Abstract of a Quantitative Research Article and Quantitative Data Collection Instrument

Abstract of a Quantitative Research Article

Overview: The term “abstract” is a homophone which can mean one of two scholarly writing activities. One, is the abstract that you will write to introduce your dissertation. The other meaning is a shortened writing assignment whereby you write a condensed summary of an academic journal. For this week, we will focus on writing a scholarly abstract of a quantitative journal. More information about writing an abstract can be found via the web resource “Writing Scholarly Abstracts.”Directions: View the rubric and examples to make sure you understand the expectations of this assignment. Create a 1-2 page (more is fine) single-spaced Analysis of Research abstract published quantitative scholarly article related to your mock dissertation topic/research question from week 1. Additionally, this assignment functions just like assignment 2.1 only it reviews a quantitative article instead of a qualitative one.Brevity and being concise are important as this analysis is intended to be a brief summation of the research.Each abstract must therefore consist of the following in this order:

Bibliographic Citation – use the correctly formatted APA style citation for the work as the title of your abstract, displaying the full citation in bold font.
Author Qualifications – name and qualification of each author conducting the research
Research Concern – one paragraph summary of the reason for the overall research topic
Research Purpose Statement AND Research Questions or Hypotheses – specific focus of the research
Precedent Literature – key literature used in proposing the needed research (not the full bibliography or reference list)
Research Methodology – description of the population, sample, and data gathering techniques used in the research
Instrumentation – description of the tools used to gather data (surveys, tests, interviews, etc.)
Findings – summation of what the research discovered and the types of analysis that were used to describe the findings (tables, figures, and statistical measures)

Quantitative Data Collection Instrument

Overview: Using the topic and research question you developed in week 1, you will design a quantitative instrument that could potentially answer your topic/research question if it were to be applied to a quantitative study. Keep in mind, this may take some stretching if you wrote your question leaning quantitatively. The purpose here is not to box you in but to ensure that you have a solid understanding of both methodologies. This assignment functions similar to 3.1 but in a quantitative format. Finally, view the rubric and examples to make sure you understand the expectations of this assignment.Directions:You will develop a word document to include:

Your research question in the form of a quantitative question (if it was not already).
An instrument or protocol (survey, questionaire, archival data, etc) that could be used to answer the quantitative version of your research question.

*Special note for those using archival data, you will describe the process of data retrieval for your archival data. See examples to help.

A one paragraph description/justification of how your chosen instrument/protocol is the best choice for answering the quantitative version of your research question.

1 DSRT 8 7: 2.1 SCHOLARLY ABRSTRACT ASSIGNMENT #1 – QUANTITATIVE

Relati nship Between Female Leadership Styles and Empl yee Engagement

Bibli graphic Citati n

Ghani, F. A., Derani, N. E. S., Aznam, N., Mohamad, N., Zakaria, S. A. A., & Toolib, S. N.
(2018). An empirical investigation of the relationship between transformational,
transactional female leadership styles and employee engagement. Global usiness and
Management Research, 10( ), 724.

Auth r Qualificati ns

Fadhilah Abdul Ghani, Nor Emmy Shuhada Derani, Neezlin Aznam, Norfatihah Mohamad, Siti
Aimi Athirah Zakaria, Siti Norhidayah Toolib

Research C ncern

Most studies concerning leadership styles focus on male leaders, while there has been little
research involving female leadership styles and their impacts on employee engagement within
organizations. Female leaders have to overcome stereotypes of being poor leaders, and the
research will provide ideologies of whether transformational or transactional leadership styles of
female leaders affect employee engagement.

Research Purp se Statement AND Research Questi ns r Hyp theses

The purpose of this research was to highlight the transformational and transactional leadership
styles of female leaders and the respective impact on employee engagement. Specifically, the
focus was on whether there was a correlation between transformational and transactional female
leader styles (independent variables) and employee engagement (dependent variable) within
Government Linked Companies in Malaysia.

Precedent Literature

A lack of research has been conducted that looks at female leadership styles and their
corresponding impact on employee engagement. Most research on leadership styles and employee
engagement has been conducted from a general leadership view and not focused on female
leadership styles. There are perceptions that male leaders are better leaders and have more positive
impacts on employee engagement. The research will identify a direct correlation between
transformational and transactional leadership styles, their impact on employee engagement, and if
the research supports those female leaders are as influential as male leaders.

Research Meth d l gy

175 research questionnaires were distributed to Government Link Companies (GLC) employees in
Kuala Lumpur, and 11 questionnaires were returned. Due to limited resources, an actual number
of female leaders within GLC could not be identified.

Instrumentati n

Statistically Package of Social Science (SPSS) version 2 was used to analyze the 11
questionnaires in this research.

Dr. Jaocb Bryant
Approaches Expectations

2 DSRT 8 7: 2.1 SCHOLARLY ABRSTRACT ASSIGNMENT #1 – QUANTITATIVE

Findings

Overall, the study results show a strong positive correlation between female transformational and
transactional leadership styles (independent variables) and employee engagement (dependent
variable).

Tables and statistical measures were used to identify the findings of the research. Cronbach’s
Alpha Coefficient was used to compute the Variables Reliability Results. The Pearson Correlation
was used to analyze the correlation summary of leadership styles and employee engagement.

The study results overcome the issue of female leaders being perceived as poor leaders and are just
as successful as male leaders. The research method supports that employees are engaged whether
female leaders possess transformational or transactional leadership styles. The research methods
tested that female leaders effectively engage their employees and are just as successful at leading
as male leaders.

2 Running Head: 2.1 Week 2

Quantitative Abstract

Bibliographic Citation

Darko, J., Zakaria, A. A., &Uzonwanne, G. C. (2016). Corporate governance: The impact of

director and board structure, ownership structure and corporate control on the

performance of listed companies on theghana stock exchange. Corporate
Governance, 16(2), 259-277. doi:http://dx.doi.org/10.1108/CG-11-2014-0133

Authors

JosephineDarko, Zakaria AliAribi PhD, and Godfrey C. Uzonwanne PhD

Research Concern

It is evident that good corporate governance provides the ability to improve the competitive

advantage, efficiency, and effectiveness of companies (Maher &Anderson, 2000). There is little

research that has looked at corporate governance in developing countries such as Ghana. Previous

studies also provide mixed findings on thedirections of causality between corporate governance

and firmperformance. This paper explores seven hypotheses. H1: A positive association exists

between the number of non-executive directors and firm performance. H2: A negative association

exists between the number of directors and firmperformance. H3: Apositive association exists

between the presenceof females on the board of directors and firm performance. H4: A positive

association exists between block-holder ownership and firmperformance. H5: Anegative

association exists between state ownership and firm performance. H6: A negative association

exists between audit committee size and firm performance. H7: A positive relationship exists

between the frequency of audit committee meetings and firm performance.

