If you would find it easier, you can pick one of these titles instead: To what extent has the Web challenged time and space? Does the Web challenge or reproduce social inequalities? Do we live in a network society?
ASSIGNMENT 5
Written Research ProposalFor this assignment, each student will formulate his or her own research study. Remember to consider feasibility, time management, cost, and make it as realistic as possible. There are many ways to arrange the various topics within your proposal. You may use the following as a format or choose something similar. Please make sure that you include the following components:I. Introduction A. IntroductionB. BackgroundC. Theoretical FrameworkD. Statement of the PurposeE. Research question(s) F. Significance of the study B. Delimitations/Limitations of study C. Definition of terms
II. Review of the Related LiteraturePlease re-read the AERA article on the standards for literature review. Please make sure that you are not just describing one research study after another. You should organize the literature review so that it is clearly categorized into themes and provides a summary of what has been done, has not been done, etc. You must include as many of your 50 AB sources as possible (clearly cited within paper, APA style). III. Research Design (Use your text to help you choose the best design that will fit your study based on your readings and what you are learning so far.)Quantitative Qualitative
Introduction Introduction
Research Question Research Question
Research Design Research Design
Participants Participants/Setting
Instrumentation Data Collection
Procedures Treatment of Data
of the Treatment (if any) Provision for Trustworthiness
Data Collection Summary
Data Analysis
Summary IV. References____________________________________________________________________________________________________EDU 8302
Research Proposal Guidelines/Suggested ComponentsFor this assignment students are required to prepare a written research proposal. This proposal should be modeled after a typical dissertation. To aid in the completion of this assignment, a description of sections typically found in a traditional dissertation are presented below. Qualitative formatting is presented first, followed by quantitative.Chapter I [Qualitative]Introduction to the Study
Begin with a brief introductory paragraph. There is no heading for this paragraph. This paragraph also describes the organization of the chapter.Background of the Problem
This section is a brief introduction to the research, based on the literature. First, the problem that will be addressed in the study is introduced with a link to the broader context. Second, broad areas of theory and related research are outlined.
Statement of the Problem
In this section, the researcher focuses the problem and situates the research within theory, policy, or practice supported by the literature. Begin with a paragraph that identifies the topic of the study in a way that appeals to a wide readership. Next discuss within the framework of the topic, a current problem or issue that needs to be addressed. Discuss the published literature on this problem (Think in groups of studies, rather than individual studies). An overview of the literature that will be detailed in the next chapter is appropriate here. Point out gaps or deficiencies in the literature.
Theoretical Framework
Identify and discuss the conceptual base for the study and the foundational paradigm supported in the literature.
The Purpose of the Study and Research Question(s)
The task for the researcher in this section is to pose the purpose of the study and question(s) that is/are general enough to evolve during the course of the research, but yet focused enough to provide direction in the research. Remember, every chapter should include the purpose statement at the beginning stated in exactly the same way!
Rationale/Significance of the Research
It is in this section that the researcher provides a brief discussion of how the research is an important contribution to the field.
Assumptions
Assumptions are those issues or items that are taken for granted relative to this study. An example would be: the study participants answered all of the interview questions openly and honestly.
Limitations/Delimitations
This section clarifies the boundaries of the study. Limitations are those factors that may affect the study and over which the researcher does not have control. This constrains generalizability of findings. For example, a study of English language acquisition among native Spanish speakers based on data from a truly representative sample of this group, would allow the researcher to make generalizations about this to the larger population even though they were not included in the study. However, this could not be generalized to other language speakers.
Delimitations are factors that may affect the study that are controlled by the researcher. For example, delimitation might be that the study included only those superintendents who had been serving in the same district for at least five years. The student will prepare a statement of purpose or intent that clearly sets out what is meant to be accomplished by the study but that also includes a declaration of what the study does not intend to cover and why.
