Please see the attached detailed instructions for this assignment. Incorporate the weekly resources into the discussion post and make sure that each section outlined in the rubric is addressed. Also, be sure to follow the APA guidelines (7th edition). Assignment is due tonight by 11:59pm EST

On Wed, Oct 18, 2023 at 11:45 AM Michelle Rogers wrote:
QUANTITATIVE AND QUALITATIVE RESEARCH METHODS
Theoretically, you can use either a qualitative or a quantitative method to conduct nearly any type of research. For example, suppose you are interested in studying leadership. You may narrow this area to studying the impact of leadership challenges on the problem-solving methods used by a particular group of leaders, such as CEOs. In this case, you could develop an Internet survey to collect information regarding which problem-solving methods leaders most often use when they encounter specific challenges.
Perhaps you are more interested in how leaders experience challenges and why they choose particular problem-solving methods in response to particular challenges. In this case, you may use a qualitative method, like case study, to focus on one or two individuals in leadership roles and gather descriptive information through conducting open-ended interviews about how they experience challenges and choose problem-solving methods. There are reliability and validity issues that arise whether you use quantitative or qualitative research methods.
To prepare for this Discussion, think about which research method will best answer your research question while minimizing threats to both reliability and validity.
RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES
BY DAY 3

Post a brief description of both a quantitative research method and a qualitative research method you could use for your dissertation. Then, for each, explain the data collection method you would use and why. Finally, explain reliability and validity issues related to each data collection method. Remember to include the relevant information from your discussion in the Nature of the Study section of the Prospectus Form.
Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

LEARNING RESOURCES
Required Readings
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.

Chapter 10, “Mixed Methods Procedures”

Rudestam, K. E., & Newton, R. R. (2015). Surviving your dissertation: A comprehensive guide to content and process (4th ed.). Thousand Oaks, CA: Sage.

Chapter 5, “The Method Chapter: Describing Your Research Plan”

Chapter 11, “How to Complete Your Dissertation Using Online Data Access and Collection”

Trochim, W. M. K. (2006). Research methods knowledge baseLinks to an external site.. Retrieved from http://www.socialresearchmethods.net/kb/index.php
Click on the “Analysis” tab on the left to learn more about different types of data analysis.

Walden University. (2014). Office of Research and Doctoral ServicesLinks to an external site.. Retrieved from
http://academicguides.waldenu.edu/researchcenter

Walden University. (2014). Research resources and tutorialsLinks to an external site.. Retrieved from http://academicguides.waldenu.edu/researchcenter/orqm/researchresources

Document: PhD Prospectus Form Download PhD Prospectus Form(Word document)
https://academicguides.wald

this media piece is 27 minutes.
Walden University, LLC. (Executive Producer). (2012i). Research design and methods II—Part 2. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
Walden University, LLC. (Executive Producer). (2012j). Research design and methods II—Part 3. Baltimore, MD: Author.
Note: The approximate length of this media piece is 11 minutes.
Walden University, LLC. (Executive Producer). (2012k). Research design and methods II—Part 4. Baltimore, MD: Author.
Note: The approximate length of this media piece is XX minutes.

COUN_8550_PUBH_8550_HLTH_8550_Week8_Discussion1_Rubric
COUN_8550_PUBH_8550_HLTH_8550_Week8_Discussion1_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDiscussion Posting Content
60 to >53.0 pts
Excellent
Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
53 to >47.0 pts
Good
Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
47 to >41.0 pts
Fair
Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
41 to >0 pts
Poor
Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.
60 pts
This criterion is linked to a Learning OutcomePeer Feedback and Interaction
20 to >17.0 pts
Excellent
Student interacts frequently with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.
17 to >15.0 pts
Good
Student interactsmoderately with peers. The feedback postings and responses to questions are good but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.
15 to >13.0 pts
Fair
Student interacts minimally with peers or the feedback postings, and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources.
13 to >0 pts
Poor
Student does not interact with peers (zero points) or the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources.
20 pts
This criterion is linked to a Learning OutcomeWriting
20 to >17.0 pts
Excellent
Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate-level writing style.
17 to >15.0 pts
Good
Postings are mostly consistent with graduate-level writing style. Postings may have some small organization, scholarly tone, writing, or APA style issues, and/or may contain a few writing and spelling errors.
15 to >13.0 pts
Fair
Postings are somewhat below graduate-level writing style. Postings may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or show moderate reliance on quoting vs. original writing and paraphrasing.
13 to >0 pts
Poor
Postings are well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or show heavy reliance on quoting.
20 pts
Total Points: 100