Purpose

The purpose of this paper is to examine the relationship between corporate governance and firm

performance of listed Ghanaian companies.

Precedent Literature

A number of previous studies investigated the role of governance mechanisms in resolving

conflicts of interest between shareholder and manager in improving performance (Cubbin &

Leech, 1983). The indecisive nature of the literature as it relates to whether there is a relationship

between firm performance and corporate governance is the purposeof this paper. Previous studies

find a relationship between board composition and theprofitability of firms in the sense that as the

number of independent directors increases, the level of the firm performance also increases (Arbor

& Biekpe, 2007). However, Agrawal& Knoeber (1996);Hermalin & Weisbach (2001) and Azeez

(2015) conclude that outsiders on the board does not help performance. Previous studies have

investigated the association between board size and firm performance (Kiel &Nicholson, 2003;

Adams & Mehran, 2005;Dalton &Dalton, 2005). Earlier works have been attributed to Lipton &

Lorsch (1992) and Jensen (1993). Gender diversity on boards is a highly debated topic, which has

received a tremendous amount of attention of policymakers, researchers, and shareholders

Dr. Jaocb Bryant
Exceeds Expectations

3 Running Head: 2.1 Week 2

(Chapple &Humphrey, 2014). Davis (2011) has offered abusiness case for increasing the number

of women on corporate boards. The level of concentration of ownership structure has implications

(Kuznetsov & Muravyev, 2001). Companies with concentrated ownership have less agency

problems (Zhuang, 1999; Al-Najjar &Abed, 2014). Empirical studies for the relationship between

firm performance and state ownership have mixed results (Bos, 1991; Jiang et al., 2008; Liao &

Young, 2012). Other studies present a negative effect (Chen et al., 2005;Wei, 2007; Mahmood et

al., 2011). There are anumber of studies that reported a positive relationship between board size

and firmperformance (Dalton et al., 1999). On the other hand, Vafeas (1999), Mohd Saleh et al.

(2007) and ElMir & Seboui (2008) suggest that larger audit committee size can lead to inefficient

governance. It has been argued that inactive audit committees are unlikely to monitor management

effectively (Menon & Williams, 1994). Mohd Saleh et al.(2007) argued that audit committees

with a small number of meetings are less likely to havegood monitoring. A positive relationship

was established between the frequency of audit committee meetings and firmperformance

(Raghunandan &Rama, 2007; Sharma et al., 2009).

Research Methodology

This study focuses on 20 of the 34 listed companies on the Ghana Stock Exchange across a five-

year period (2008-2012). Variables such as return on equity (ROE), return on assets (ROA), net

profit margin (NPM), and Tobin’s Q (TBQ) were adopted. A pool panel regression and an

ANOVA analysis were used to establish the presence of a significant relationship between the

dependent and independent variables. In this study, corporate governance structurewas the

independent variable, while corporate performance was thedependent variable. The research

adopts a model similar to that adopted by Abor &Biekpe (2007), who used firm performance as a

function of board and ownership structure. The general panel regression model for analyzing

cross-sectional and time series data is adopted and further expanded to include all the indices

covered in the study.

Instrumentation

The data set for the research was primarily secondary data consisting of longitudinal and cross-

sectional data. The sources of data include annual reports and financial statements of the listed

companies. Director information and board structure, board gender, ownership and corporate

control information was acquired from web sites, and annual reports of the various companies.

Findings

A multicollinearity test was conducted that showed the independent variables did not have a strong

correlation among themselves. The regression results showed that smaller boards are more

efficient than larger boards. Companies with a relatively lower number of non-executive directors

tend to perform better in terms of ROA than companies with a larger percentage of non-executive

directors. The number of times audit meetings wereheld in a firmnegatively affected ROA. An

increase in thenumber of non-executives on the board negatively impacted ROE. Board gender

was shown to have apositive and significant influence on NPM. The ANOVA Analysis found that

companies with smaller boards performed better on NPM, but there was no significant impact on

ROE, ROA, or TBQ. Asmaller number of non-executive directors led to better financial

performance in ROE and NPM, but there was no significant impact on ROA or TBQ. An increase

4 Running Head: 2.1 Week 2

in performance was identified for ROA, NPM and TBQ, as the number of females on the board

became greater than two. The proportion of outstanding shares owned by the top 20 %

shareholders did have a significant impact on NPM. There was a significant reduction in ROA as

state ownership is increased. Companies with a larger audit committee size had an increased ROA.

The same impact on ROA was found with increasing audit committee meeting frequency, but also

improved ROE, NPM and TBQ. The age of the firm was found to have a significant impact on

ROA, NPM, and TBQ. H1, H2, H5, H6, and H7 are rejected. H3 and H4 are supported.

Conclusions

This study examined the relationship between corporate governance and firm performance of listed

firms in Ghana. The corporate governance indictors used wereboard size, the number of non-

executive members of the board, board gender, ownership structure, audit committee size and

frequency of meetings. The study demonstrated mixed results in terms of the impact of corporate

governance on firm performance. This demonstrates theneed for a uniform corporate governance

code for companies operating in emerging markets and for company-specific approaches based on

good governance practices. Across all the indicators used, the results demonstrated overwhelming

support for the positive impact of good corporate governance on firm performance.

Suggestions for FurtherResearch

A major limitation of the study is that the data used was collected from annual reports and may not

have been a true reflection of the state of affairs of the company. A study covering awider period

could improve thequality of the results generated. Future studies could provide deeper insight into

the specific impact corporate governance has on various industries based on their peculiar

characteristics and operations. Increasing the number of variables explored by studying the impact

of CEO tenure, duality, board equity ownership, executive compensation, and remuneration

committees on performance would increase the validity of the relationship between good corporate

governance and firmperformance.