Definitions
Conceptual and/or operational definitions should be provided for terms unique to the study. In all cases, definitions should be grounded in appropriate research literature (not a dictionary!) and cited.Chapter II [Qualitative]
Review of Related Literature
A thoughtful and insightful discussion of related literature builds a logical framework for the research that sets it within a tradition of inquiry and a context of related studies (Marshall & Rossman, 1999). This section should incorporate a tightly-bound and interconnected body of literature that supports the reader in understanding the assumptions and the significance of the research.
Begin the introduction of the literature review immediately after the chapter title do not use a heading – with a restatement of the problem or purpose exactly as it was written in Chapter I. At the end of the introductory paragraph, point out how the chapter is organized. The main topics that are identified should generally be Level 2 headings in the chapter. Be sure to develop an outline for use in writing this chapter and use headings and sub-headings throughout the literature review for clarity.
Other points for attention as you write the literature review:
1. Limit paragraph length to approximately 15 20 lines.
2. One sentence is not a paragraph.
3. Demonstrate to the reader a comprehensive grasp of the field and awareness of important recent substantive and methodological developments.
4. Delineate the jumping off place for your study. How will this study refine, revise, or extend what is now known?
5. Avoid statements which imply that little has been done in the area or that what has been done is too extensive to permit easy summary.
6. Avoid excessive use of quotations. These should only be used when the quoted material is stated in a unique way and can be inserted without breaking the continuity of the writing.
7. Be sure that the literature review covers topics related to all research questions.
8. References cited should be as recent as possible, preferably within 5 years, unless the student is citing seminal research or providing a historical framework. Summary
Once again, the chapter will conclude with a brief summary that directs the reader to the following chapters. In Chapter II, the researcher has reviewed the literature. The methodology is presented in Chapter III. In Chapter IV, the findings are presented. A summary of the study, conclusions, implications for practice, and recommendations for further study are discussed in Chapter V.
Chapter III [Qualitative]
Methodology
The purpose of this chapter is to provide detailed information about the study. Understanding the nature of the design is critical to judging the trustworthiness of the research; therefore, this section must be linked to the previous two chapters in a logical and meaningful way. After the proposal has been defended and the study completed, this chapter will need to be updated with accurate demographic information. Repeat what the study is all about using the purpose statement as it was stated in Chapters 1 and 2. Offer the reader a brief overview of the design. Detail will be provided in the following sections. Do not use a heading for this introductory paragraph.
Research Design
Identify and explain the design used in this study. Support your rationale for this from the literature.
The Participants and/or the Setting
It is in this section that the “who” and the “where” of the research is detailed and a rationale for those choices offered. Some chairs prefer that this is divided into two separate topics.
Data Collection
The nature of data collection methods is described here. Interviews, participant
observation, and artifact analysis are among the array of data collection tools that may be used.
Treatment of the Data
This section describes the analysis procedures that guided the interpretation of the data collected. You may follow a constant comparative analysis procedure, code segments of data and look for themes and patterns that seem to be evident, use a narrative analysis technique, utilize a computer data management program to assist in the analysis, or other analysis process. Support chosen analysis methods by citing the literature.
Provisions for Trustworthiness
Trustworthiness is the extent to which confidence can be placed in the outcomes of the study (Lincoln & Guba, 1985). Describing the multiple sources of data collection, writing an epoche, explaining the audit trail followed in the research process, and using member checks are examples of processes that support trustworthiness.
Summary
This is very brief without citations. It directs the reader to the following chapters as has been done in Chapters I and II.
Traditional Quantitative Research Dissertation
The format for most quantitative dissertations follows the following guidelines; however variations as needed may be made with approval from the dissertation chair.
Chapter I [Quantitative]
Introduction to the Study
Begin with a brief introductory paragraph. There is no heading for this paragraph. This paragraph also describes the organization of the chapter.
Background
This section is a brief introduction to the research, supported by the literature. First, the problem that will be addressed in the study is introduced with a link to the broader context. Second, broad areas of theory and related research are outlined.
