Draft Quantitative and Qualitative Research Statements



Running head: DRAFT QUANTITATIVE AND QUALITATIVE RESEARCH1Draft Quantitative and Qualitative Research Statements Monica R. WoodsUniversity Of PhoenixDRAFT QUANTITATIVE AND QUALITATIVE RESEARCH2Draft Quantitative and Qualitative Research StatementsIntroductionThere are many factors that attribute to high numbers of low performing students on formal assessments in the K-12 schools in the United States. Educators continue to seek ways ofComment [HL1]: Good use of title; replace with the title of your paper in the concept ment [HL2]: Good introduction. This heading does not have to be included as it is accepted and understood.to improveing the instruction of students so they are prepared for life after high school. Beloware a problem statement and a purpose statement of two problems identified as obstacles in the success and achievement of students in schools throughout the United States. The purpose of this paper is to develop a qualitative and quantitative problem statement and purpose statement aswell as research questions and hypotheses that address current issues of concern in educatingstudents on the pre-college level.Quantitative Statement of the ProblemTeachers in elementary schools struggle to teach standards to students effectively becauseComment [HL3]: Consider adding a statement explaining how the number of courses contribute to the strugggle.they have to instruct 5-7 courses throughout the day (Gewertz, 2014). Elementary teacher shouldbecome more knowledgeable and specialized to teach in fewer content areas in order to fully instruct students(source?). Under the No Child Left Behind (NCLB) Act of 2001, administratorsand educators face excruciating pressure to make huge improvements in student achievement in their schools (Gewertz, 2014). Response to this pressure has led educators to rethinking how schools and classrooms are organized for instruction. The classroom model traditionally followed in most K-6 classrooms of elementary schools across the United States is the generalist model. This model has been criticized by supporters of departmentalization of classrooms citing teacher burnout, job dissatisfaction, and low student performance as a few factors attributed to the generalized classroom model and the need to specialize (Timms, Graham, & Cottrell, 2007).Comment [HL4]: Use more transitional phrases to connect and improve the flow between your sentences.Onthe other hand, aA long time practice in U.S. middle and high schools, departmentalizing,DRAFT QUANTITATIVE AND QUALITATIVE RESEARCH3may offer an effective solution. Departmentalizing is defined as a classroom model where the teacher is responsible for teaching one, two, or three core courses. This model of instruction, also called "specializing or platooning" (p. 1), asks teachers to become experts in fewer content areas while student move from one classroom to another (Gewertz, 2014). Researched data from previous studies show some evidence that promotes positive effects that the departmentalization may have on students' academic performance and job satisfaction amongst elementary teachers (Perrachione, Rosser, & Peterson, 2008; Timms, Graham, & Cottrell, 2007). To what extentWwould turning third and fourth grade elementary teachers into curriculum experts by loweringthe number of courses required to teach each day improve student achievement and job satisfaction amongst teachers?Purpose of the StudyThe purpose of this quantitative study is to take a casual-comparative examination of the differences between an elementary classroom that follows a self-contained, generalist model of teaching to and an elementary classroom where the teacher implements departmentalization orComment [HL5]: You are making the assumption that lowering the number of courses translate into teachers becoming curriculum experts.Also, whether or not the teacher becomes a curriculum expert is an intervening variable. You can deduce this from your results or add as a subquestionComment [HL6]: Consider rephrasing the main question – for example - to what extent would lowering the number of courses that third and fourth grade elementary teachers are required to teach each day improve student achievement and job satisfaction…..Comment [HL7]: You should specifically identify the geography or the region and/or the districts that your will be selecting from. Would you be focusing on a particular district, state, region or the nation as a whole?platooning. This study will select elementary classrooms in a school district that hasdemonstrated low achievement scores on standardized tests continuously and have implemented departmentalizing at the elementary level.Research QuestionElementary-aged students’ behavior is highly impacted by the emotional and social components of the whole child instruction fostered through the relationship between young students and their teachers (Chang and Mu?os, 2008). Teachers in a departmentalized classroom must be intentional in fostering the social and emotional development of their students.DRAFT QUANTITATIVE AND QUALITATIVE RESEARCH4Elementary teachers who departmentalize are “responsible for more students than self- contained” models (Cheng & Mu?os, 2008, p. 133). The success of a departmentalized classroom may ultimately depend on the ability of the teacher to maintain a nurturing relationship and classroom environment throughout the day. The primary research question in this study is:To what extentComment [HL8]: Good questions…consider adding “to what extent” so that your sub-questions imply a quantitative element.Ddoes departmentalizing third and fourth grade classrooms have asignificant impact on student achievement as compared to a generalized classroom model?To what extent Ddoes departmentalizing at the third and fourth level improve teachermorale and job satisfaction in comparison to teachers in a generalist classroom in the same grades?The research hypothesis in this study is formulated to make the following assumptions: H01 There is no significant difference in student achievement in third and fourth grade classrooms that departmentalize compared to