Abstra t Assignment 2.1

Abstra t 2.1:

Bibliog aphic Citation

Kelloway, K. E., Turner, N., Barling, J., & Loughlin, C. (2012). Transformational leadership and
employee psy hologi al well-bing: The mediating role of employee trust in leadership.
Work & tress, 26(1), 39-55. doi:https://doi.org/10.1080/02678373.2012.660774

Autho s

Kevin E. Kelloway, Ni k Turner, Julian Barling, Catherine Loughlin

Resea ch Conce n

The theory of transformational leadership has been one of the most resear hed theories out of all
the leadership theories out there. Other resear h has suggested that low-quality leadership has
negative effe ts on employees; however, it is important to look into how high-quality leadership
an impa t employees. Not only should the effe ts of high-quality, or transformational leadership,
be explored as having positive effe ts on employees, but also if there are other fa tors in play.
Therefore, the resear hers in this arti le are primarily fo used on whether or not there is a
orrelation between trust in leadership and employee well-being.

Pu pose

The main purpose of this study was to explore the relationship between employees’ per eptions of
their managers’ transformational leadership style and those employees’ psy hologi al well-being,
as well as whether or not trust in leadership plays a mediating role.

P ecedent Lite atu e

There has been mu h resear h attention given to transformational leadership theory; in fa t, more
than all of the other leadership theories ombined. The transformational leadership theory has been
dubbed superior in terms of leadership performan e. Resear h has been ondu ted and linked low-
quality leadership to that of negatively impa ting employee’s well-being with in reased levels of
stress and distress, anxiety, depression, and psy hosomati symptoms among others. The
omponents of transformational leadership that were proposed by bass and Avolio (also referred to
as full range leadership theory) are extremely relevant to positive employee psy hologi al well-
being. Most of the previous resear h has fo used on on eptualizing leadership behaviors that
in orporate both leadership and management instead of the spe ifi omponents of
transformational leadership. Nielsen and olleagues began to look into the indire t relationships
between transformational leadership and employee well-being, and also how long the positive
effe ts might last. The parti ular study of Kelloway, Turner, Barling, and Loughlin repli ated and
expanded on previous resear h in two separate studies.

Resea ch Methodology

For Study 1, a sample of 436 fieldworkers (71% male) in a large Canadian tele ommuni ations
organization, rated their first line supervisors to gather information regarding three measures:
transformational leadership, trust in leadership, and psy hologi al well-being.

Dr. Jaocb Bryant
MEETS EXPECTATIONS

Transformational leadership was measured through 20 items that were taken from the
Multifa torial Leadership Questionnaire (MLQ 5X) and ombined to form a unidimensional
reliable measure. Trust in leadership was measured with four items from Cook and Wall’s six-item
measure. Psy hologi al well-being was measured using the 12-item version of the General Health
Questionnaire (GHQ).

Variabl M SD 1 2 3
1. Transformational l ad rship (individual) 10.423.14
2. Transformational l ad rship (aggr gat d) 10.442.04.66**
3. Trust in l ad rship 4.95 0.86.46** .30**
4. GHQ 22.303.94−.14*−.09 −.24**
Not : GHQ = G n ral H alth Qu stionnair .
*p<.05; **p<.01.

For Study 2, advertisements were sent to 1000 employed parti ipants through an on-line servi e
that is designed to onne t resear hers to a roster of potential parti ipants. There were 328
employed respondents, and of those, 269 of them fit the riteria for the study and ompleted the
survey. The average age of the parti ipants (151 men, 173 women) was approximately 38 years,
and the estimated age of their supervisors was 43.5 years. The level of edu ation for the
parti ipants was 15% attending and/or ompleting high s hool as highest level of edu ation; 57%
had attended and/or ompleted ollege; and 27% attended and/or ompleted graduate edu ation.

The data being olle ted was that of transformational leadership, transa tional leadership, trust in
leadership, employee psy hologi al well-being, liking of the leader, and personality.

Pr dictor W ll-b ingTrust W ll-b ing
Group-l v l transformational l ad rship .03 −.01 .03
Individual-l v l transformational l ad rship −.19* −.13**−.05
Trust in l ad rship –– –– 1.03**
*p<.05; **p<.01.

Inst umentation

For Study 1, simple paper-and-pen il surveys were sent through regular mail to the leaders, who
were then asked to give out the surveys to up to eight of their employees. The employees then
filled them out and returned them to the senior author with the use of a postage-paid envelope. All
parti ipants were assured that the surveys were kept onfidential.

For Study 2, an advertisement was sent to 1000 employed parti ipants through Study Response, an
on-line servi e designed to onne t resear hers to a roster of potential parti ipants. On e
parti ipants were se ured, they were sent a se ure link in whi h they were able to omplete the
survey.

Findings

The results of Study 1 isolated the dire t role transformational leadership has on employee well-
being and identifying trust as a path through whi h this o urs. Study 2 showed that transa tional
leadership wielded the opposite effe ts on employees’ well-being ompared to those of
transformational leadership.

Conclusions

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These studies were able to repli ate and extend findings from previous resear h that demonstrated
the positive relationship between transformational leadership and employee psy hologi al well-
being. What this does is advan es our understanding of employee- entered out omes. These
studies also provided insight into how high quality and poor-quality leadership an both impa t
employees well-being. Finally, the resear hers were able to ex lude plausible onfounds su h as
liking of the leader and respondent personality. This resear h will be able to help promote future
resear h and development into transformational leadership as an intervention to enhan e
psy hologi al well-being in the workpla e.

Suggestions fo Fu the Resea ch

Based off the findings of this resear h, it would be interesting for future resear h to look into
whether or not transformational leadership would indire tly influen e the leaders’ own well-being,
and not just that of the employees. Another plausible thought for future resear h would be whether
transformational leadership effe ts an be transmitted through other leader behaviors. The world of
resear h surrounding leaderships ability to affe t the well-being of those around them is vast, and
we are just getting started.

years

5+ years

I am _______. *Ma k only one oval.
Male

Female

O her:

Instru tional Coa h Impa t Survey

1. I se ve as inst uctional coach at the ________ level. *Ma k only one oval.

Elemen ary

Middle

High

2. I cu ently have ________ yea s of expe ience in education. *Ma k
only one oval.

05 years

610 years

1120 years

2130 years

30+ years

3. I cu ently have ________ yea s of expe ience as inst uctional coach.
*Ma k only one oval.

02 years

5. I p ovide p e- and post-confe ences within the coaching cycle fo my
new and at- isk teache s in my building. * Ma k only one oval.

