E.
Recommendation as to Which Research Scenario Would be Most Beneficial to the Instructional Setting or Field
Taken together, the foregoing research approaches have their respective advantages and disadvantages, but overall, the quantitative action research approach appears to possess several attributes that make it the most appropriate for the purposes of the type of study needed to improve motivation to read among ESOL students.
1.
Justification in Support of Recommendation. Based on the need to "get the most bang for the research buck," the use of the qualitative case study method appears to represent the most beneficial approach for many ESOL classrooms today. By interviewing several young ESOL learners concerning their experiences with vocabulary instruction and its potential effect on reading, new insights and theoretical views can be propounded. For instance, Neuman emphasizes that, "Case study research raises questions about the boundaries and defining characteristics of a case. Such questions help in the generation of new thinking and theory" (p. 33).
F.
Literature Review: Five Sources that Support the Need for the Recommended Study.
Kartal, G. (2006). Working with an imperfect medium: Speech recognition technology in reading practice. Journal of Educational Multimedia and Hypermedia, 15(3), 303-305.
Reinking, D., & Watkins, J. (2000). A formative experiment investigating the use of multimedia book reviews to increase elementary students' independent reading. Reading Research
Szecsi, T. & Giambo, D.A. (2004). ESOL in every minute of the school day. Childhood Education, 81(2), 104-106.
Wiley, T.G. & Hartung-Cole, E. (1999). Model standards for English language development:
National trends and a local response. Education, 119(2), 205.
References
Burton, S., & Steane, P. (2004). Surviving your thesis. New York: Routledge.
Leedy, P.D. (1997). Practical research: Planning and design (6th ed). Upper Saddle River,
NJ: Prentice-Hall.
Neuman, W.L. (2003). Social research methods: Qualitative and quantitative approaches, 5th ed. New York: Allyn & Bacon.
Noblit, G.W. & Hare, R.D. (1988). Meta-ethnography: Synthesizing qualitative studies.
Newbury Park, CA: Sage Publications.
Szecsi, T. & Giambo, D.A. (2004). ESOL in every minute of the school day. Childhood Education, 81(2), 104-106.
Wiley, T.G. & Hartung-Cole, E. (1999). Model standards for English language development:
National trends and a local response. Education, 119(2), 205.
Zikmund, W.C. (2000). Business research methods (6th ed.). Fort Worth, TX: Dryden Press.
Action Research and Its Key Working Principles Examine the most salient challenges and advantages of the Internal AR person. Based on my readings, action research is a methodological approach to research that provides a useful framework in which effective solutions to seemingly intractable problems can be identified. In sharp contrast to other social science research approaches, one of the main advantages of action research is that it seeks to identify generalizable solutions
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Indeed, it may be argued that action research is uniquely suited to the conditions within the classroom. So reports the text by Ferrance, which indicates that "action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research. It is based on the following assumption. . . teachers and principals work best on problems they have identified for themselves." (p.
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Program Evaluation The difference between action research and program evaluation might seem rather negligible on the surface, but a basic understanding of how action research differs from more traditional research methods also leads to great clarity in understanding the differences in evaluative methods. Action research is essentially a method of formative evaluation, where the evaluation is an ongoing process embedded in the experimental phases of the research; program evaluation is more
Empathy and rapport with subject has to be profound, particularly where the researcher may have a priori thoughts or personal stakes with the matter at hand. If the latter exists, it may be better that she not do the research. Analysis of the research can be somewhat daunting given the vast amount of material (interview notes, tape-recording, jottings etc.) generated by the interviews. The way one goes about this is
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