generalist ment [HL9]: This is not reflected in your research questions. Consider adding to your research questions or clarifying here.H02 There is no significant difference in student engagement among third and fourth gradestudents who are taught in departmentalized classrooms.H03 There is no significant difference in third and fourth grade teacher’s attitude and perception in an inclusive classroom compared to a classroom that departmentalize.Qualitative Statement of the ProblemAfrican-American students in grades K-12, continue to perform below the proficient level on formative assessments in reading, science, technology, engineering, and math (STEM) (United States Department of Education (USDE) (2014) African-Americans only made up 5% of all engineering bachelor's degrees achieved and entering the field of engineering as of 2010Comment [HL10]: Consider adding this qualifier here as you are not assessing all ment [HL11]: Is teacher satisfaction, the same as attitude and perception? If so, you have to state it in the earlier discussion. Are you using teacher perception to measure their level of satisfaction? If so, state it earlier and be consistent with the terms used.DRAFT QUANTITATIVE AND QUALITATIVE RESEARCH5(NACME, 2012). According to Smith (2014), “4th-grade African-American students scoredpercentage points lower than the proficiency level in Reading and 25 percentage points lower for Math. In addition, 8th-grade African-American students scored on average, 20 percent lower proficiency level for Reading and 16.5 percentage points lower than proficiency in Math” (p. 2). According to Russell (2005), African-American students “score disproportionally lower in science than any other group and avoid advanced science and math courses”(p. 173). Improving proficiency levels in assessments and closing the gap between African-American students' academic performance and their non African-American peer groupscounterparts is essential toleveling the opportunities for entering into STEM fields of study. The National Science Foundation (NSF) (2010) reported that African-American students endure "systematic lack of opportunities and support", and "inadequate teaching, absence of both real-life, hands-onComment [HL12]: Good use of direct quotations. However, in such a short discussion you have used three. Review where you can paraphrase and minimize the use of direct quotations.experiences with STEM materials and positive role models of STEM professionals" (p.12).Identifying contributing factors to the continued low achievement of African-American students in STEM courses is an important step in our society and the world. Failure to prepare any student to achieve according to their abilities and desires hinders progress and continues the pattern of teaching students based on their economical status or ethnicity. Yet, educators continue to demonstrate failure in implementing an effective solution for addressing the needs of studentswho are failing to perform at a proficient level or higher in science and math. African-Americanstudents score low at a disproportionate level compared to groups of other ethnicities and carryComment [HL13]: This main point is repeated here. Consider replacing the direct quote above with the paraphrased version.negative sentiments towards math and science courses (Russell, 2005). Examining data that mayshow shifts in the attitudes of African-American students about STEM subjects or STEM occupations is a necessary step to address issues that attribute toimpact the integration of STEMconcepts in the elementary classroom at the elementary level.DRAFT QUANTITATIVE AND QUALITATIVE RESEARCH6Purpose of the StudyThe purpose of this qualitative case study is to explore the attitudes and perceptions ofComment [HL14]: What type of sampling?African-American elementary students taken from a sampling school district within UnitedStates where formative assessment scores are consistently falling below proficient. This research will examine the STEM associated attitudes of students who are in a STEM integrated programsas well as students. This study will also examine the STEM associated attitude of students whoare not in STEM integrated programs. If students fail to see the value in these courses, it is likely that they will continue to stay away from high-level courses in math and science that will place them in a better position for opportunities in the science, technology, engineering, and math fields (Russell, 2005). The ability to compare the attitudes and perceptions of African-American students who participate in a STEM integrated program with students who do not participate in a STEM program may be a valuable tool for educators and other stakeholders to reflect upon andComment [HL15]: Your study is to identify the factors; it would not directly drive the instruction.identifyevaluate. Such examination wouldfactors that may drive classroom instruction towardeffective, motivating attitudes and an increase in students' understanding of science, technology, engineering, and math (STEM) content that will increase students' knowledge, interest, andability for consideration of STEM careers. Participating students and teachers will be selected byclassrooms from the recommendation of the school administrator within the selected schoolComment [HL16]: What are the limitations of using a selecting or purposive sample?district.Research QuestionsAfrican-Americans have historically faced barriers to academic achievements visible in the schema as described by Russell (2005) as “standardized testing, “between-school”, and “within-school” segregation in “so-called” integrated school systems” (p. 172). Such factors that further impede the achievements of African-American students include being tracked intoDRAFT QUANTITATIVE AND QUALITATIVE RESEARCH7low-ability groups and being omitted from advanced or gifted classes limiting their opportunities for quality precollege STEM exposure. The data collected will be used to identify major factors that contribute to the disparity of African-American elementary students’ achievement in STEM related courses and activities. With this in mind, the primary research