Deep Similarities: A contrastive analysis of two research papers
Valeria Gabrielo
Geraldine Garcia
CAECE University
In the first research article presented for analysis (Appendix A), Gimbel, Lopes, and Nolan Greer (2011) investigate about ¨ the teacher and principal perceptions of the role of the principal in fostering teachers’ professional growth¨ (para. 1). Similarly, in his research publication (Appendix B) Smith Anderson-Bill (2011) analyses ¨ the demographic, behavioural, and psychosocial characteristics of Web-health users recruited for an online social cognitive theory (SCT)-based nutrition, physical activity, and weight gain prevention intervention, the Web-based Guide to Health (WB-GTH) (para. 1). At first sight, these two articles seem to share no similarities since the former research is based on the field of education while the later is based on the field of medicine. However, if the comparison of these two articles goes beyond fields of studies and content, the similarities between them clearly override the differences.
For the purpose of this comparative study, a structural analysis will be carried about in order to demonstrate[v1] the similarities between the two research articles. For the aforementioned analysis, three sections will be considered: introduction, literature review and method. The three sections will be compared in terms of text structure and grammar with appropriate exemplifications from the texts.
Apart from presenting the topic of analysis, the introduction is the crucial moment to gain a potential reader by catching her/his attention since it is at the beginning of the reading process that the attention span is at the highest level. This characteristic is favoured by a rhetorical organization of the information provided by what Swales and Feak (1994)[v2] name the ¨Create a Research Space Model¨ ( C.A.R.S ) (as cited in Pintos & Crimi, 2011, p. 27). Different genres unfold into different patterns of informational organization. The parts of a genre are organised in a pre-established fashion. In the case of introductions, the three moves they contain are arranged following the general-particular pattern. While the first move is characterized by the creation of a space for research, the second move establishes a deficiency to be later solved in the third move (Pintos & Crimi, 2011). Pintos and Crimi (2011[v3]) explain that in order to arrive at the specific final information (move 3)- for example, the statement of a thesis- it is necessary to previously analyse the available information ( move 1 ) on the topic to be dealt with to later state what aspects/states of the topic trigger the present research ( move 2).
In their research paper Gimbel, Lopes and Nolan Greer (2011) structure the information following the three moves of the C.A.R.S model. The research territory is established in the first two paragraphs of the introduction section. This is, in turn, followed by a short statement (paragraph three) of a gap existing in the literature reviewed. Finally, the purposes of the study are stated and some important findings are announced (Appendix A). Smith Anderson-Bill (2011) also structures the text according to the three moves of the C. A. R. S. model. However, move two appears to precede the actual exploration of previous research. The relevance of the topic under research is clearly outlined in the first paragraph of the introduction section which is followed by a reference to deficiencies of previous research studies in the field (paragraph two). Not until the development of paragraphs three, four and five is reference to previous literature been made. The purpose of the study is briefly stated in the last paragraph of the introduction section (Appendix B).
Although the number of paragraphs and the content in the different paragraphs vary, both articles follow the same organizational G-P pattern. As regards tenses, the article on education uses Present Simple and Perfect in the first, Present Simple in the second move and Present Simple in the third move. For the article on medicine, the tenses used are Present simple and Perfect for the first move, Present Perfect for the second move and Past Simple for the third move. Finally, a slight difference might be mentioned for the comparison. While the former article displays a descriptive move three, the later reveals a purposive/ descriptive move.
None of the articles presents the literary review as a separate section. Nevertheless, while Gimbel, Lopes and Nolan Greer’s (2011) paper introduces it in move one, Smith Anderson-Bill (2011) chooses to present it once the niche has been established. In the former research paper, the authors use mainly in-text citation while in the latter the author uses statistics from previous researches (Appendixes A and B).
Finally, none of the research articles differentiate participants, material and procedure with corresponding subsections within the method section. Even though in the medicine article the method section is much more exhaustively described, both present the three elements. If tenses are analysed, both papers make use of the passive voice. A slight difference between the two articles is the complexity of the methods used. While the former used a 20- questions questionnaire, the later used frequency questionnaires on line and participants observation (Appendixes A and B).
Research articles on different academic fields may show a number of superficial differences. However, when committing into deep structural analysis, the results change. The large similarities between both articles and the slight differences mentioned in this comparative analysis reveal that the unfolding of genres are heavily canonical at a deep level and it is a matter of analysis becoming aware of them.
