Pace Institute Bullying In School Research Paper
Question Description
Throughout the next six weeks, you will plan and propose aqualitative research design of your choice, which may (or may not)involve an area of interest for your doctoral dissertation. You willselect a research topic, generate researchable questions, reviewrelevant literature, describe participant selection procedures, identifydata collection methods, address potential ethical problems, anddescribe limitations of your research proposal.
This assignment is the first step toward completing your FinalResearch Proposal in Week 6. Every research project begins with awell-understood topic.
After thinking about a topic area you are interested in researching,conduct a preliminary literature search on that topic using ProQuest,EBSCOhost, or another library search engine. ProQuest has a databasecalled “Dissertations & Theses” that will be especially useful forfinding dissertations that have been written on your topic.
Find the results of at least five studies (including at least twodissertations) related to your topic. Create a table that lists keyaspects of those studies, including: author, date, methodology, methodsused, and key findings. You may want to include the full APA formattedreference entry in your table, or you may put your full reference listin a page following the table. See sample table below for the topic of”student-faculty conflict.
Turn in the following to this assignment by Day 7:
A few paragraphs describing what your topic area is. Tell why this topic is important to you.
Your table of at least five studies, listing authors, date, methodology (fieldwork approach), methods used, and key findings.
An APA formatted reference list of the studies in the compiled table.
Keep adding to your table throughout this course as you will need touse it to write a literature review on your topic in Week 6.
Sample Literature Review Table
[Example Topic: Student-Faculty Conflict]
List all the related studies and how they were conducted, and the key findings:
Author(s)
Date
Fieldwork Approach
Description of method
Findings
Chory-Assad & Paulsel
2004
Quantitative
Surveyed 154 undergraduates in communication courses atmid-Atlantic university. Participation was voluntary and took placeduring class time.
College students’ perceptions of procedural justice in a coursepredicted the likelihood of indirectly aggressing against andexpressing hostility towards an instructor.
Dunn & Gokee
2002
Quantitative & Qualitative
Surveyed 122 undergraduates in psychology classes at a largeuniversity in the Southeast. Used a Faculty-Student Questionnaire togain insight on conflicts with 8 open ended questions asking forspecific instances of faculty-student conflict.
Surveys showed that professors may prevent the majority ofclassroom conflicts by implementing strategies that enhance students’ideas of “fairness”, such as carefully explaining policies early in acourse to prevent misunderstanding later.
Limberg
2007
Qualitative
Office hour appointments at two German universities werevideo-recorded and then written into transcripts. Further examination ofthe transcript followed.
The significance of office hours in academics needs to berethought since time spent during these hours are often not used todiscuss a student academic career. A learner-centered atmosphere has tobe created that helps them become socialized in the academic community.
Titsworth
2004
Quantitative & Qualitative
Observation and Surveying of 104 undergraduate students whoagreed to be placed into a mock classroom where new forms of teachingwere demonstrated in attempt to assist in student note taking.
Students recorded more details and points of a lecture whenlisten to lectures with lower levels of immediacy. The number of detailsand points recorded in notes were strongly related to a student’soutcome.
Banfield, Richmond & McCroskey
2006
Quantitative
Surveying of 288 undergraduate students including an AffectToward Teacher Scale and a Source Credibility Scale after being placedin one of four experimental learning conditions.
Negative teacher behaviors do impact the student’s affect forthe teacher; they impacted each person in different degrees. Thesemisbehaviors had the backlash of students no long wanting to take thatteacher’s classes in the future.
Miller & Harris
2005
Qualitative
Study examined semester long observation, three focus groups of white students from the class, and student documents.
Although students in the class made up a total of sixethnicities, over the semester there were only three distinct groups:Black, White, and Jewish students. Three themes of student communicationemerged about whiteness: white privilege, how to live anti-racistlives, and how to talk about race.
Henze
2001
Qualitative & Quantitative
Data collection included interviews with role groups,observation of classes, questionnaires, plus documents and records from21 schools across the United States.
Outc