Respond to 2 students discussion using the rise Model
Thursday December 7 2023 by 11:00 pm
Must Read Everything:
Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback
I will also show an example below of how the response needs to be addressed.
Here’s an example of how the response should look. Please don’t copy it.
The response to the classmate need to be just like this.
Example Response (Response Needs to be writen just like the response below No copying)
RISE Feedback:
REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs.
INQUIRE: Can you further explain what “closing-the-gap action plans” are?
SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts.
ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…” for a more weighted argument?
ReferencesHatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.
****PLEASE RESPOND IN DEPTH***************************************************
Response 1- Guadelupe
- What limitations impact external validity?
- External validity is a concept that is used to describe the usefulness of findings from an experiment (McMillan, 2021). If external validity is established the findings can be generalizable to similar individuals or populations. External validity addresses the generalizability of findings to other individuals and conditions. Some limitations that impact external validity include the specific characteristics of the study participants, the setting in which the study was conducted, and the time in which the study took place (McMillan, 2021). For example, a study may be conducted in a specific cultural or geographical context that may not be representative of other cultures or geographical locations, limiting the external validity of the results.
- What will this add to our knowledge in future studies?
- This will provide insights into the generalizability of the study findings to other populations or settings. It will help understand whether the results can be applied to a larger population and if the findings can be replicated in different contexts. This knowledge will guide future studies in designing more robust and generalizable research.
Reference
McMillan, J. H. (2021). Educational research: Fundamental principles and methods (8th ed.). Pearson.
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Response 2- Candance
- What limitations impact external validity?
- What will this add to our knowledge in future studies?
There are many limitations that impact external validity in research. These limitations are included in the conclusion of the study. For example, “there is often reference to how results or conclusions are limited to individuals with certain characteristics, to features of the design, or to particular settings.” (McMillan, 2022, p. 490) Characteristic limitations may refer to participant and/or contextual details. Characteristic limitations may generalize from a sample of participants to a larger population or generalize from the sample to an individual or subgroup (McMillan, 2022). Contextual limitations refer to the settings in a study, including objects or equipment that are present. There are also limitations in features of the design or methodology. For example, in non-experimental studies, limitations state that causal conclusions should not be found and in qualitative studies, more rigorous research must be considered (McMillan, 2022). Additionally, there are limitations related to time and measures that impact external validity.
Being informed and aware of limitations in research, adds to our knowledge in future school counseling studies. When data is being collected or research is being conducted either with a large sample of students or a single student case study, we can utilize the information that we learned about limitations in research and be cautious with how we interpret and conclude the findings. It’s important that the data we share is evidence-based data and that we identify, use, and share reliable and valid information.
Reference
McMillan, J.H. (2022). Educational research: Fundamental principles and methods. 8th edition. Pearson Education.