References
Gimbel, P. A., Lopes, L., & Nolan Greer, E. (2011). Perceptions of the Role of the School Principal in Teacher Professional Growth. Journal of Scholarship and Practice, 7 (4). Retrieved from http://www.aasa.org/uploadedFiles/Publications/Newsletters/.FINAL.pdf
Pintos, V. , & Crimi, Y. (2011). Unit 2: The research article: Introduction, literature review and method sections. Retrieved April 2011, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=8517
Smith Anderson-Bill, E. (2011). Social cognitive determinants of nutrition and physical activity among web-health users enrolling in an online intervention: The influence of social support, self-efficacy, outcome expectations, and self-regulation. Journal of Medical Internet Research, volume 13. DOI: 10.2196/jmir.1551 http://www.jmir.org/2011/1/e28/
Appendix A
Perceptions of the Role of the School Principal in
Teacher Professional Growth
Abstract
The purpose of this study was to investigate teacher and principal perceptions of the role of the principal in fostering teachers‘ professional growth. A Likert-type questionnaire was used to explore the ways 476 teachers and 135 principals see themselves as being supported in their professional growth. New and veteran teachers and principals differ in their perceptions of what support they deem important to teacher professional growth. Teachers indicate that having a mentor is the most supportive factor in their growth. Principals tend to agree that listening to teacher concerns is the most supportive factor in fostering teacher professional growth.
Keywords
teacher professional growth; principal-teacher perceptions; teacher development
20 Vol. 7, No. 4 Winter 2011 AASA Journal of Scholarship and Practice
Every year, nine in ten of the nation‘s three million teachers participate in professional development designed to improve their content knowledge, transform their teaching, and help them respond to students‘ needs (Johnston & Louveouzo, 2009). The value of teacher professional growth, the important role of principals in fostering that growth, and the techniques that are most often used by principals to assist in teacher growth and development have been examined by a number of education scholars in the past (Berube, 2004; Cochran-Smith & Lytle, 1999; Darling-Hammond, 2000, 2005; Drago-Severson, 2007; Dufour, 1995;
Glickman, 2002). Most of these studies focus on new and beginning teachers.
What is not clear from the literature is how principals and teachers perceive the behaviors exhibited by principals in promoting the professional growth of teachers.
In this study the researchers examine how principals promote the professional growth of teachers from the perspectives of principals and teachers themselves by describing principals‘ and teachers‘ views on several aspects of principal behaviors.
Currently, there is a national focus on teacher quality. We assert that a contributing factor to teacher effectiveness is how the principal fosters teacher professional growth.
An integral component of sustained school improvement has been the willingness and ability of principals to assume the role as staff developers. To do this, principals must have clear and open communication with teachers and create opportunities to build relationships (Halfacre & Halfacre, 2006;
Youngs & King, 2002). These principal behaviors increase principal-teacher trust, a necessary ingredient in helping teachers reach their professional goals (Gimbel, 2003).
Principal leadership which supports adult development makes schools better places for teaching and learning. Several studies suggest that principals realize that most teachers expand their teaching range only with carefully designed support and assistance (Berube, 2004; Blase & Blase, 1998; Gimbel, 2003; Halfacre & Halfacre, 2006: Sergiovanni, 1992; Zimmerman, 2006).
Findings from these studies point to the principal sharing decision making with teachers and involving them in planning professional development to meet their goals. Teachers tend to demonstrate high self-efficacy when communication with the principal is regular, open and honest (Gimbel, 2003).
Formal and informal opportunities that principals provide for teacher collaboration yield vast positive results for teacher growth. In schools where teachers frequently talk to each other the most about practice and where principals stayed in touch with the community, students had noticeably higher academic achievement (Blase & Blase, 1998; Cochran-Smith & Lytle, 1999; Drago-Severson, 2007; Leanna, 2002; Wenglinsky, 2000).
Results from these studies point to feedback from principals that was particularly helpful for teachers in implementing new ideas, using greater variety in teaching, responding to student diversity, preparing and planning more carefully, taking more risks, achieving better instructional focus, and using professional discretion to make changes. 21
Vol. 7, No. 4 Winter 2011 AASA Journal of Scholarship and Practice
Findings from studies of narrative feedback written by principals to teachers in their annual evaluations suggest that simply providing general feedback to teachers by the principal did not ―promote and support‖ professional learning.
Existing literature on teacher growth and leadership suggests that effective principals develop strong relationships with their teaching staffs through both formal and informal evaluations, coupled with ongoing positive dialogue between principals and teachers (Cochran-Smith & Lytle, 1999; Danielson, 2002; Glickman, 2002; Kaplan, 2001; Pancake & Mollier, 2007; Zimmerman, 2006).
In sum, by sharing the decision making, principals can engender positive interpersonal relationships with their teaching staffs. Building on these relationships, principals can find time for teachers to collaborate and offer timely, appropriate feedback on evaluation. In so doing, they promote the growth of their teachers.