Strong y Disagree Strong y Agree

6. I p ovide monthly new teache meetings with agenda/schedule/sign-in
sheet. * Ma k only one oval.

Strong y Disagree Strong y Agree

Dr. Jaocb Bryant
Survey

7. I p ovide examples of feedback to teache s as follow-ups to class oom obse vation. * Ma k
only one oval.

Strong y Disagree Strong y Agree

8. I have evidence of modeling o co-teaching with teache s in my building. * Ma k only one
oval.

Strong y Disagree Strong y Agree

9. I have documentation aligning my wo k with new teache s specific to thei needs. * Ma k
only one oval.

Strong y Disagree Strong y Agree

10. I have evidence of teache equested assistance with follow up. * Ma k only one oval.

Strong y Disagree Strong y Agree

11. I have evidence of administ ation equested assistance with follow up. * Ma k only one
oval.

Strong y Disagree Strong y Agree

12. I have evidence of student inte vention plans fo the most at- isk students in ou building. *
Ma k only one oval.

Strong y Disagree Strong y Agree

13. I have evidence o data team meeting agendas and schedules fo students. * Ma k only one
oval.

Strong y Disagree Strong y Agree

14. I have sample data of a student in my building making academic p og ess and sample data
of a student in my building not making academic p og ess. * Ma k only one oval.

Strong y Disagree Strong y Agree

15. I have fidelity monito ing documentation fo students I conducted this school yea . * Ma k
only one oval.

Strong y Disagree Strong y Agree

16. I have weekly inte vention documentation f om my academic inte ventionists. * Ma k only
one oval.

Strong y Disagree Strong y Agree

17. I have evidence of wo king with a p io ity p ofessional lea ning community o othe
p ofessional lea ning community in my building. * Ma k only one oval.

Strong y Disagree Strong y Agree

18. I have evidence of fidelity monito ing fo standa ds-based inte vention being completed in
my building. * Ma k only one oval.

Strong y Disagree Strong y Agree

19. I have evidence of assistance given to teache (s) fo data analysis of Tie I data. * Ma k
only one oval.

Strong y Disagree Strong y Agree

20. I have documentation of esou ces sha ed with staff membe s. * Ma k only one oval.

Strong y Disagree Strong y Agree

21. I have documentation of school imp ovement goals based on TVAAS and achievement
data in my building. * Ma k only one oval.

Strong y Disagree Strong y Agree

22. I have evidence of PDs I o ganized du ing the school yea based on specific needs in ou
building. * Ma k only one oval.

Strong y Disagree Strong y Agree

23. I have evidence of needs assessments completed by teache s in my building. * Ma k only
one oval.

Strong y Disagree Strong y Agree

24. I have evidence of PDs I have attended this school yea based on ou building needs. *
Ma k only one oval.

Strong y Disagree Strong y Agree

25. I have evidence of collabo ation with othe inst uctional coaches o dist ict staff du ing this
school yea . * Ma k only one oval.

Strong y Disagree Strong y Agree

26. I have evidence of pa ent/family communication this school yea . * Ma k only one oval.

Strong y Disagree Strong y Agree

27. I have evidence of unive sal sc eening schedules, fidelity monito ing schedules, and
p og ess monito ing schedules being completed in a timely manne . * Ma k only one oval.

Strong y Disagree Strong y Agree

Researc queston

The rese rch queston used “C n m chine le rning id in preventng cybersecurity t cks in he lthc re”,

d t will be collected by the following: surveys will be sent to Chief Inform ton Security Ofcers (CISO)

nd Chief Inform ton Ofcers (CIO) or ny designee for cybersecurity rel ted m ters.

Collecton Instrument

Survey with closed ended questons will be used nd s follows:

Dependent Variable:

Dependent v ri ble will be do “do you currently h ve m chine le rning sofw re (sometmes c lled AI) to

prevent cyber- t cks. (yes or no)

Independent Variables:

Did you experience cyber- t ck? (yes or no)

Wh t type of t ck did you experience? (Select the type of t ck. Multple selectons permited)

Type of t ck:

Brute force p ssword t ck

DDoS/DoS

m lw re

r nsomw re

phishing

suspected insider thre t

other (write in type of t ck)

Did intrusion detecton work? (yes or no)

Wh t ye r did you experience the t ck?

Ye r of t ck (2015 – 2020) (select the ye r, Check box)

Not Contained in t e Study

Size of insttuton will not be ccounted for

Dr. Jaocb Bryant
Closed-Ended Survey

Do you currently h ve m chine
le rning sofw re (sometmes
c lled AI) to prevent
cybersecurity t cks?

Yes

Did you experience cyber-
t ck

Yes
No

Wh t type of t ck did you
experience? (Select the type of
t ck. Multple selectons
permited)

Brute force p ssword t ck
DDoS/DoS

M lw re

R nsomw re

Phishing

Suspected insider thre t

Other (write in type of t ck)

Did intrusion detecton work? Yes

Wh t ye r did you experience 2015
the t ck?

2016

2017

2018

2019

2020

Researc Question

The su vey espondents fo this esea ch was to unde stand whethe health ca e secu ity

is mo e impo tant as a conce n o to focus on the p oblem. Fo this data collection, the esea ch

question was to answe How machine lea ning can imp ove healthca e cybe secu ity and what

ML techniques can p otect health ca e data? (Ze ka et al., 2020). The pu pose of this study is to

measu e machine lea ning methods to imp ove healthca e cybe secu ity. Machine lea ning

techniques a e used fo cybe secu ity analysis to identify potential th eats and potential

vulne abilities in futu e systems and inf ast uctu e to p otect business systems and assets of

Healthca e systems. This focus on the p oblem of cybe secu ity in healthca e using cybe

secu ity ating as an indicato to identify cu ent th eats and potential vulne abilities in va ious

(Ze ka

et al., 2020).

Data Measure

The secu ity events of health ca e data will be collected f om elect onic health ca e

eco ds EHR to find insights of malicious activity by analysing la ge data set fo malicious

activity. This data is gene ated fo medical diagnosis info mation and p ovides unique

healthca e info mation including diagnosis codes, patient cha acte istics, and medical t eatment

info mation (Ze ka et al., 2020). Fo healthca e secu ity it is impo tant to evaluate the amount

of info mation used to find new th eats and othe b eaches by looking at secu ity events elated

to healthca e. This is possible if thus study unde stand the unde lying secu ity issues of

healthca e and secu ity awa eness of use s of the p oducts, especially ca e of healthca e (Ze ka

et al., 2020).

