ITS 839 Dissertation Seminar Week Four: Institutional Review ✓ Solved
ITS 839 Dissertation Seminar Week Four Institutional Review Board
Chapter One
Introduction
Overview
Background and Problem Statement
Purpose of the Study
Research Questions
Theoretical Framework
Limitations of the Study
Assumptions (reference to informed consent document)
Definitions
Summary
Plan the Chapter
Theoretical Framework
What is the theoretical basis of your study? Leadership theory? Learning theories? Justifies your study and grounds your study in a theory.
Included in your topic proposal in 736.
Research Questions
Be specific. Think about if your question can be answered using statistics. How would you find the answer to the question? What data would you gather? How would you gather the data? Makes it easier to go back and answer in chapter five. Directly link to how you will statistically test your data.
Research Questions: How many research questions should you have?
No set number. Have more than one. Do not have 10!
Research Questions
What is the most common leadership style used by CEOs? What is the best method to teach children in third grade? What teaching tools do teachers prefer to use in the classroom?
Quantitative Research Questions
More than one location. Avoid workplace. Multiple districts. 30 data points. 30 participants in each subgroup.
Use of Surveys
The choice of data collection must be in alignment with the specific research questions and sampling methodologies appropriate to answer those questions.
Sources of Data
State Department of Education, professional associations.
Chapter III: Methodology
Begin with an introduction and restatement of the research problem and purpose. It is appropriate to repeat the problem and purpose from Chapter 1 verbatim.
Research Methods and Design(s)
Describe research method and design(s). Clearly describe the design steps. Demonstrate why the design will accomplish the study goals.
Population
Provide a description of the population, estimated size and relevant characteristics, and justify its appropriateness.
Sample
Identify the sampling method and explain selection of participants.
Materials/Instruments
Include a description of data sources, validity, and reliability.
Data Collection, Processing, and Analysis
Describe the collection, processing, and analyses in enough detail to replicate the study.
Assumptions
Discuss assumptions about the population and design.
Limitations
Describe potential weaknesses to interpretation and validity and measures taken to mitigate limitations.
Delimitations
Describe the study delimitations and scope of data used.
Ethical Assurances
Discuss compliance with research standards and describe informed consent procedures.
Summary
Summarize key points presented in Chapter 3.
Paper For Above Instructions
In the context of advanced academic research, the Institutional Review Board (IRB) plays a pivotal role in ensuring that ethical standards are maintained when conducting research. The IRB’s mandate involves the protection of the rights and welfare of human subjects involved in research studies. This is particularly vital in the field of education and psychology, where research often engages vulnerable populations, including children and students.
Chapter One of this dissertation serves as the introduction, providing a comprehensive overview of the research background, problem statement, purpose of the study, research questions, theoretical framework, limitations, assumptions regarding the informed consent document, definitions of key terms, and a summary outlining the chapter’s structure.
The theoretical framework is rooted in established theories that justify and ground the study. For this research, theories of educational leadership and cognitive learning will be integral, as they align closely with investigating the educational environments and practices in question.
Formulating effective research questions is crucial for the success of the study. These questions should be specific and measurable, allowing for statistical analysis. For instance, one possible research question could be: "What is the most common leadership style utilized by CEOs in primary education institutions?" This question is researchable and can be answered quantitatively through survey methodologies.
Addressing the research methodologies is also essential, as detailed in Chapter III of the dissertation. It is important to select appropriate research methods and designs that correspond to the research questions. Quantitative studies require a sample size sufficient to produce statistically significant results. For example, involving at least 30 participants from each relevant subgroup can enhance the study's validity.
Data collection methods should be carefully chosen based on the research questions. Surveys are often a primary data collection method in educational research. The alignment of the data collection approach with research objectives is crucial. Well-structured surveys can gather data efficiently, and tools such as SurveyMonkey may be utilized for reaching diverse populations.
Potential sample populations for this study may include educators from multiple districts to ensure representativeness across various educational settings. The selection strategies should ensure inclusivity while targeting specific demographics relevant to the study’s aims.
In terms of materials and instruments, a minimum of three credible data sources must be considered. This could include archived educational data, published instruments assessing leadership styles, or newly developed survey tools. Each tool must be validated for reliability, with psychometric properties clearly defined to ensure accuracy in measurement.
The data collection and analysis processes need to be meticulously planned. For quantitative research, statistical analyses such as t-tests or ANOVAs may be utilized to test hypotheses derived from the research questions. For qualitative methods, thematic analysis could provide insights into leadership styles as experienced by educators.
Assumptions underpin the study framework, such as expected participant honesty and adequate response rates. Such assumptions require careful articulation of the measures taken to uphold them during the study.
While every study has its limitations, it is vital to acknowledge them transparently. Limitations could stem from sample bias, instrumentation errors, or external factors affecting data reliability. Recognizing these constraints can bolster the dissertation’s credibility.
Delimitations further narrow the scope of the study, specifying what is included and excluded from the research framework. For instance, focusing exclusively on urban school districts may yield insights specific to that environment yet limit generalizability to rural contexts.
Ethical considerations are paramount, especially when dealing with human subjects. The dissertation will outline the informed consent procedures, ensuring participants comprehend their involvement and the measures in place to protect their data and rights. IRB approval is a prerequisite for launching the study, ensuring regulatory compliance.
Summarily, Chapter Three will encapsulate the methodological rigor essential for successful academic inquiry. Each segment will reflect critically on the alignment between research questions and methodological design, ensuring that the conclusions drawn will have both validity and applicability in educational contexts.
References
- American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
- Best, J. W., & Kahn, J. V. (2006). Research in education. Pearson.
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
- Field, A. P. (2013). Discovering statistics using IBM SPSS Statistics. Sage Publications.
- Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education. McGraw-Hill Education.
- Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Pearson.
- Kerlinger, F. N., & Lee, H. B. (2000). Foundations of behavioral research (4th ed.). Harcourt College Publishers.
- Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice. Jossey-Bass.
- Robson, C. (2011). Real world research (3rd ed.). Wiley.
- Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.