Methodology
Design
For this descriptive-exploratory study of principal and teacher perspectives, an original questionnaire was used. A list of 20 final questions was developed and critiqued by university colleagues with expertise in questionnaire design. The creation of the final questionnaire emanated from data compiled from a 2-question, field-test questionnaire pilot-tested with a sample of graduate students enrolled in summer graduate courses in education. The 2 questions were:
1. What kind of tangible supports does your principal offer to make you feel you are growing professionally? List 10 behaviours, structures or policies of the principal.
2. What are the barriers to your principal not being able to support your professional growth?
List 10 structures, behaviours, or policies which impede your principal from supporting you professionally.
Method
Following editing, revision, and IRB approval, the final 20-question questionnaire was sent electronically by using Zoomerang, which guarantees anonymity (Table 2). Teachers are not necessarily rating their own principals. Data were treated and analyzed through the use of SPSS.
Appendix B
Social cognitive determinants of nutrition and physical activity among web-health users enrolling in an online intervention: The influence of social support, self-efficacy, outcome expectations, and self-regulation
ABSTRACT
Background: The Internet is a trusted source of health information for growing majorities of Web users. The promise of online health interventions will be realized with the development of purely online theory-based programs for Web users that are evaluated for program effectiveness and the application of behavior change theory within the online environment. Little is known, however, about the demographic, behavioral, or psychosocial characteristics of Web-health users who represent potential participants in online health promotion research. Nor do we understand how Web users’ psychosocial characteristics relate to their health behavior—information essential to the development of effective, theory-based online behavior change interventions.Objective: This study examines the demographic, behavioral, and psychosocial characteristics of Web-health users recruited for an online social cognitive theory (SCT)-based nutrition, physical activity, and weight gain prevention intervention, the Web-based Guide to Health (WB-GTH).
Methods: Directed to the WB-GTH site by advertisements through online social and professional networks and through print and online media, participants were screened, consented, and assessed with demographic, physical activity, psychosocial, and food frequency questionnaires online (taking a total of about 1.25 hours); they also kept a 7-day log of daily steps and minutes walked.
Results: From 4700 visits to the site, 963 Web users consented to enroll in the study: 83% (803) were female, participants’ mean age was 44.4 years (SD 11.03 years), 91% (873) were white, and 61% (589) were college graduates; participants’ median annual household income was approximately US $85,000. Participants’ daily step counts were in the low-active range (mean 6485.78, SD 2352.54) and overall dietary levels were poor (total fat g/day, mean 77.79, SD 41.96; percent kcal from fat, mean 36.51, SD 5.92; fiber g/day, mean 17.74, SD 7.35; and fruit and vegetable servings/day, mean 4.03, SD 2.33). The Web-health users had good self-efficacy and outcome expectations for health behavior change; however, they perceived little social support for making these changes and engaged in few self-regulatory behaviors. Consistent with SCT, theoretical models provided good fit to Web-users’ data (root mean square error of the approximation RMSEA? < .05). Perceived social support and use of self-regulatory behaviors were strong predictors of physical activity and nutrition behavior. Web users’ self-efficacy was also a good predictor of healthier levels of physical activity and dietary fat but not of fiber, fruits, and vegetables. Social support and self-efficacy indirectly predicted behavior through self-regulation, and social support had indirect effects through self-efficacy.
Conclusions: Results suggest Web-health users visiting and ultimately participating in online health interventions may likely be middle-aged, well-educated, upper middle class women whose detrimental health behaviors put them at risk of obesity, heart disease, some cancers, and diabetes. The success of Internet physical activity and nutrition interventions may depend on the extent to which they lead users to develop self-efficacy for behavior change, but perhaps as important, the extent to which these interventions help them garner social-support for making changes. Success of these interventions may also depend on the extent to which they provide a platform for setting goals, planning, tracking, and providing feedback on targeted behaviors.
(J Med Internet Res 2011;13(1):e28)
doi:10.2196/jmir.1551
KEYWORDSdoi:10.2196/jmir.1551
Internet users; dietary habits; physical activity; psychosocial aspects; self-efficacy; social support; self-regulation
| Introduction |
A high proportion (83% [1]) of Internet users go to the Web for information on health topics [1-3] including exercise (38% in 2008, up from 21% in 2002) and weight loss (33% in 2008). Although community, health system, and workplace health programs have effectively utilized the Internet for a wide array of behavior-change interventions, the reach of the Internet will be realized through the development of theory-based, purely online interventions for Web-health users [4,5]. Much work remains in developing sound methodology for testing the efficacy of programs delivered online [4].
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