EDUC 817 Research Plan Stage 1 Grading Rubric Criteria Level ✓ Solved

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EDUC 817 Research Plan Stage 1 Grading Rubric Criteria Levels

Provide a detailed introduction that clearly and concisely depicts a qualitative study. Include sufficient information to prompt detailed, well-supported writing in the final Research Prospectus.

Review related literature that is well-supported and includes all necessary information from the outline/template, including the theoretical framework.

Demonstrate a growing understanding of qualitative research through the introduction and review of the literature sections.

Ensure all headings are present in the correct order as per the template and that red directions have been replaced with pertinent content. Include properly implemented and formatted citations in current APA style that match the references in-text and include a reference page.

All elements of the plan must be edited precisely for grammar, spelling, punctuation, and current APA formatting.

Paper For Above Instructions

The purpose of this research plan is to explore the challenges faced by educators in implementing qualitative research methodologies in their practice. Qualitative research is essential for understanding complex educational phenomena, yet many educators struggle to grasp its principles and effectively apply them in their classrooms.

I. Introduction

A. Problem Statement

The problem is the lack of adequate training and resources for educators in qualitative research methodologies. In many cases, teachers are unaware of how to incorporate qualitative methods into their research practice, which can detrimentally affect their ability to understand student needs and improve educational outcomes (Creswell & Poth, 2016). This study is important because it seeks to identify the barriers educators face and the potential solutions that could foster a more research-inclusive environment.

B. Purpose (focus of inquiry)

The purpose of this study is to investigate the perceptions of educators regarding qualitative research and its application in various educational settings.

C. General Research Questions

  1. What are the perceptions of educators toward qualitative research methodologies?
  2. What challenges do educators face when integrating qualitative research into their practices?
  3. What support structures could enhance educators' comfort and competence in using qualitative methods?

D. Research Plan

The study will be conducted using a qualitative approach. This method is the most suitable for exploring educators' experiences and perceptions regarding qualitative research, as it allows for deeper insights into their challenges and beliefs (Merriam & Tisdell, 2015).

II. Review of Related Literature

A. Theoretical Framework

This research will be grounded in constructivism, positing that knowledge is co-constructed through interpersonal interaction and social contexts (Vygotsky, 1978). This framework aligns with the qualitative focus by emphasizing the importance of context in understanding educational phenomena.

B. Important Thinkers/experts/theorists in this field of study

  1. Patton, M. Q. (2002). "Qualitative Research and Evaluation Methods." This seminal work outlines various qualitative methods and their applications in evaluation.
  2. Creswell, J. W. (2014). "Research Design: Qualitative, Quantitative, and Mixed Methods Approaches." This book is vital for understanding the differences in research methodologies.

C. Related Research

  1. Creswell, J. W., & Poth, C. N. (2016). "Qualitative Inquiry and Research Design: Choosing Among Five Approaches." This study details the practical applications of qualitative research.
  2. Glesne, C. (2016). "Becoming Qualitative Researchers: An Introduction." This resource discusses the journey of becoming skilled in qualitative methodologies.

III. Methods

A. Design (approach) and Rationale

The narrative approach will be employed for this study as it allows for rich, detailed accounts of educators’ experiences (Connelly & Clandinin, 1990). It fits the research aims by facilitating a deep understanding of their perceptions and challenges.

B. Site

The research will take place in a large suburban high school in Virginia, with a diverse student body reflecting various socioeconomic backgrounds.

C. Participants

The study will involve ten educators selected through purposive sampling to ensure a range of experiences and perspectives are represented.

D. Role of Researcher

The researcher, a doctoral candidate in education, brings a background in qualitative research and a passion for understanding educational practices. This perspective may influence data interpretation and data collection processes.

E. Data Collection

Data will be collected through three methods: semi-structured interviews with educators, observation of classroom practices, and analysis of professional development materials related to qualitative research.

F. Data Analysis

Initial coding of interview transcripts will be used to identify emerging themes and trends, followed by axial coding to clarify the relationships between categories (Strauss & Corbin, 1998).

G. Trustworthiness

Trustworthiness will be ensured through member checks, where participants review findings to confirm accuracy, and triangulation of data sources to increase reliability.

H. Ethical Considerations

Potential ethical issues include the need for informed consent from all participants and the use of pseudonyms to protect their identities during data presentation.

References

  • Connelly, F. M., & Clandinin, D. J. (1990). "Stories of Experience and Narrative Inquiry." Educational Researcher, 19(5), 2-14.
  • Creswell, J. W. (2014). "Research Design: Qualitative, Quantitative, and Mixed Methods Approaches." Thousand Oaks, CA: SAGE Publications.
  • Creswell, J. W., & Poth, C. N. (2016). "Qualitative Inquiry and Research Design: Choosing Among Five Approaches." Thousand Oaks, CA: SAGE Publications.
  • Glesne, C. (2016). "Becoming Qualitative Researchers: An Introduction." Pearson.
  • Merriam, S. B., & Tisdell, E. J. (2015). "Qualitative Research: A Guide to Design and Implementation." San Francisco, CA: Jossey-Bass.
  • Patton, M. Q. (2002). "Qualitative Research and Evaluation Methods." Thousand Oaks, CA: SAGE Publications.
  • Strauss, A., & Corbin, J. (1998). "Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory." Thousand Oaks, CA: SAGE Publications.
  • Vygotsky, L. S. (1978). "Mind in Society: The Development of Higher Psychological Processes." Harvard University Press.
  • Lin, T. B., Midgley, C., & Stuart, F. O. (2021). "Making Meaningful Connections: A Qualitative Study of Teachers’ Experiences with Action Research." Teaching and Teacher Education, 105, 103-128.
  • Brown, S. J., & Smith, M. K. (2020). "Reflections on the Utility of Qualitative Research in Improving Teacher Effectiveness: A Review." Educational Research Review, 27, 100-112.

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