Proposed Teacher-Action/Ethnographic Research Project
In this project, candidates
will become familiar with the methodology of teacher-action research in the
classroom setting or ethnographic research in the educational community. Candidates
will develop the plan for a comprehensive teacher-action research
proposal. The proposed project for the
first of two sequential courses will include:
Chapter 1, Introduction (e.g.,
statement of purpose, personal stance, etc.) key research questions;
Chapter 2: Review and
critique of existing empirical and qualitative literature and theory related to
current themes and problems in education (e.g., educational setting,
communities and families of young children), hypotheses (if conducting a
teacher-action research project); and
Chapter 3: Proposed
Method/Plan (e.g., participants, procedure, design, expected statistical
analysis plan).
Candidates build upon the
work in the first course, carrying out the proposed project and writing it up
in a full thesis paper during the second course of the two-course sequence. It
will contain the following chapters:
2. Chapter 2. Critical Review of the Literature Review (8 to 10 pages) (CS:1a,1b,2a,4b,4c,4d;
ET: 1,3,4,5)
Critical Review is an integrated review which organizes and critiques the
literature thematically. The critical review provides background for your major
research question(s) regarding your Independent Project. A minimum of 15 recent,
peer-reviewed sources (within the past decade) are required with some
additional secondary sources. The
following should be incorporated into the review:
Describe the
purpose of the study.
important and relevant literature reviewed, which is the bulk of this section
(use subheadings of topics if needed to organize).
Describe the findings
and limitations of prior work and how your study will address the gaps/extend
the literature.
End with
describing your proposed project with specific hypotheses, which are supported
by the literature reviewed.
Chapter 3. Method/Plan (4 to 6 pages)
What was the purpose of the study? Include independent and
dependent variables. Link the literature research reviewed from chapter 2 with
your final method.
Setting and
Who you
studied and why were these children/families selected.
detailed description of important characteristics of the larger community,
school, and description of the classroom as well as the overall
development/learning of participating children and their families
Recruitment Procedures
How did you recruit children, parents, families
and/or teachers? How did you inform parents? What ethical issues did you have
to uphold and how did you address them (e.g., how did you hand confidentiality
Provide a copy of parent consent form (and/or
other additional consents) where necessary.
Study Procedures/Data
Collection (4a, 4b, 4c, 4d)
did you do? Describe content area/curriculum/lessons/interview
protocol. Provide support for
content area and teaching approach based on research and knowledge of children’s
development and learning.
details of lessons/protocol: When did you do it? For how long? Where did
you do it? What materials were used (e.g., book titles, puppets, etc.)?
did you adapt teaching approach to be culturally sensitive? How did/would
you adapt your approach for children with special needs?
How did
you collect the data (e.g., anecdotal/running records, qualitative
interview, observation, survey, child assessments, case study, etc.)? Note: All students must include
multiple methods and measures. Make sure measures selected relate to
dependent variables, which relate to hypotheses and RQs.
Measures (3a, 3b, 3c)
Present description of each measure in distinct
paragraphs. Include information on each measure chosen:
Why these assessment measures were the best way
to assess children’s behavior/development/performance in content area of
teaching innovation/ethnographic project?
Provide detailed description of measure along
with copy of specific measures (e.g., construct assessment measures, number of
questions/items, rating-scale range if a quantitative assessment, sample
o How
did you know that the measure(s) chosen are reliable and valid/trustworthy?
Describe limitations with the measures (e.g., Cultural/Linguistic sensitivity).
How will/did you analyze the data?
Chapter 4. Results (5 to 10 pages).
Length varies depending on type of research project
conducted and data collected. Summarize quantitative and/or qualitative data
collected. Organize results by research questions/hypotheses.
child behavior/performance prior to, during and/or after innovative
teaching method; describe findings from interviews and/or observations. (CS: 3b, 3c)
and contrast differences in children’s behavior/performance based on the
types of methods and assessment measures used
relevant themes identified on qualitative data, anecdotal/running records
and text should be complimentary, not redundant
Chapter 5. Discussion (5 to 8 pages).
Evaluate and interpret implications of
First, briefly summarize and
describe main findings with innovative teaching method. Then elaborate more on your approach and
findings by linking them to educational research/theory and understanding of children
and self. (5c, 5d)
theoretical/research design issues raised in your review of the
literature in chapter two with the similarities and/or differences in
your findings. Link your findings
to research.
do your findings build on or extend other research (classic and contemporary),
your knowledge of children and families?
may be unique about your findings? Why do you think this occurred?
do findings improve children’s performance/learning and/or parenting,
early childhood school and community, etc.?
project limitations
future research directions
practical/classroom teaching implications
gained about self, content area and the teaching approach as well as
your expected and unexpected views of young children
My professor wants you add more content to the disccusion section and add questions