The dependent measu e is the ate of b eaches in te ms of healthca e data by the

espective technologies. Data set fo Healthca e Health ca e events will be gene ated based on a

su vey of ove 20,000 consume s. The pu pose of this study is to gathe data about elect onic

Dr. Jaocb Bryant
Archival Data

health ca e eco ds ( EHRs) of ove 20,000 consume s within a pe iod of two to th ee yea s.

The sample size is f om ove 50,000 in case of healthca e data and also f om ove 25,000 in

case of medical diagnostics info mation. It will assess the secu ity data by analysing the sou ce

info mation of EHR data.

Howeve , some of the aspects of this esea ch fo data collection a e as following

 Patients health data.

 Elect onic health eco ds.

 Healthca e secu ity ating.

 Info mation about cybe isk.

 Pe sonal Health ca e info mation PHI.

 Telemedicine data.

 Social media data.

To collect data fo the study, the pa ticipants will gathe f om p ivate health ca e

companies on a daily basis. Afte the data gathe ing, it is sto ed in a compute located at thei

home add ess. The data is sto ed using the machine vision that is in use and the data is analyzed

in o de to identify specific ML techniques used to achieve mo e secu e health ca e data. At

some stage of the esea ch, the sample of pa ticipants will also be analyzed with ML techniques

to identify what will be the most impo tant health ca e secu ity events fo EHRs and to gathe

additional data. The final stage of this esea ch p oject is to identify ML techniques which will

be used to imp ove health ca e data secu ity and the study of ML techniques elated to ML

techniques elated to ML techniques elated to secu ity issues.

Howeve , the ML techniques used in this esea ch a e following

 Reinfo cement Lea ning RL.

 Convolutional neu al netwo ks CNNs.

 Deep Lea ning DL.

 Supe vised Lea ning.

 Unsupe vised Lea ning.

 Semi-supe vised Lea ning.

In health ca e cybe secu ity machine lea ning techbiques a e used to c eate a p ofile of

the health ca e p ovide s, the patients, the docto s and the patients’ habits and elationships

(Bouke che, & Coutinho, 2020).

Data a e collected f om these individuals and the data a e

analyzed in o de to identify what the health ca e p ovide s do, the health ca e events that they

will engage in, and the types of events that they will be using health ca e secu ity tools fo . At

some stage of the esea ch, the health ca e is analyzed with ML techniques to identify what the

health ca e p ovide s use in o de to p otect health ca e se vices, and to gathe additional data

(Bouke che, & Coutinho, 2020).

References

Bouke che, A., & Coutinho, R. W. (2020). Design Guidelines fo Machine Lea ning-based

Cybe secu ity in Inte net of Things. IEEE Netwo k.

Ze ka, F., Ba akat, S., Walsh, S., Bogowicz, M., Leijenaa , R. T., Jochems, A., … & Lambin, P.

(2020). Systematic eview of p ivacy-p ese ving dist ibuted machine lea ning f om

fede ated databases in health ca e. JCO clinical cance info matics, 4, 184-200.

Researc Queston

The in luence o educators and universities on irst – time, reshman students with low

GPA and ACT scores is more prevalent than ever. Teaching students to be success ul in college

courses, speci ically those with low standardized test scores is essential. One would create a mock

dissertation on this topic, by studying proactive, motivational study skills to students who enter

college with lower academic entrances. The research question is “What is the bene it o enrolling

students who lower than average composite standardized test scores into study and li e skills

courses?”. The purpose o this study will be to examine the e ectiveness o teaching a particular

cohort using T-test and linear regressions to determine the impact on those who receive the service

and those who do not.

Data Mea ure

The success o these courses will be based on grade point average, degree completion, and

time o degree completion. This data is housed in many universities registrar o ice; however, it

can also be ound at Kentucky Council on Postsecondary Education. These organizations collect

all students who have been enrolled in a determined course in Kentucky, their standardized test

scores, demographic characteristics, high school test scores and more. Those who obtained a

degree will be ound rom the University and the year that they began at the university to the year

they completed a degree. Grade point average will be available through individual universities that

the student attended. The in ormation regarding the course, those enrolled, the rate that continued

each year, and more will be available through the Kentucky Council on Postsecondary Education.

Attainment o Associates degrees (typically at a community, two-year university) versus a

Bachelor’s degree, can be ound rom the Kentucky Council on Postsecondary Education.

Dr. Jaocb Bryant
Archival Data

1 DATA CO ECTION

Researc Question and Purpose

The research question for this study is: “Does higher educational leadership have an impact

on student persistence from first-year to second-year in a public four-year institution?”

This study will be looking at a public four-year institution in the Midwest that is accredited by the

regional accrediting agency Higher earning Commission (H C). The institution has undergone a

complete change of leadership four years ago. With this change, we will be evaluating if there was

an impact on first-year to second-year student retention.

Collection of Arc ival Data

Each year, the university is required to disseminate a climate survey as a part of the

regional accreditation requirements. The climate survey is solely focused on the leadership of the

institution and the support they provide. The survey is a ikert scale, the university archives the

survey results for accreditation purposes and for assessing trends. These past and current results

will be gathered and utilized from the period before and after the leadership change. The survey

results are housed in the Office of Institutional Effectiveness and Assessment and are readily

accessible with a request submission. The study will analyze the survey results for four years prior

to the leadership change and the results for the four years since the change.

Additionally, the Office of Institutional Effectiveness and Assessment will be able to

provide first-year to second-year retention rates for the corresponding years. With both sets of data,

the study will evaluate if there is a correlation using a Chi-Square test. Furthermore, enrollment

and retention information for the institution can be accessed from Integrated Postsecondary

Education Data System (IPEDS) in order to gather a complete picture of enrollment and retention

trends during the eight-year period the study will be examining.

Dr. Jaocb Bryant
Archival Data

2 Running Head: 3.1 Week 3 Discussion Forum

Research Question:

What is the Influence of Corporate Structure and Vision Statements on the Organizations

Financial Success in thePeriod of January 2019 Through January 2021?

In looking at the topic of the influence of visionary leadership on change management and

implementation, the period immediately preceding and through the current peak of Covid-19 is a

time of unprecedented change. This period also encompasses a highly contested political election

for the president that exacerbates the requirements for change management and implementation for

an organization to remain successful. Organizational structure has a significant impact on how

information moves within a company and the speed at which it can be assimilated and reacted

upon (Krishnan, 2018). The leader is primarily responsible for implementing the corporate

structure and articulating and communicating its vision statement. Theprevalence of an articulated

and well-communicated vision statement within various organizational structures can be correlated

to financial performance metrics such as free cash flows (FCF) and the weighted average cost of

capital (WACC) to form statistical correlations. This will be contrasted with the same

organizational structure without a well-articulated and accessible vision statement with the

expected outcome that the same financial metrics will suffer. It is also expected that more

decentralized structures will enhance financial performance during periods of significant change.

