Research Study Analysis

Locate a research study that uses a critical theory perspective. You might do a literature search using terms such as action research or participatory research.

• What methodology did the researchers in the study use?
• How is this methodology consistent with the philosophical assumptions of critical theory?

• What social action resulted from the study?

Keep in mind the expectations of a good piece of writing. Read the Comprehensive Exam Rubric (SEE BELOW): Logic and Flow and the Comprehensive Exam Rubric: Structure and Organization and their accompanying explanations.

This is the section of the comprehensive exam rubric that deals with logic and flow. The definition states the parameters of the criteria being measured, in this case, “logic and flow.” The rubric describes the requirements for the various levels of performance within the criteria, “logic and flow.” An additional table is provided to assist in explaining Bloom’s taxonomy. Finally, an example is given to illustrate an assignment that was scored at the proficient level.

The Comprehensive Exam Rubric:
Logic and Flow

EVALUATION 10
(Strong) 8
(Proficient) 6
(Satisfactory) 4
(Weak) 2
(Unacceptable)
Logic & Flow

Development is logical and clear to reader; points are addressed individually and linked appropriately. Development is logical and clear to reader; most points are addressed individually and linked appropriately. Development is generally clear to reader; points may be inadequately linked. Development is flawed (reasoning isn’t sound); points are insufficiently linked. Development is missing or otherwise unacceptable; points are not linked.

Definition of Logic and Flow

• The argument is well-structured. Groundwork is laid; accurate conclusions are drawn from the evidence used; points are argued and linked appropriately.

• Logic and flow presents a good example of building a case by presenting evidence and arguing toward a conclusion that represents the evaluation level of Bloom’s taxonomy. Lack of logic and flow would be the example of what is missing from synthesis, analysis, application, comprehension, and knowledge levels.

Bloom’s Taxonomy

Definitions are given for the categories of research, evaluation, synthesis, analysis, application, comprehension, knowledge.
Category Definition Examples
Research

Level added to Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, beyond the highest level
(7th and more advanced than 6 levels of Bloom’s Taxonomy)

Puts the new arrangements into either the old context or a new one to see what happens

Research is the capacity for conducting observations, formulating hypotheses (“if this, then that” statements), gathering data to test hypotheses, interpreting results, and developing new hypotheses to further the exploration of ideas on a topic. Researchers describe what is and what is not part of an observation. What if …
If (this), then (that)…
This is present …
This is absent …
Evaluation
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, highest level
(6th and most advanced of Bloom’s 6 levels)

Explains the value of previous analytical arrangements and subsequent synthesized arrangements. Judges internal evidence
Judges external criteria
Weighs alternatives to justify a decision about the best choice
Synthesis
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, next highest level
(5th and more advanced than 4th of 6 levels)
Puts analytical components together in a new way Produces unique communication, an original plan, a set of operations, a set of abstract relations, etc.
Analysis
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, next highest level
(4th and more advanced than 3rd of 6 levels)
Breaks facts and concepts down into their components.
Elements, relationships
Organizational principles
Breaking ideas into parts to see relationships, resulting in a clarification of ideas.
The basis for the arrangement of parts helps to convey the effects of the ideas.
Application
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, next highest level
(3rd and more advanced than 2nd of 6 levels)

Applies factual concepts to real life, academic specialization (scholarship), professional practice (present or anticipated), case studies from the disciplinary field of study, and/or examples from the professional literature (juried journals) Using abstractions in specific situations.
Comprehension
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, next highest level
(2nd and more advanced than 5th of 6 levels)

Puts facts from the literature into one’s own words.
Translation: This means; in other words….
Interpretation: One interpretation is…; this suggests that….
Extrapolation: From this we can see that
Knowledge
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, lowest level
(1st and most basic of 6 levels)

Recognizes, recalls, and repeats the facts and related trends and practices of the topic, professional discipline, or field.

Absence of original thinking or interpretation about those facts.
Specifics
Terminology
Facts
Conventions
Trends
Sequences
Classifications
Categories
Criteria
Methodology
Principles
Generalizations
Theories
Example of Logic and Flow:
Learner’s Submission:

The coordination of services for people with special health care needs before, during, and after a traumatic event can be challenging. In the best of times, persons with mental, physical, or special health care needs often require additional assistance from their communities. In an emergency situation, these vulnerable people are at particularly high risk of missing emergency management services leading to gaps in crucial health care. For example, it has been demonstrated that most of those stranded in the city of New Orleans after Hurricane Katrina were persons with chronic or disabling conditions, along with those providing their care1. Early assessments of displaced survivors found that approximately 40 percent of those individuals sheltered in Houston, Texas reported having chronic conditions such as diabetes and high blood pressure, and/or a physical disability . Furthermore, anecdotal reports from emergency services personnel here in Arkansas confirm that a large percentage of evacuees using shelter services had a complex array of challenging physical and mental health needs.
One major barrier to appropriate health care after a disaster is that funding for the Medicaid system is provided on the state level and does not transfer across states. It is estimated that more than 2 million people from the areas affected by the Katrina and Rita disasters were receiving or became eligible for Medicaid and many more became uninsured. One study of individuals in shelters found that about half lacked health insurance coverage . An examination of the disruption of health services provided to Medicaid recipients is crucial. In addition to barriers associated with health care, it has also been demonstrated that those with mental illnesses were at particular risk for the disruption of services, even those targeting basic needs. In fact, one report suggested that Red Cross shelters were unprepared to serve persons with psychiatric disabilities who were sometimes even denied entrance to shelters . These examples indicate significant barriers to physical and mental health services for persons with disabilities or chronic illness. Arkansas provides a unique research opportunity for studying emergency management preparation, response, and recovery. Because Hurricanes Katrina and Rita did not directly impact the state’s infrastructure, (no damage to existing transportation, communication, or functionality of state or community agencies) an examination of the state’s disaster response provides a clearer picture of policies that could hinder or facilitate service provision to this population. The scope of the impact of Hurricanes Katrina and Rita in Arkansas, with an estimated 75,000 evacuees, tested the capacity of existing service systems. Arkansas’ response to the needs of those affected from the Gulf Coast was broad. Across the state, individuals and families sought the support of state and local government entities, as well as community non-profit and religious organizations. In addition to the mobilization of state resources, then Governor Huckabee requested the Arkansas Baptist State Convention open existing summer camps, shelters, and churches to expand immediately available housing to those in need. From the high of 75,000 evacuees, it is estimated that approximately 10,000 individuals still reside in the state of Arkansas .
The objective of this study is to identify barriers to obtaining services for this vulnerable population across several areas of emergency management. These areas include community education, risk communication, evacuation procedures, sheltering, and continuity of services, treatments, and/or medications. Further, these barriers will be examined across three components of emergency management, i.e. emergency 1) preparedness, 2) response, and 3) recovery and restoration. To accomplish this objective, we will gather information from evacuees detailing their experiences and perceptions of emergency management service delivery before, during, and after these disasters.

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