T‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍he research purpose of the inquiry The purpose of this basi

T‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍he research purpose of the inquiry The purpose of this basic qualitative study is to explore teachers’ perspectives on the effectiveness of Response to Intervention (RTI) and strategies to improve grade-level third-graders’ reading. The rationale Only about one-third of students in the United States are reading at or above the Proficient level, one-third are reading at the Basic level, and one-third are reading at the Below Basic level (Leu et al., 2014). According to the Get Georgia Reading Campaign (2016), Two-thirds of Georgia’s third graders are not reading on grade level, bringing long-term negative consequences to these children, their families, communities, and the state. Third graders are not reading on grade level despite implementing Response to Intervention (RTI) evidence-based reading practices. Purpose Statement 1. Rewrite the purpose statement The purpose of this basic qualitative study is to explore teachers’ perspectives on the effectiveness of Response to Intervention (RTI) and strategies to improve grade-level third-graders’ reading. The purpose statement should contain: A statement using the following template: The purpose of this qualitative study is to [choose one: explore, describe, understand, explain] the meaning/experience/culture/stories of [phenomenon of interest] in [population/setting]. 2. A justification of why the purpose of your study is suited for the qualitative approach, in terms of: • The phenomena you choose. • The “fit” with a constructivist epistemology and ontology. • The relevance of the naturalistic setting or context to the phenomena of interest. Based on your knowledge of reflexivity, explain your relationship to the problem; and the issues of bias and positionality to be addressed. Include a brief description of the setting and possible sources of data. Qualitative Research Question The research question should incorporate and mirror the purpose statement using the following template: What is the meaning/experience/culture/stories of [phenomenon of interest] in [population/setting]? Part 3 Potential for Social Change Based on your understanding of social change, write two paragraph to describe how the results of your study might contribute to making a difference at a local/community, regional, or national level. Annotated Bibliography (four Articles) Prepare an annotated bibliography that contains a reference list entry in APA style for each of the four articles. Below you will find 1 out of 4 articles Coles-Hart, K. Y. (2016). Teachers’ Perspectives on reading interventions Implemented to low achieving second graders. Walden Dissertations and Doctoral Studies. ‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ References On a new page, list your references formatted in the correct style (Publication Manual of the American Psychological Association (7th ed.). Annotated Bibliographies Example The example annotation below includes the citation, a summary in the first paragraph, the critique/analysis in the second paragraph, and the application in the third paragraph. Gathman, A. C., & Nessan, C. L. (1997). Fowler’s stages of faith development in an honors science-and-religion seminar. Zygon, 32(3), 407–414. The authors described the construction and rationale of an honors course in science and religion that was pedagogically based on Lawson’s learning cycle model. In Lawson’s model, the student writes a short paper on a subject before a presentation of the material and then writes a longer paper reevaluating and supporting his or her views. Using content analysis, the authors compared the students’ answers in the first and second essays, evaluating them based on Fowler’s stages of development. The authors presented examples of student writing with their analysis of the students’ faith stages. The results demonstrated development in stages 2 through 5. The authors made no mention of how to support spiritual development in the course. There was no correlation between grades and level of faith development. Instead, they were interested in the interface between religion and science, teaching material on ways of knowing, creation myths, evolutionary theory, and ethics. They exposed students to Fowler’s ideas but did not relate the faith development theory to student work in the classroom. There appears to have been no effort to modify the course content based on the predominant stage of development, and it is probably a credit to their teaching that they were able to conduct the course with such diversity in student faith development. However, since Fowler’s work is based largely within a Western Christian setting, some attention to differences in faith among class members would have been a useful addition to the study. Fowler’s work would seem to lend itself to research of this sort, but this model is the only example found in recent literature. This study demonstrates the best use of the model, which is assessment. While the theory claimed high predictive ability, the change process that the authors chronicled is so slow and idiosyncratic that it would be difficult to design and implement research that had as its goal measurement of movement in a faith develop‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ment continuum.

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