Statement of the Problem
In this section, the researcher focuses the problem and situates the research within theory, policy, or practice supported with the literature. Begin with a paragraph that identifies the topic of the study in a way that appeals to a wide readership. Next discuss within the framework of the topic, a current problem or issue that needs to be addressed. Discuss the literature on this problem. (Think in groups of studies, rather than individual studies.) Point out gaps or deficiencies in the literature.
Theoretical Foundation
Identify and discuss the conceptual base for the study and the foundational paradigm supported in the literature.Statement of the Purpose and Research Questions
Be certain to include somewhere a sentence such as: The purpose of this research is . . . REMEMBER, every chapter in the dissertation should include the purpose statement at the beginning. It must appear exactly the same throughout the dissertation! Follow the purpose statement with a few research questions to guide the study’s development.
Rationale/Significance of the Study
Indicate the importance of the study or the need for the study.
Assumptions
Assumptions are those issues or items that are taken for granted relative to your study. An example would be: the study participants answered all of the interview questions openly and honestly.
Limitations/Delimitations
This section clarifies the boundaries of the study. Limitations are those factors that may or will affect the study and over which the researcher does not have control. This constrains generalizability of findings. For example, a study of English language acquisition among native Spanish speakers based on data from a truly representative sample of this group, would allow the researcher to make generalizations about this to the larger population even though they were not included in the study. However, this could not be generalized to other language speakers.
Delimitations are factors that may or will affect the study that are controlled by the researcher. For example, delimitation might be that the study included only those superintendents who had been serving in the same district for at least five years. The student will prepare a statement of purpose or intent that clearly sets out what is meant to be accomplished by the study but that also includes a declaration of what the study does not intend to cover and why.
Definitions
Conceptual and/or operational definitions should be provided for terms unique to the study. In all cases, definitions should be grounded in appropriate research literature.
Summary and Organization of the Study
Chapter I, as well as the other chapters, concludes with a section that delineates the contents of the remaining chapters in the study. Example: In Chapter I, the researcher has introduced the study. In Chapter II, the literature is reviewed. The methodology is explained in Chapter III.
Chapter II [Quantitative]
Review of the Literature
Begin the introduction of the literature review with a restatement of the problem or purpose exactly as it was written in Chapter I. At the end of the introduction, point out how the chapter is organized. (This should be consistent with Level 2 headings in the chapter.) Be sure to develop an outline for use in writing this chapter. Also, use headings and sub-headings throughout the literature review for clarity. Do not use a heading for this introductory paragraph.
Other points for attention as you write the literature review:
1. Limit paragraph length to approximately 15 20 lines.
2. One sentence is not a paragraph.
3. Demonstrate to the reader a comprehensive grasp of the field and awareness of important recent substantive and methodological developments.
4. Delineate the jumping off place for your study. How will your study refine, revise, or extend what is now known?
5. Avoid statements which imply that little has been done in the area or that what has been done is too extensive to permit easy summary.
6. Avoid excessive use of quotations. These should only be used when the quoted material is stated in a unique way and can be inserted without breaking the continuity of the writing.
7. Be sure that the literature review covers topics related to all research questions.
8. References cited should be as recent as possible, preferably within 5 years, unless the student is citing seminal research or providing a historical framework.
Summary
The summary of the literature review is brief and uses the students own words – do not include citations in the summary. Remember, to conclude each chapter with a brief statement of what follows: In Chapter II, the researcher has reviewed the literature. The methodology is presented in Chapter III. In Chapter IV, the findings are presented. A summary of the study, conclusions and implications for practice and recommendations for further study are discussed in Chapter V.Chapter III [Quantitative]MethodologyThe steps in this chapter vary widely depending on the general research design. Once again, this is a transition from Chapter II and should include a restatement of the study’s purpose using the same words as were used in the original problem statement in the chapter introduction. The organization of the chapter should be mentioned here. The introductory paragraph does not have a heading. After the proposal has been defended and the study completed, this chapter will need to be updated with the demographics of the sample, and any other information that describes how the study was conducted.
