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DIRECT PRACTICE IMPROVEMENT PROJECT PROSPECTUS
DIRECT PRACTICE IMPROVEMENT PROJECT PROSPECTUS 13
Direct Practice Improvement Project Prospectus Comment by Dr. Danielle Rowell: You do not properly cite. There are no quotation marks used in your citations. PLs see this site for help:https://owl.english.purdue.edu/owl/resource/560/02/ Comment by Dr. Danielle Rowell: I think some of your sections are out of order and I think you are missing sections. Pls see and follow the template. Comment by Dr. Danielle Rowell: Make sure that you have the sections in the correct order in adherence with the template. Comment by Dr. Danielle Rowell: Put this entire document back in template format
Submitted by
Elizabeth C. Lebron
Grand Canyon University
June 28, 2017
Direct Practice Improvement Project Prospectus
Introduction Comment by Dr. Danielle Rowell: Pls double space the entire document in accordance with the template formatting requirements. Thank you. Comment by Dr. Danielle Rowell: Intro should only be 1 paragraph as per the template. The gap is not clear. Pls follow the template. Comment by Dr. Danielle Rowell: This is riddled with grammatical errors, awkward sentences, incomplete sentences. It is very difficult to read. I will get through it as best as I can but be aware that this must go to an editor before I see this again. I will not comment on the editing issues from this point forward. Pls hire an editor. I will try to go through the major components but be aware that since this is so error laden that I will not be able to give you the most thorough review until you fix these issues and improve the readability. OK? Thanks.
Living in the foreign country is one of the interesting things if the people met with good circumstances but the same leading to the bring alienation and bitter isolation. There come unexpected occurrences that can cause the instability to the most stable individuals. Causing them to be so much alienated and losing their capabilities, the case is worse if discussed for students that are aimed to study in foreign countries. It is always thought that foreigner students that the minority of the state or the class or at the equal place that they have the same socio cultural norms and the things, they have equal opportunities like natives but the facts go to some other way. The difference of socio cultural has the diverse effect on the education system that affected the minorities. Researchers (John & Stage, 2014; Meral & Turnbull, 2014; Thornberg, 2014; Worrell, 2014) have argued that variation in cultures tend to unlevel the ground making it difficult for some students to catch-up to others. Life in abroad is stressful for individuals but at the same time create new stress. The international students are expected to adjust to the new situation on quick basis but it might not occur necessarily. If the students are the culturally little variant form present country they may adjust and give good results. But on practical grounds there exist a huge gap of what is existing as the situation is more different that causes the minority students to catch up others. This may cause a kind of conflict among international students that due to the new culture and new people. The minority students affected by many differences are suffered from alienation but they trying to catch up the existing circumstances. In doing so they get the victim of home sickness, loneliness, and isolation and not have any solution how to get rid of it. These further contribute to students feeling of alienation that led them to show the results that are very low from their expected capabilities that nobody was expecting. Comment by Dr. Danielle Rowell: This is a very awkard sentence. There are many of them throughout the document. Please have an editor read through your next draft before sending it in to find and fix all of these grammatical errors and awkward sentences. There are many. Comment by Dr. Danielle Rowell: Like? Cite? Evidence? Comment by Dr. Danielle Rowell: Incomplete sentence. Comment by Dr. Danielle Rowell: Awk sentence and no evidence.
For instance, the students who come from minority communities have the tendency to feel that the mode of presentation of facts and concepts is alienating. This flows from generation to generation. This has been reported right from the kindergarten level to colleges around the United States (Krueger, Tran, Hummer, & Chang, 2015; Terry, Connor, Thomas-Tate, & Love, 2010). According to Worrell (2014), the alienated students have ended-up having the reluctance to maintain the acceptable behavior while in school, and this has actually complicated the challenges that the education fraternity has to deal with
When the students act-out, even the normal socialization is derailed and ethnocentrism is inculcated (Terry et al., 2010). Other hints, which indicate that the students are uncomfortable with school, including increased cases of absenteeism and truancy, violence, lower test scores, and gang activity. This kind of situation may be due to cultural, linguistic differences, biasing for the international students, the factor of color and economic status of the students. Many students leaving without handsome amount and facing other issues of being a minority make them stressed and alienated.
It is for this reason that school authorities and other legitimate stakeholders ought to find the ways and means of instilling a sense of belonging as well as connectedness among the students. By ensuring that facts, concepts, and other learning activities are accommodating; emotional insecurity, discomfort, feelings of ostracism, and instances of incivility would be mitigated (Hayes & Van Camp, 2015; Jamal et al., 2013). It is in this regard that the proposed study is to evaluate the influence the emergent curriculum on creating meaningful learning experiences. They are interested in creating the opportunity for creating something more interesting for the students that help them to attain the future help for the experience relating to studies as well as the life related issues. This will help in the development of the strong relations between students and teachers and their related problems.
