Writing the Discussion, Interpretation, and Recommendations of the Study

1. Writing the Discussion, Interpretation, and Recommendations of the Study Writing Center Walden University

2. Agenda • Indicate where to present the discussion, interpretation, and recommendations in your capstone study. • Dispel common myths about the capstone. • Describe content and review examples. • Learn how to identify and avoid common problems.

3. Capstone studies: Chapters and sections EdD project option: Section 4 EdD research option: Section 5 DBA: Section 3 PhD: Chapter 5 Rubrics for all capstones: Center for Research Quality

4. Myths • Dissertations/doctoral studies are written chronologically • Full circle (iterative, not linear) • Keep “take home” points in mind throughout process • My dissertation/doc study is better than good: It’s done • Readers skip to the end; high expectations for quality • Diss/doc studies include neither persuasion nor opinion • Persuasion: Responses in this study indicated that 47% of struggling readers benefited from afterschool tutoring programs. • Opinion/recommendation: Researchers should study the impact of afterschool programs on students who struggle in math.

5. Content Summary Interpretation of Findings Implications for Social Change Recommendations for Action Recommendations for Future Study Reflections on Researcher’s Experience (qualitative) Take home message

6. Summary Brief overview of why and how the study was done • Review questions or issues addressed • Include short summary of findings (not new findings) To explore connections between adults’ past learning experiences and current reading practices, I collected surveys and interview data from 10 adult participants who disclosed a history of struggling to learn to read. Data analysis indicated the intrinsic role of agency and the extrinsic role of social expectations for adults who are limited readers. The data revealed the lived experiences of these participants.

7. Interpretation of findings • Addresses all research questions • Refers to outcomes in results section/chapter • Bounded by collected data (no stretching) • Relates findings to larger body of literature on topic RQ: What is the relationship between strength training and self-esteem among men ages 55-64? In this study, the data indicated that self-esteem increased among participants according to the time they spent lifting free weights at home. These findings suggest that self-esteem aspects associated with going to the gym in other studies were not necessary for participants to benefit from at-home exercise in this study.

8. Implications for social change • Grounded in introduction and results chapters/sections. • Expressed as tangible improvements to specific groups. One implication for positive social change resulting from this research includes helping caregivers use social media to develop supportive networks among each other, even at a distance. Sharing resources with each other can widen caregivers’ circles of support beyond medical personnel when caring for older relatives with limited mobility. Caregivers with wider support bases could envision themselves as contributing both to the well being of relatives and to the quality of caregiver communities.

9. Recommendations for action • Flow from conclusions with steps toward useful action • State who needs to pay attention to the results • Indicate how the results might be circulated In light of these findings, I suggest three recommendations. The first recommendation is for educational leaders to acknowledge the value of identifying agency in students who struggle with reading. The second recommendation is for literacy leaders to expand instruction to include the six processes developed by Roja and Wu (2012). The third recommendation is for educators to augment self-esteem curriculum, especially for younger struggling readers.

10. Recommendations for further study • Identify topics that could generate new questions. • Limited recommendations for others (not you). This qualitative life history study has generated questions for future research that are beyond the scope of this study. These questions concern three areas: (a) life history research with adult limited readers, (b) the concept of agency in education, and (c) changing social expectations of reading. To address these areas, qualitative or mixed methods research may be more appropriate than quantitative work because participants’ self-reported perceptions can reveal rich data unavailable in surveys.

11. Reflections on researcher’s experience • Acknowledge possible biases or preconceived ideas • Recognize your possible effects on participants/setting • Identify changes in your thinking as a result of the study As I began to formulate findings and write the study, the fledgling researcher in me had to fight the urge to push participants to tell me more. I questioned if where their stories ended for me truly represented all of their lived experience. When I returned to life history theorists, I realized that the participants were sharing the truth that they wanted to share with a researcher. As the researcher, then, I would need to be satisfied to analyze the data offered for now, and look to future research to find and present more stories.

12. Take-home message Close with a strong, clear concluding statement As the findings of this study indicate, the strategies and day-to-day practices that managers use to lead their teams contribute to the success of start-up businesses. Those who use collaborative approaches to leadership, or who develop those approaches over time, have a greater chance of meeting expectations both of employees on their teams and of supervisors to whom they report. Workplace environments that value collaboration can result in employee and organizational growth.

13. Common problems Generalizations After I interviewed the teachers, I realized that no educators support the No Child Left Behind Act. Avoid self-assessment The methods outlined in Chapter 3 represent a remarkable breakthrough. Although this study’s design could have been clearer, it will revolutionize the ways managers evaluate employee performance. Absence of counterargument Look for intersections between supporting/opposing views. Recognize both sides of your issue.

14. Writing organization and style • Use scholarly language (accurate, objective, precise) • Rely on paraphrases, not on direct quotations • Use correct grammar, punctuation, and spelling • Organize ideas (use subheadings) • Follow template for professional appearance • Watch template webinar for instructions (Click link, then scroll down to Capstone Webinars) Questions: Contact editor@waldenu.edu