A combination of survey and archival data will beutilized. The survey will be emailed to a

random selection of HRdepartments of 217 of the Fortune top 500 companies for distribution to

front line and middle managers (Krejcie, 1970). Archival data frompublicly available financial

statements will be used to determine FCF and WACC.

Dr. Jaocb Bryant
Survey

3 Running Head: 3.1 Week 3 Discussion Forum

Data Measure

A survey instrument will capture the independent variables of demographic information,

corporate structure, and vision data.

Demographic Information

1. Gender (check one): ________Female _________Male

2. Geographic Location of theCompany (Check one):

_________Northeast _________Southeast

_________Northwest _________Southwest

_________Midwest

3. What industry do you work in? _______________________________________

4. Approximately how many people are employed by your organization? ______________

CorporateStructure (Bolea & Atwater 2016).

1. How would you defineyour corporate structure?

A. Functional: Centralized, people are organized based on similar job skills. Tasks are

defined and structured.

B. Divisional/Organic: Organized by business function (region, unit, product).

Decentralized, with a focus on a specific part or region of the business, but typically

one responsible supervisor.

4 Running Head: 3.1 Week 3 Discussion Forum

C. Matrix: A combination of functional and divisional. Necessary when there rapidly

changing business environments. Combines structured functions with function-based

work teams with dual or multiple departmental supervisors.

Corporate vision will be measured on aLikert scale utilizing the following closed-ended

questions utilized in previous studies, pending approval from the authors (Carsten, 2006).

Corporate Vision

1 = Strongly Disagree, 2 = Disagree, 3 =Neither AgreeNorDisagree, 4 =Agree, 5 =Strongly

Agree.

1. I am aware of my company’s vision 1 2 3 4 5

2. I would feel comfortable explaining my 1 2 3 4 5

company’s vision to a new co-worker.

3. Measures have been taken to make sure 1 2 3 4 5

I understand the vision.

4. There is a commonality of purpose in my 1 2 3 4 5

organization.

5. There is total agreement on our organizational 1 2 3 4 5

vision across all levels, functions, and divisions.

6. The vision is aligned with my company’s 1 2 3 4

overreaching goals.

5 Running Head: 3.1 Week 3 Discussion Forum

7. The vision reinforces my company’s 1 2 3 4 5

guiding purpose.

8. The vision is aligned with my company’s 1 2 3 4 5

core philosophy.

9. Attempts to make things better atmy company 1 2 3 4 5

will not produce good results.

10. Plans for future improvement are likely to 1 2 3 4 5

change things for the better.

11. Suggestions on how to solve problems 1 2 3 4 5

are likely to produce real change.

12. Employees were involved in creating our 1 2 3 4 5

company’s vision.

13. Top management asked employees to 1 2 3 4 5

participate in the visioning process.

14. The vison was produced entirely by 1 2 3 4 5

top management.

15. Employees were asked to provide input on the 1 2 3 4 5

content of the vision statement.

Thinking about yourdepartment or work group, please indicate whether you

agree with the following statements using the scale from 1 (strongly disagree) to 5

(strongly agree).

6 Running Head: 3.1 Week 3 Discussion Forum

16. The vision helps to guide the goals or 1 2 3 4 5

Objectives of my department/work group.

17. The vision has an influence on the decisions 1 2 3 4 5

that are made by my department/work group.

18. My department/work group is not influenced 1 2 3 4 5

by the vision.

19. My department/work group plays an essential 1 2 3 4 5

role in achieving the vision.

Now, Thinking about your specific job, please indicate thedegree to which you

agree with each statement by circling a number between 1(strongly disagree) and 5

(strongly agree).

20. My work directly contributes to carrying out 1 2 3 4 5

the vision of my organization.

21. The vision helps guide my work activities. 1 2 3 4 5

22. I don’t understand how thevision impacts 1 2 3 4 5

my particular job.

23. The vision helps me understand thepurpose 1 2 3 4 5

of my work.

24. Generally speaking, I amvery satisfied 1 2 3 4 5

with my job.

7 Running Head: 3.1 Week 3 Discussion Forum

25. I am interested in my work. 1 2 3 4 5

Corporate financial data will be obtained from archival data found on the 10-Q (quarterly)

reports filed with theSecurities Exchange Commission (SEC) and publicly available on their

website (www.sec.gov). Corporate value, the dependent variable, can bedetermined as follows

(Brigham & Ehrhardt, 2020):

Value = FCF1/(1+WACC)
1 + FCF2/(1+WACC)

2 + FCF3/(1+WACC)
3 + …

FCF =EBIT(1- Tax Rate) – (Present year Operating Capital – Previous year Operating Capital)

Corporate earnings before income taxes (EBIT) and tax rate will be obtained on the SEC website

in the condensed consolidated statement of income. Operating capital will be obtained from the

condensed consolidated balance sheet as the sum of net property and inventory.

After exploring the difficulty in obtaining the WACCfrompublic financial records, and its

anticipated limited impact in the low interest rate environment during theperiod of interest (2019-

2020), corporate value will be approximated as the sum of the future cash flows (FCF’s).

Value ≈ FCF1 + FCF2 + FCF3 + …

http://www.sec.gov/

8 Running Head: 3.1 Week 3 Discussion Forum

References

Bolea, A., &Atwater, L. E. (2016). Applied Leadership Development: Nine Elements of

Leadership Mastery. New York: Routledge, Taylor & Francis Group.

Brigham, E. F., & Ehrhardt, M. C. (2020). Corporate finance: a focused approach. (7th ed.).

Boston, MA:Cengage.

Carsten, M. K. (2006). Vision in focus: Investigating follower processes that mediate vision

articulation and organizational outcomes (Order No. 3233754). Available from

ABI/INFORM Global. (305357922). Retrieved from

https://search.proquest.com/dissertations-theses/vision-focus-investigating-follower-

processes/docview/305357922/se-2?accountid=10378

Creswell, J. W., &Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed

methods approaches. Thousand Oaks, CA: SAGE Publications.

Krejcie, R. V. &Morgan, D. W. (1970). Determining sample size for research activities.

Educational and Psychological Measurements, 30, 607-610.