An emergent curriculum is the education philosophy where the focus is on the interest of the students, in which area of study the students are interested or which field they must precede the future study in order to achieve better results and this is achieved through relationship building, active participation as well as coming-up with adaptable and flexible methods of teaching (Krueger et al., 2015). The emergent curriculum providing the base to the students especially the minorities where they attain the life experience and skills either to the studies or those that are necessary for life. If moving forward this thing is not easily attainable for the case of minorities as this the after the result of the bond of the strong relationship between student and teacher that needed to be established. The minorities are left with this facilities and falling the differences of the minority, social, cultural and color that affecting their personalities that instead of growing getting damaged.
Background of the Problem Comment by Dr. Danielle Rowell: No comments now. I reserve the right to add additional detailed comments in this section after all of the editing and grammatical errors are fixed in the next draft.
In spite of the passage of the laws such as No Child Left Behind Act, it has been concluded that achievement gaps still persist among schools and students (Meral & Turnbull, 2014). It has been concluded that historically, the students facing the highest risk of being alienated are those who have appearances, cultures, languages, familial structures, and values which may not be corresponding to the mainstream society (Hayes & Van Camp, 2015). These differences appearing as the huge giant for the individuals that are known to be minority students. The students instead of flourishing lose their capabilities and not able to show the good results. This is the good product of the socio cultural differences that is the basic biasing factors for the minority. Most of the schools in the United States had been designed them to serve, support, and propagate European (and mostly English) culture; and this is no-longer agreeable to a significant number of students of color (Krueger et al., 2015). The study is oriented for the sake of pointing how the students are affected by alienation, different factors affecting their personal lives as well their academics and how their situation can be improved. The concept of alienation of the minority students over dominating the literature and history as well dealing the five variants like alienation, powerlessness, meaninglessness both as the subject of alienation for the student. This concept is overcoming the literature and history. The previous study is the great tradition and offering more conductive and empirical analysis.
The fate of the current generation of students as well as that of the United States is set to be determined by the manner in which the changing trend in schools is assessed and accommodated (Hayes & Van Camp, 2015). As of 2014, the number of students of color became dominant in public schools. This has been caused by the doubling of the population of Hispanic students over the last two decades, and a 56% increase in the number of students who happen to be of Asian descent. While there has been the increase in the number of American Indian and Black students; that of the White students has fallen by around 15 % over the same period of time. The majority-minority is a phenomenon that can no longer be overlooked (Kothari & Ravi, 2016; Maxwell, 2014). Indeed, it follows that if the mode of teaching and learning is not repackaged, it is the new majority that will be facing alienation in classrooms. This is particularly in such states as Arizona and California (Elstad et al., 2012).
Researchers such as John & Stage (2014) and Thornberg (2014) have indicated that a holistic approach to education would require the teachers to come-up with child-initiated, collaborative, and responsive teaching formula. Though all educational policies and strategies are developed by the educational administration of country and students or teachers have no authority to modify or any kind of amendment but they have full choice of taking what suit you most. They ought to act as facilitators who take into account whatever they hear and see, and their role should be that of enabling the students to dig deeper, construct, and further their knowledge. This is why nonverbal communication is important in teaching and learning, and the current over-emphasis on the correct answer approach ought to be replaced with such methods of reasoning as induction, abduction, and deduction. This is far much deeper than mere memorization, and it promotes understanding. See the last comment. A holistic approach is where the curriculum happens to be constantly developing as opposed to being devised well in advance. Hayes & Van Camp (2015) has argued that with a dynamic and non-repetitive curriculum, the teachers’ thinking is reconciled with the students’ learning. The views of such recognized theorists as Piaget, Dewey, and Vygotsky support the idea behind emergent curriculums (Krueger et al., 2015; Meral & Turnbull, 2014). But the main thing to be focusing is a development of the situation where the students may pull out of alienation to the most prominent student where they can equally show their capabilities. The modern society breaking up the small units that people think to their connection to the larger society, in a similar way going to be analysis is to be done based on the student relationships to the bigger society eliminating the gap difference. The gap is destroying the minority’s attitude for now and these differences of the society at the end resulted in only destruction, our analysis to save these minorities in the United States and create the situation that may lead them to work effectively.
Theoretical Foundations and Review of the Literature/Themes Comment by Dr. Danielle Rowell: No comments now. I reserve the right to add additional detailed comments in this section after all of the editing and grammatical errors are fixed in the next draft. Comment by Dr. Danielle Rowell: You need to synthesize the material it should not read like an annotated bibliography cut and pasted together.