Research Questions and/or Hypotheses
Hypotheses may be relevant to theoretical, experimental, or causal comparative research, and when you state hypotheses, the reader is entitled to have an exposition of the theory that lead to them (and the assumptions/paradigms underlying the theory). Not all quantitative studies require hypothesis statements, but they do require research questions.
Research Design
Identify and explain the design used. Indicate the steps you took to answer every question or to test every hypothesis. Indicate and define all variables.
Population/Participants
This includes a description of the individuals who participated in the study and the procedures used for selection. Discuss issues of external validity, (i.e., generalizability, probability sampling, random selection, and random assignment, etc.).
Instrumentation
Outline instrumentation to be used. Consider issues of validity, reliability and objectivity. Break the instrumentation into subparts and identify the developer. Pilot study information is generally included in this section.
Procedures
Describe the way in which the study will be conducted so that the relationships between variables can be investigated and so that the study can be replicated.
This is the most detailed section of your study provide enough information about your study so that replication is possible.
Think about the steps involved in your study (from start to finish) as a guide when writing this sub-section avoid superficial details, but do not omit pertinent ones.Include sections for:
Treatment
If a treatment was used, describe in complete detail the treatment and implementation process. Describe procedures to the point of replicability by future researchers.Data Collection Procedures
Describe data collection, controls, human subject protection, etc.Data Analysis
Describe the tools used such as SPSS, EXCEL, etc. and provide a brief overview of tests or types of analyses.
Summary
Conclude with a brief summary and direct the reader to the next chapters as has been done in Chapters I and II.
NUMBER QUESTION NO COVER OR REFERENCE PAGE NEEDED1. Debate It Take a position on this statement: American values are shaped by the mass media. Support your views with two or three reasons and/or examples.2. Debate It Take a position on this statement: Representation of race in the media affects our perceptions of individuals. Support your views with one or two reasons and / or examples. (Cite any sources you referenced.)3. Debate It Take a position on this statement: Media cause individuals to develop negative and unrealistic body images. Support your views with two or three reasons and/or examples. (Cite any sources you referenced.)ESSAY: COVER AND REFERNCE PAGE
Write a 3/4 to 1-page journal entry (approximately 250 words) in which you:
Describe one or two (1-2) experiences with mass media (movies or television) that affected you positively or negatively, explaining when, how, and why.
Complete the page/word amount requirement.
Write with clarity, following mechanics and formatting requirements.
Your assignment must follow these formatting requirements:
Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Check with your professor for any additional instructions.
Include a source page and cover page containing the title of the assignment, your name, your professors name, the course title, and the date. The cover page and the source page are not included in the required assignment page length.
Social media has no place in the courtroom. Critically discuss this statement.
1. Please open this Iris Center file. 2. DiscussionBoard 1.2_Norms_and_Expectations_IrisCaseStudy Unit.pdf – PDF Document (00 KB) 3. Please thoroughly read the first 2 pages of the Introduction, and the STAR sheets found at the end. 4. Based on the “Set Introduction” provided at the beginning, and the “STAR SHEETS” provided at the very end of case studies, review Case Study #1 (Level A – Case 1 on page 5). 5. Think about Ron and link that thinking with what you learned in various required reading articles about how effective classroom management practices directly affect student engagement, attitudes, and performance. 6. Describe how you think student behavior is affected by a teacher-centered versus learner-centered classroom. Then link specifically to Ron and his needs and share examples from Rons experiences. What specific examples from Chapter 2 and strategies from the STAR sheets might you suggest to the teacher to help improve Ron’s behavior? 7. Using the spirit of the Circle of Courage, discuss examples of classroom guidelines (practices, rules) that would promote a sense of belonging, encourage independence, reflection and collaboration for Ron and other students. Specifically share what Ms. Bosco could have done differently when Ron entered as a new student in October. 8. Finally share your insights in a bulleted response to these prompts. Bullet format should not be a mere list, but full sentences incorporating personal voice and thoughts. List 3 things you learned from the components in the STAR sheets and the readings. List 2 things you will definitely use in teaching List 1 thing that you questions, surprised or puzzled you from this information,
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Educators and educational leaders benefit from opportunities to reflect on their professional experience and professional practice. Review the Module 1 reading Developing Future Leaders: The Role of Reflection in the Classroom by Roberts (2008) and discuss why reflection is important in the professional development of educators and educational leaders. What role, if any, will reflection play in your professional development? How might it benefit you? Reference Roberts, C. (2008). Developing future leaders: The role of reflection in the classroom. Journal of Leadership Education, 7(1), 116 130.