Krishnan, R. R. (2018). Organizational change readiness: Effects of organizational structure and

leadership communication in organizational change (Order No. 10791024). Available from

ProQuestDissertations &Theses Global. (2055262240). Retrieved from

https://search.proquest.com/dissertations-theses/organizational-change-readiness-effects-

structure/docview/2055262240/se-2?accountid=10378

https://search.proquest.com/dissertations-theses/organizational-change-readiness-effects-structure/docview/2055262240/se-2?accountid=10378

https://search.proquest.com/dissertations-theses/vision-focus-investigating-follower

Teachers’ Sense of Efficacy Scale1 (long form)
Teacher Beliefs

How much can you do?

Directions: This questionnaire is designed to help us gain a better understanding of the g

V
e
ry
L
itt
le

Q
u
ite
A
B
it

kinds of things that create difficulties for teachers in their school activities. Please indicate

m
e

G
re
a
t

your opinion about each of the statements below. Your answers are confidential.

N
o
th
in

S
o

1. How much can you do to get through to the most difficult students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

2. How much can you do to help your students think critically? (1) (2) (3) (4) (5) (6) (7) (8) (9)

3. How much can you do to control disruptive behavior in the classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)

4. How much can you do to motivate students who show low interest in school (1) (2) (3) (4) (5) (6) (7) (8) (9)
work?

5. To what extent can you make your expectations clear about student behavior? (1) (2) (3) (4) (5) (6) (7) (8) (9)

6. How much can you do to get students to believe they can do well in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)

7. How well can you respond to difficult questions from your students ? (1) (2) (3) (4) (5) (6) (7) (8) (9)

8. How well can you establish routines to keep activities running smoothly? (1) (2) (3) (4) (5) (6) (7) (8) (9)

9. How much can you do to help your students value learning? (1) (2) (3) (4) (5) (6) (7) (8) (9)

10. How much can you gauge student comprehension of what you have taught? (1) (2) (3) (4) (5) (6) (7) (8) (9)

11. To what extent can you craft good questions for your students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

12. How much can you do to foster student creativity? (1) (2) (3) (4) (5) (6) (7) (8) (9)

13. How much can you do to get children to follow classroom rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)

14. How much can you do to improve the understanding of a student who is failing? (1) (2) (3) (4) (5) (6) (7) (8) (9)

15. How much can you do to calm a student who is disruptive or noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)

16. How well can you establish a classroom management system with each group of (1) (2) (3) (4) (5) (6) (7) (8) (9)
students?

17. How much can you do to adjust your lessons to the proper level for individual (1) (2) (3) (4) (5) (6) (7) (8) (9)
students?

18. How much can you use a variety of assessment strategies? (1) (2) (3) (4) (5) (6) (7) (8) (9)

19. How well can you keep a few problem students form ruining an entire lesson? (1) (2) (3) (4) (5) (6) (7) (8) (9)

20. To what extent can you provide an alternative explanation or example when (1) (2) (3) (4) (5) (6) (7) (8) (9)
students are confused?

21. How well can you respond to defiant students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

22. How much can you assist families in helping their children do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)

23. How well can you implement alternative strategies in your classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)

24. How well can you provide appropriate challenges for very capable students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

Dr. Jaocb Bryant
Survey

Teachers’ Sense of Efficacy Scale1 (short form)

Teacher Beliefs
How much can you do?

Directions: This questionnaire is designed to help us gain a better understanding of
the kinds of things that create difficulties for teachers in their school activities. Please
indicate your opinion about each of the statements below. Your answers are
confidential.

N
o
th
in
g

V
e
ry
L
itt
le

S
o
m
e

Q
u
ite
A
B
it

A
G
re
a
t
D
e
a
l

1. How much can you do to control disruptive behavior in the classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)

2. How much can you do to motivate students who show low interest in school (1) (2) (3) (4) (5) (6) (7) (8) (9)
work?

3. How much can you do to get students to believe they can do well in school (1) (2) (3) (4) (5) (6) (7) (8) (9)
work?

4. How much can you do to help your students value learning? (1) (2) (3) (4) (5) (6) (7) (8) (9)

5. To what extent can you craft good questions for your students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

6. How much can you do to get children to follow classroom rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)

7. How much can you do to calm a student who is disruptive or noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)

8. How well can you establish a classroom management system with each (1) (2) (3) (4) (5) (6) (7) (8) (9)
group of students?

9. How much can you use a variety of assessment strategies? (1) (2) (3) (4) (5) (6) (7) (8) (9)

10. To what extent can you provide an alternative explanation or example when (1) (2) (3) (4) (5) (6) (7) (8) (9)
students are confused?

11. How much can you assist families in helping their children do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)

12. How well can you implement alternative strategies in your classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)

Directions for Scoring the Teachers’ Sense of Efficacy Scale1

Developers: Megan Tschannen-Moran, College of William and Mary
!!!!!!!!!!!!!!!!!!!!!!!!!Anita Woolfolk Hoy, the Ohio State University.
!
Construct Validity

For information the construct validity of the Teachers’ Sense of Teacher efficacy Scale, see:

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and
elusive construct. Teaching and Teacher Education, 17, 783-805.

Factor Analysis

It is important to conduct a factor analysis to determine how your participants respond to the
questions. We have consistently found three moderately correlated factors: Efficacy in Student
Engagement, Efficacy in Instructional Practices, and Efficacy in Classroom Management, but at
times the make up of the scales varies slightly. With preservice teachers we recommend that the
full 24-item scale (or 12-item short form) be used, because the factor structure often is less
distinct for these respondents.

Subscale Scores

To determine the Efficacy in Student Engagement, Efficacy in Instructional Practices, and
Efficacy in Classroom Management subscale scores, we compute unweighted means of the items
that load on each factor. Generally these groupings are:

Long Form
Efficacy in Student Engagement:
Efficacy in Instructional Strategies:
Efficacy in Classroom Management:

Items
Items
Items

1, 2, 4, 6, 9, 12, 14, 22
7, 10, 11, 17, 18, 20, 23, 24
3, 5, 8, 13, 15, 16, 19, 21

Short Form
Efficacy in Student Engagement:
Efficacy in Instructional Strategies:
Efficacy in Classroom Management:

Items
Items
Items

2, 3, 4, 11
5, 9, 10, 12
1, 6, 7, 8

Reliabilities

In Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive
construct. Teaching and Teacher Education, 17, 783-805, the following were found:

Long Form Short Form
Mean SD alpha Mean SD alpha

OSTES 7.1 .94 .94 7.1 .98 .90
Engagement 7.3 1.1 .87 7.2 1.2 .81
Instruction 7.3 1.1 .91 7.3 1.2 .86
Management 6.7 1.1 .90 6.7 1.2 .86

1 Because this instrument was developed at the Ohio State University, it is sometimes referred to
as the Ohio State Teacher Efficacy Scale. We prefer the name, Teachers’ Sense of Efficacy
Scale.