questions within this study are:What key factors contribute to low achievement scores for African-American students in science, technology, engineering, and math (STEM) related formative assessments?Do kKindergarten, first, second, third, and fourth grade African-American students whohave been exposed to meaningful STEM instruction or activities display a positiveattitude towards science, technology, engineering, and math compared to those who have not?These questions will reveal the educational progression of African-American STEM achievers and spotlight the relevant experiences that promote meaningful experiences that draw interests in the science, technology, engineering and math fields.ConclusionAlthough there have been various efforts by administrators to improve instruction in the classroom, students continue to perform at a low level of proficiency on formative assessments in science and math in the United States. African-American students continue to perform at an even lower level of proficiency than students of other ethnic groups. This qualitative study seeks to examine key factors that promote or discourage African-American students to pursue studying or selecting careers in STEM fields. An examination of quantitative data will be used to derive meaningful, relative practices of teaching in the elementary classroom. Motivating students to learn is key to changing the trajectory of students' formative assessment scores from lowComment [HL17]: This is a bit wordy consider revising. You highlighted elementary school in your earlier discussion so be ment [HL18]: It appears that this does not capture the full essence of your research question:Your previous discussions appear to ask:What factors contribute to positive student perceptions in elementary school STEM integrated programs?What factors and perceptions prevent students from engaging in elementary school STEM integrated programs?achieving to proficient or high achieving. Transitioning teachers from generalists to experts to specialize in fewer content areas may provide effective instruction and motivate student learningComment [HL19]: Good conclusionthat leads to student engagement and ment [HL20]: References should start on a new page.ReferencesAdeyemo, S. A. (2012). The relationship between effective classroom management and student academic achievement. European Journal of Education Studies, 4(3), 367- 381.Retrieved from tail?Chang, F. C., Munoz, M. A., Koshewa, S. (2008). Evaluating the impact of departmentalization on elementary school students. Planning and Changing. 39(3/4),131-145.Gewertz, C. (2014, February). 'Platooning' on the rise in early grades. Education Weekly, 33(21), 1-17.Retrieved from , B. A., Rosser, V. J., & Petersen, G. J. (2008). Why do we stay? Elementary teachers’ perception of job satisfaction and retention. Professional Educator, 32(2), 25- 41.Russell, M. L. (2005). Untapped Talent and Unlimited Potential: African American Students and the Science Pipeline. The Negro Educational Review, 52(2-3), 167-182. Retrieved from EBSCOhost.Timms, C., Graham, D., & Cottrell, D. (2007). “I just want to teach”. Journal of Educational Administration, 45, 569-586. of Phoenix (2015). Transforming attitudes and lives: Liberating African-American elementary and middle school students in out of school time stem education. Retrievedfrom the University of Phoenix, RES/711 Fundamental Principles of Research Design website.U.S. Department of Education. (2014). U.S. department of education. Retrieved from. Department of Education. (2015). No Child Left Behind. Retrieved from of Phoenix MaterialWritten Assignment Feedback FormStudent/Group Name Date Course Res 722Assignment HypothesesContent and Development 6 PointsPoints Earned 5.8/6Additional Comments:All key elements of the assignment are covered in a substantive way :Research questions and hypothesis aligns with the revised problem and purpose statements and the theory.Hypothesis or hypotheses:Provide(s) tentative answer or prediction to research question(s)Illustrate(s) the direction of relationship between clearly identified independent variable(s) and dependent variable(s).Are falsifiableIdentifies applicable conditions for any causal proposition.Research questions and hypotheses maintain match of the units of analysis from the evidence and purpose.Problem and purpose statements are aligned Statements submitted to each team forum as required.Very good discussion of the research questions and hypotheses. See ways to continue to improve and to hone your alignment within your study.The content is comprehensive, accurate, and persuasive.The paper develops a central theme or idea, directed toward the appropriate audience.The paper links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic and previews major points.The conclusion is logical, flows from the body of the paper, and reviews the major points.Readability and Style1.5 PointsPoints Earned 1.5/1.5Additional Comments:Paragraph transitions are present, logical, and maintain the flow throughout the paper.Very good flow. Avoid repeated information.The tone is appropriate to the content and assignment.Sentences are complete, clear, and concise.Sentences are well constructed, with consistently strong, varied sentences.Sentence transitions are present and maintain the flow of thought.Mechanics1.5 PointsPoints Earned 1.4/1.5Additional Comments:The paper, including tables and graphs, headings, title page, and reference page, is consistent with APA guidelines and meets course-level requirements.Good adherence to the APA requirement. See minor inconsistencies in your paper.Intellectual property is recognized with in-text citations and a reference page.The paper is laid out with effective use of headings, font styles, and white space.Rules of grammar, usage, and punctuation are followed.Sentences are complete, clear, concise, and varied.Spelling is correct.Total9 PointsPoints Earned 8.7/9Overall Comments: Very good discussion of research questions and hypotheses as well as revisions and alignment of your study. See comments on improving your work. ................
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