Description Understanding Health Information Systems means understanding the diverse systems that can be found at healthcare facilities. By learning about each type of health information system and their use of artificial intelligence, you can begin to understand the similarities and differences in each system. In turn, this information will help you begin to build a strong foundation in the basic understanding of health information systems and the use of artificial intelligence Instructions Create a 56-page document that addresses the following: Perform an internet search to learn more about the following systems found in healthcare facilities -Discuss how AI is used in healthcare information systems -Discuss the types of Artificial intelligence -Discuss the challenges of using AI in health information -Provide a review the Systems Development Life Cycle and detail it phases. II. Perform an internet search to learn more about the following systems found in healthcare facilities; record your finding within your paper: -Lab Information Systems (LAB) -Computerized Patient Order Entry Systems (CPOE) -Radiology Information Systems (RIS) III. In addition to the narrative create a table in MS Word that lists and describes in detail the following information about each system: -Features -Cost -Strengths -Weaknesses -Artificial Intelligence used by the system IV. Explain if each system and its function meet the requirements of meaningful use
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Read Chapter 14 of A Different Mirror by Ronald Takaki, and in a 3 -4 page paper, describe and analyze how Mexican, African, Japanese, Chinese, Jewish, and Native Americans forged national identities, fought racial prejudice and contributed to the political and economic climate of the 20th century.
Transformation Through Educational Experiences in the Stories of Transformative Learning text by Kroth and Cranton (2014). What role has transformative learning played in your ability to complete the Masters of Education Program? What is the role of transformative learning for your students? Within your professional practice as an educator or educational leader, how will you foster transformative learning? Chapter 6: The Structure of the Literature Review Oliver, P. (2012). Succeeding with Your Literature Review : A Handbook for Students. Maidenhead: McGraw-Hill Education.
Preparation, Experience and Accomplishments (2 4 pages) 1.Learning Outcome 1: Critically analyze the historical, social, economic, and political influences on education institutions and practices. 2.Learning Outcome 2: Identify the structures in education organizations that can be mobilized for engagement in practice 3.Learning Outcome 3: Delineate the roles and tasks of education leaders and education professionals in a range of institutions 4.Learning Outcome 4: Apply education leadership theories and research skills that promote accountability and advancement of student-centered education 5.Learning Outcome 5: Identify and analyze legal and ethical issues that arise in education practices and institutions 6.Learning Outcome 6: Recognize and analyze sources of diversity and inequity related to the needs of marginalized individuals/ populations 7.Learning Outcome 7: Write scholarly essays on policy, programs and issues relating to education and education leadership Conclusion (1/4 page) 1.Summary statement of your experience in the program Assignment Expectations MAED Case Grading Rubric Assignment-Driven Criteria (23 points): Demonstrates mastery covering all key elements of the assignment in a substantive way. Critical Thinking (9 points): Demonstrates mastery conceptualizing the problem. Viewpoints and assumptions of experts are analyzed, synthesized, and evaluated. Conclusions are logically presented with appropriate rationale. Scholarly Writing (4 points): Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience. Quality of References and Assignment Organization (6 points): Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work. Citing Sources (3 points): Demonstrates mastery using in-text citations of sources and properly format full source information in the reference list (bibliography). Timeliness (5 points): Assignment submitted on time or collaborated with professor for an approved extension before the module due date. Textbook Chapter 5: Analyzing and categorizing the Literature Critically Chapter 6: The Structure of the Literature Review Oliver, P. (2012). Succeeding with Your Literature Review : A Handbook for Students. Maidenhead: McGraw-Hill Education.
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