Total
Purpose of the study clearly and concisely identified.
Purpose of the study identified.
Purpose of the study is unclear.
No discussion of the purpose of the study.
Incomplete
Description of Participants/Sample
Thorough description of participants/sample, including sample selection.
Good description of participants sample and sample selection procedures.
Acceptable description of participants sample and sample selection.
Little, if any, description of sample. No mention of sampling procedures.
Incomplete
Research Design documented with indicators of why this is an appropriate design.
Research Design documented with a general recognition of why this is an appropriate design.
Research Design documented.
No research design indicated.
Incomplete
Data Collection & Analysis
Method of data collection and analysis indicated and explained thoroughly.
Method of data collection & analysis indicated and somewhat explained.
Method of data collection and analyzing date unclear
No method of data collection and analysis indicated.
Incomplete
Results
Tightly focused writing summarizing the results of the study
Generally focused summary of the results of the study
Somewhat focused summary of the results of the study
Scattered random writing without focus on the results of the study
Incomplete
11.5
Analysis
Further Research
Provides multiple directions for further research.
Provides a few directions for further research.
Directions for further research are unclear or inconsistent with findings.
Incomplete discussion of further research.
Incomplete
13.5
Validity/rival hypotheses
Complete yet concise discussion of the validity/rival hypotheses
Concise and generally recognizes most aspects of the validity/rival hypotheses
Validity/rival hypotheses tend to be one-sided with aspects of the validity/rival hypotheses missing.
Incomplete validity/rival hypotheses discussion
Incomplete
15.5
Original insight/Criticism
Insight/Criticism based on fact, research, or scholarly authority.
Generally good evidence given in support of opinion.
Evidence only somewhat supports opinion.
Opinion entirely unsupported.
Incomplete
17
Implications
Complete yet concise discussion of implications of research on practice
Identifies implications for practice.
Unclear implications for practice.
No connection between research and practice.
Incomplete
19
Writing/Style
Writing & APA
Free of spelling, syntax, and grammatical errors. Well-edited material.
APA style applied consistently throughout
Only a few errors of minor significance with grammar and APA
A number of errors. Not well edited.
Many errors. Poor grammar and sentence structure as well as APA errors
Incomplete
21.5
Total
21.5/25
Peer Comments:
Your discussion of the evidence-gathering involved in qualitative research is extremely thorough. You give a good description of the process of coding student interviews and how this qualitative study was conducted. However, it is not clear why the perceptions of bullying accrued in the study are so significant. Why is it so important to understand student ideas about bullying for this particular age group? You record student perceptions of bullies and perceptions of teacher ineffectiveness, but why does this matter? What were the researchers trying to achieve? Were they suggesting a discrepancy between teacher and parental perceptions of bullying or attempting to illuminate bullying behavior that has previously gone unrecognized? Identifying the purpose of a qualitative study can admittedly be more difficult because it is open-ended, but if the researchers themselves were vague about the implications of their findings for practice, this should have been part of your critique. You say that more as well as broader research is necessary, but to what purpose? How can interviewing students in general make bullying intervention programs more effective? What about more specific studies of identified bullies and victims or of teachers involved in anti-bullying programs?
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