other group was only exposed to the traditional
textbook methodology. The researchers theorized that introducing new material to students in a
common everyday language would increase their ability to absorb the harder technical terms and
concepts. A day after the weeklong course, students from both groups were given identical posttests. The results of the post-tests showed that the group of students exposed to the web-based
course scored significantly higher on the post test.
The purpose of this research is well-grounded as there is currently a drive to improve test
scores for students taking math and science. The study attempts to build on the cognitive load
theory by seeking a solution to the problem of complex vocabulary inhibiting learning. The
Annotated Bibliography
research is unique in that it uses new technology to bridge this vocabulary gap and does pose a
new theory involving common language web-based curriculum. The research methods were
appropriate. The use of a control group and variable group add validity to the results and help to
eliminate bias. The results were stated clearly through use of charts and text. The sample size
for this study was relatively small using only 220 students. The sample was well mixed,
including an equal amount of males and females, and also students from different ethnicities.
The author took into account the different language barriers and diversity of each student. The
study also took into account each studentâ??s level of expertise when it came to using computers.
The study was limited by its sample size and duration. This study could be replicated on a larger
and longer scale to observe whether or not the results were isolated or short-lived.
Ryooâ??s research attempts provide a solution for the problems students encounter when
learning new vocabulary and concepts in science. This research takes modern technology and
adapts it to real world instruction. The results of this study show promise that using technology
in the classroom can significantly increase student understanding. This study fills a gap in
literature by combining everyday common language with new technology in the classroom.
While technology in the classroom has been a major focus for some time, there has been, to date,
little research done on combining technology with everyday language in the classroom. The
research conducted for this study is universal in that the technology used could be modified to fit
any language. To build on Ryooâ??s research, studies should be conducted on a larger and longer
scale. More students should be observed in varying subjects and with different forms of webbased software.
Annotated Bibliography
Qualitative Studies
Isabel Mota, A., Oliveira, H., and Henriques, A. (2016). Developing mathematical resilience:
Studentsâ?? voice about the use of ICT in classroom. Electronic Journal of Research in
Educational Psychology. 14(1). 67-88. doi: 10.14204/ejrep.38.15041
The researchers in this study wanted to gain a better understanding of the emotional
process associated with learning math in the middle school setting. The focus of the study was
mathematical resilience or the ability to forego distress when faced with new math problems and
assignments. The authors based their study on theories explored in previous quantitative studies
involving Interactive Creative Technologies (ICT) through which students learn new math skills
by using interactive software. While these previous quantitative studies showed promising
results when using ICT, the researchers sought to see if distress levels and resiliency were
affected by this new technology. The researchers stated that gaging levels of apprehension is
important because previous research had identified lack of mathematical resiliency as a driving
factor behind low test scores. The researchers had 64 students from three different schools
participate in a three part ICT lesson and then had the students fill out surveys designed to gather
opinions on stress levels, apprehension, and frustration. The results of the survey were mixed,
some students still showed signs of distress even after using the ICT programs, while some were
indifferent. The students with the most resiliency, were students who had previous experience
with ICT. Many of the students cited peer support as a more important factor to reducing stress
levels than the use of ICT.
The research question is well framed and relevant. The researchers use previous
quantitative results to justify the need for new qualitative exploration. The research study seeks
Annotated Bibliography
to discover the effectiveness of new classroom technologies when it comes to relieving distress
and frustration in math classes. The study is replicable and could be duplicated in any classroom
with ICT capabilities. The results were mixed and justified the need for future research in this
area. The researchers attempted to use a diverse sample by using students from multiple schools,
but the stated focus of the study was on low income students. The researchers attempted to
control bias through the use of anonymous surveys. The method of exposing students to ICT
software and then having them fill out surveys served the purpose of the experiment well and
allowed for students to voice their concerns. To truly find out whether or not ICT programs have
the capability of improving math resiliency, prior training in the use of ICT software should be
given to students as the results showed students with previous experience had lower stress levels.
Though the results were mixed the study did highlight the influence of distress on math
proficiency and by demonstrating the lack of effect ICT had on this problem the study
contributes to the overall discussion.
The research conducted in this study is unique in that it focuses solely on a new teaching
methodâ??s ability to promote or relieve a studentâ??s dist …
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