Jamal et al. (2013) argue that there is a significant achievement gap between the students from the mainstream society and those from the minority groups. According to Terry et al. (2010), part of this is due to the fact that the society and the education system had been modeled in favor of the European culture, and this is contradictory to the perspectives, which Asian, Hispanic, African, and Native Americans have towards life in general, and education in particular. Doh (2010) suggests it is the primary duty of the education and school officials to improve the learning environment and accommodate the changing dynamics. The international students that try to seek knowledge from the United States they have to suffer a major problem of alienation as the whole system is designed for the one nation but not the whole community of the world. Isik-Ercan (2010) concurs with Doh and goes ahead to suggest that the stakeholders in the United States may learn from the mistakes and/or successes in other countries in regard to how disparities in the school systems have been handled.
A great deal of the research is conducted on the alienation and students that are needed to be considered most pertinent to the research. The students contain alienated features of being large social system and appropriate place of alienation. The students were judged by the way of powerlessness, social isolation and meaninglessness variant that were observed at the group of students at United states with the similar studies as conducted by the mother education for pointing the alienation so observed the alienated study in minority students in the United states. The owie (Owie, 2012) noted the incongruence between social expectations and social reality existing for the case of foreign students to the social isolation. The alienation feeling uneasiness which reflects the self-exclusion from social and cultural participation. The analysis has shown that there exist various kind of alienation that affecting different students having their relationship with the on academic people and the individual’s reactions to the related work.
Isik-Ercan (2010) continues to assert that if the emergent trend in the school enrollment were ignored, the academic situation in America would turn out to be much worse than is the case in many other countries around the world. He presents the case of Turkey where he indicates a scenario where disorientation failed to be addressed and hence led to many minorities preferring taking their children to international schools or leaving the country altogether. Luckily for Turkey, the mainstream society will continue to dominate such minorities as the Jews, Albanians, Armenians, the Greeks, and the Poles. While the majority-minority has become a reality in the United States, a similar scenario may never be witnessed in Turkey as well as several other foreign countries (Isik-Ercan, 2010; Meral & Turnbull, 2014). Kruege et al. (2015) are of the view that even though factors such as religious, cultural, and economic backgrounds influence personalities and hence the reasoning while attending schools; the use of the emergent curriculum on a par with each other Butucea (2010).
Theoretical foundations avail an adequate basis for the completion of the proposed research that can be accomplished by the psychological studies of alienation. Here the minority of student is taken as the people feeling alienated, as alienation of values in small groups prefer to destroy the groups (Scot, 2013), where Roy gathered all the scale that helped in the measurement of the alienation and condense the central scale maintaining the reliability of the process. From the selected number of students, it has been observed that student was true presenter of high internal consistency. There exist the way of the new method of research where the analysis of the student was done on the same issue after the gap of some years, it was found that at the start the alienation of the minority was for many things personal but later on it turned to be social. The alienation resulted in the feelings of the oppression and related life events and self-delusion was common for them. For the sake of analysis, the alienation is considered as the social and appeared as the most negative thing for an individual. In mid twenty century, the united state public education has been changed to the product based education, the school reforms over past sixty years have the alienation from of the students from low socioeconomics background and the teachers by the increment of the federal regulation that totally ignored the hurdles that many students may meet. The federal Controlled started by the court against the segregation of the public schools in United States. The federal interest takes the money that intended to contribute to the local agencies and the related money as taken from the formerly independent area. The interest of the federal control intended to be indicated in the next decades, where the students and the teacher are the effectiveness of the alienation. The analysis has shown that one-third of the students are finding them as the misfit for the system and the reason is the alienation. The federal authorities have taken the educational policy where the teachers are needed another role of professional autonomy and large voice in educational policy and programs. The professional power of the teachers may be raised to the greater number, there must be a prevailed system of that may meet the view and needs of the system that minority may have.
These include the Interactions Theory of Education, Cultural Deprivation Theory, as well as Conflict Theory. In regard to interactionism, there are two views, which need to be considered. These include the argument that human behavior is impacted by such external forces as the culture, familial background, economic status, as well as religious beliefs (Elstad et al., 2012). There are researchers who feel that the opposite is true, and hence the individuals themselves are able to construct their personalized perspectives while reducing the influence of outside influences on ability. Sociologists in favor of the personalized perspectives are referred to as integrationists (Jacob & Kuruvilla, 2012). As pertains to this study, therefore, interactionism indicates that if the teaching methods are adaptive and flexible, individual students are given the chance to create the learning experiences, which are meaningful to them. They are then able to understand and brainstorm and hence reduce the widening knowledge gap (Kothari & Ravi, 2016; Maxwell, 2014).