1 DATA GATH RING INSTRUM NT

Mock D ssertat on Top c- Updated

Has the COVID-19 pandemic changed teacher perspectives on Professional Learning

Communities and collaboration?

If so, how can school administrators expand upon this changed perspective as a

transformational moment for increased collaboration?

I started preliminary research on this topic, in a broad sense, for the Learning in

Adulthood course, but based everything on my opinion rather than hard evidence. I would

appreciate the opportunity to see if my opinions will be supported within survey results

and other researchers conclusions. Also, there has been renewed pushes on

Professional Learning Communities within my school, but much of the focus has

concerned administrative paperwork, data analysis, etc. rather than on relationships,

collaboration, etc. I feel this research could be applicable to the school’s administrative

team as the purpose of PLC’s may expand beyond pre-pandemic status.

Data Gather ng Instrument

The Tennessee Department of ducation in partnership with Vanderbilt University

conducts a yearly ducator Survey, and historical data is available to establish trends.

The survey results are detailed at the State, District, and School level, if 45% of the

teachers respond. Unfortunately with March 2020 COVID-19 closures, only 22% of

teachers participated in the 2020 Tennessee ducator Survey at LaVergne High School. I

would like to focus on those questions which relate to collaboration and Professional

Learning Communities to gather information. I was able to track trends within State and

District data, but would like to go further into the school level to direct administrative

action in my building concerning PLCs, collaboration, and teacher support related to

Dr. Jaocb Bryant
Archival Data

2 DATA GATH RING INSTRUM NT

retention. The questions from the Tennessee ducator Survey related to collaboration

include:

1. Our school staff is a learning community in which ideas and suggestions for

improvement are encouraged. (TN ducator Survey 2020, 2019, 2018)

2. On average, how many hours per week do you spend creating or sourcing

materials to use for classroom instruction including planning time during and

outside of school hours? (TN ducator Survey 2020, 2019)

3. What percentage of this total time is spent on collaborative instructional planning?

(TN ducator Survey 2020)

I would also add specific questions concerning teacher burnout inspired from the RAND

Teacher Survey including:

1. To what extent is each of the following a concern for you right now? Feelings of

Burnout (RAND 2020)

My data gathering instrument will be a survey to LaVergne High School teachers based

on the questions from the Tennessee ducator Survey and other prominent surveys

including RAND, AIR, and TALIS. The TALIS data on fostering collaboration to improve

professionalism is in depth and I am still taking time to fully read all the components of the

research to see how it fits into my topic since it provides international information.

There is emerging research concerning the impact of COVID-19 on educator

perspectives from the University of Maryland’s College of ducation, but much of the

research completed by groups like RAND and the American Institutes for Research, has

focused on student subgroup support ( nglish-Language, conomically Disadvantaged,

Special ducation, etc.) and District/Administrative response from an organizational

3 DATA GATH RING INSTRUM NT

standpoint. It appears there is a focus on how schools mismanaged the pandemic

response, and I would like my focus to surround increased collaboration as a positive

effect of the pandemic.

I set up a preliminary SurveyMonkey Survey based on those questions I would like

to focus on related to PLCs and collaboration. I may have to explore other platforms

based on the limits within the free version of SurveyMonkey. I know faulty may be more

honest in a platform not connected to school login information. You can see the survey at

this link- https://www.surveymonkey.com/r/6PLFQLF I realize I will also need to add

demographic style questions too to analyze the data appropriately and cite the questions.

Resources

American Institutes for Research. (2020). Teaching in the time of COVID-19.

https://www.air.org/resource/teaching-time-covid-19

Hamilton, L., Grant, D., Kaufman, J., Diliberti, M., Schwartz, H., Hunter, G., Messan

Setodji, C., and Young, C. (2020. COVID-19 and the state of K–12 schools: results

and technical documentation from the spring 2020 American educator panels

COVID-19 surveys. https://www.rand.org/pubs/research_reports/RRA168-1.html.

O CD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued

Professionals, TALIS, O CD Publishing, Paris, https://doi.org/10.1787/19cf08df-

en.

https://doi.org/10.1787/19cf08df

https://www.rand.org/pubs/research_reports/RRA168-1.html

https://www.air.org/resource/teaching-time-covid-19

4 DATA GATH RING INSTRUM NT

Patrick, S.K., & Newsom, U. (2020). Teaching through a global pandemic: COVID-19

insights from the Tennessee educator survey.

https://peabody.vanderbilt.edu/T RA/files/T S2020_COVID_Brief_FINAL.p

Tennessee Department of ducation (TDO ). (2020). 2020 Tenne ee educator

urvey. https://www.tn.gov/education/data/educator-

survey.html

Tennessee Department of ducation (TDO ). (2019). 2019 Tenne ee educator

urvey. https://www.tn.gov/education/data/educator-survey/2019-tn-educator-

survey.html

Tennessee Department of ducation (TDO ). (2018). 2018 Tenne ee educator

urvey. https://www.tn.gov/education/data/educator-survey/2018-tennessee-

educator-survey.html

Tennessee Department of ducation (TDO ). (2020). Tennessee educator survey

2020 overview: A report from the Tennessee Department of ducation.

https://www.tn.gov/content/dam/tn/education/data/2020-survey/Combined_Briefs.p

University of Maryland’s College of ducation. (2020). The impact of COVID-19 on

teachers. https://education.umd.edu/research-college/impact-covid-19-teachers

https://education.umd.edu/research-college/impact-covid-19-teachers

https://www.tn.gov/content/dam/tn/education/data/2020-survey/Combined_Briefs.p

https://www.tn.gov/education/data/educator-survey/2018-tennessee

https://www.tn.gov/education/data/educator-survey/2019-tn-educator

https://www.tn.gov/education/data/educator-survey.html

https://peabody.vanderbilt.edu/TERA/files/TES2020_COVID_Brief_FINAL

Research question
Collection Instrument
Not Contained in the Study

Data Measure
References