Typically, when speaking of validity, qualitative researchers are referring to research that is credible and trustworthy, i.e., the extent to which one can have confidence in the study’s findings (Lin

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Typically, when speaking of validity, qualitative researchers are referring to research that is credible and trustworthy, i.e., the extent to which one can have confidence in the study’s findings (Lincoln & Guba, 1985). Generalizability, a marker of reliability, is typically not a main purpose of qualitative research because the researcher rarely selects a random sample with a goal to generalize to a population or to other settings and groups. Rather, a qualitative researcher’s goal is often to understand a unique event or a purposively selected group of individuals. Therefore, when speaking of reliability, qualitative researchers are typically referring to research that is consistent or dependable (Lincoln & Guba, 1985), i.e., the extent to which the findings of the study are consistent with the data that was collected.


Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

For this Discussion, you will explain criteria for evaluating the quality of qualitative research and consider the connection of such criteria to philosophical orientations. You will also consider the ethical implications of designing qualitative research.

With these thoughts in mind:

By Day 4


an explanation of two criteria for evaluating the quality of qualitative research designs. Next, explain how these criteria are tied to epistemological and ontological assumptions underlying philosophical orientations and the standards of your discipline. Then, identify a potential ethical issue in qualitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a qualitative approach.

Typically, when speaking of validity, qualitative researchers are referring to research that is credible and trustworthy, i.e., the extent to which one can have confidence in the study’s findings (Lin
4 Annotated Bibliography Author Name Walden University RSCH 8110/7110/6110: Research Theory, Design, and Methods Instructor Name Due Date Annotated Bibliography A utism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism. Annotated Bibliography Wi mpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103 Wi mpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills. Si nce the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work. I am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Therefore, their case study can be useful to my research when paired with more recent research on the topic. Conclusio n For the Week 10 Application assignment, include a one-paragraph conclusion that presents a synthesis of the six articles you annotated.
Typically, when speaking of validity, qualitative researchers are referring to research that is credible and trustworthy, i.e., the extent to which one can have confidence in the study’s findings (Lin
Litmus Test for a Doctoral-Level Research Problem Background on these “litmus test” questions The distinguishing characteristic of doctoral-level research (as opposed to masters level) is that it must make an original contribution to the field. However, students may struggle to identify what will authentically contribute to their field or discipline. The most critical step in making such a contribution is to first identify a research problem with the 4 doctoral hallmarks below. Identifying a doctoral-level research problem is “necessary, but not sufficient,” to produce doctoral-level capstone. REQUIRED DOCTORAL HALLMARKS OF THE RESEARCH PROBLEM In Walden’s scholar-practitioner model, a research problem shows promise of contributing meaningfully to the field ONLY if the answer to ALL of the following questions is “yes.” Yes No 1. JUSTIFIED? Is there evidence that this problem is significant to the professional field? There must be relevant statistics (expressing an unjust inequality, financial impact, lost efficiency, etc.), documentable discrepancies (e.g., two models that are difficult to reconcile), and/or other scholarly facts that point to the significance and urgency of the problem. The problem must be an authentic “puzzle” that needs solving, not merely a topic that the researcher finds interesting. 2. GROUNDED IN THE LITERATURE? Can the problem be framed in a way that will enable the researcher to either build upon or counter the previously published findings on the topic? For most fields, this involves articulating the problem within the context of a theoretical or conceptual framework. Although there are multiple ways to ground a study in the scientific literature, the essential requirement is that the problem is framed in such a way that the new findings will have implications for the previous findings. 3. ORIGINAL? For research doctorates (Ph.D.): Does the problem reflect a meaningful gap in the research literature? For the professional doctorates (Ed.D. and D.B.A.): Does the problem describe a meaningful gap in practice? 4. AMENABLE TO SCIENTIFIC STUDY? Can a scholarly, systematic method of inquiry be applied to address the problem? The framing of the problem should not reveal bias or present a foregone conclusion. Even if the researcher has a strong opinion on the expected findings, scholarly objectivity must be maximized by framing the problem in the context of a systematic inquiry that permits multiple possible conclusions.


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