Marxists argue that every time conflicts happen within the society, a new order emerges. The schools’ environments in the United States are experiencing conflicts since diversity in classrooms has not yet been accommodated with the emergent curriculum, and this has started to spill over to the society in general (Thornberg, 2014). The students from the minority communities may be having adequate potential, but there are hindrances towards having it tapped and expanded. It is as if the order in schools and in classrooms is sustained via domination as opposed to having a consensus-based learning (Finlayson, 2010). The proposed study will seek to determine if the students’ fate is sealed by their backgrounds.
If that were the case, the current zero-sum game would be justified since it would mean that arriving at a consensus where multiple parties are able to gain simultaneously would be difficult.
According to the Cultural Deprivation Theory, basic skills like values, attitudes, and personalities are first acquired within the setting of a family. Personalities influence learning strategies as well as learning outcomes. For instance, Palmer (1991) suggests that there are five personality views, which influence information behavior. Information behavior is the manner in which individuals need, seek, give, and manage information within different settings. The personality views include being non-seekers, long and wide ranges, the unsettled self-conscious seekers, the confident collectors, as well as hunters. The teachers ought to appreciate the possibility of having all these categories of students within their classrooms, and they could gain if they determine how backgrounds impact on the learners’ perspectives (Dallavis, 2011). Like similar to the policy of federal system the professional power of the teacher must be added to the plan, where they have the significant large voice for the project. Stretching more classroom resources and providing more teaching facilities, the way teachers may properly lead the students developing a strong relationship to minority students as well. This is beneficial for both the education system as well as for the minority students that are spending lies at great risk. The student needs proper environment of study but at present case, in the crowd of so many people they are considered them as alone and could not perform well. Their problem can well settle by including teachers to their relevant studies.
The review of literature has revealed a pattern consisted of the following items : Comment by Dr. Danielle Rowell: No comments now. I reserve the right to add additional detailed comments in this section after all of the editing and grammatical errors are fixed in the next draft.
• John & Stage (2014) argues that whenever holistic orientation is overlooked, the minorities are unable to make progress. Holistic education is meant to prepare individuals in a manner that enable to them solve their life and academic challenges in an effective manner. In essence, you people are facilitated to learn about pro-social behaviors, healthy relationships, social and emotional development, resilience, as well as about themselves. Students from certain communities get confused when they start schooling since much of the current education system ignore aspects of the holistic education. Therefore, there is a conflict between what individuals learn at home and the kind of teaching happening in school. Minority communities are notably spiritual and communal, and these are not the kind of things being taught in the current mainstream education system. Unless the differences are reconciled, the students may find it difficult to connect the imagined with the practical; which in essence would mean that understanding is impossible. This is a scenario that has been explained by an Anthroposophy-based view, which is called Waldorf education. This view was introduced by Rudolf Steiner (1861-1925) (John & Stage, 2014). The Waldorf is not good for greater number of students not giving training of the real world system for example they don’t allow the students to use computers or making the students to inconsistent with the real world.
• Thornberg (2014) argues effectiveness in classroom-based cross-cultural communication needs an understanding of non-verbal communication. Indeed, interpersonal communication is always influenced by non-verbal cues; and the cues are important components of the participants’ messages. Even though there are universal von-verbal messages, the interpretation of factors such as touch, appearance, space, time, and body language is mediated by the individual’s culture (Finlayson, 2010). For instance, Mexican and Puerto Rican children tend to avoid eye contacts with the adults in case they are reprimanded (Meral & Turnbull, 2014; Saleh, 2012). In an American classroom situation, this would signal disrespect on the part of the students. Therefore, a miscommunication happens as a result. Similarly, several cultures, which are natively Middle Eastern, Native American, and Asian consider it being rude and disrespectful when a listener makes an eye contact. This is attributed to the studies by Ralph V. Exline (1922-1993), Robert Rosenthal, and Clara Mayo (Jacob & Kuruvilla, 2012; Kapadia, 2013). Failure to look someone in the eye does not necessarily mean that the child is not paying attention. Cultural misapprehensions by the teachers as well as the fellow students contribute by increasing the knowledge gap since entire groups of learners are pushed to the fringes. This is in line with the research work by psychologists and researchers like Janet Dean Fodor (born in 1942) and Michael Argyle (1925-2002) (Isik-Ercan, 2010; Krueger et al., 2015).
• The culture of the correct answer as opposed to that of explanation is another major issue, and this is according to Thornberg (2014) and Meral & Turnbull (2014). It ought to be appreciated that in many of the minority cultures, individuals are taught to conduct situational analysis and make their inferences in the most appropriate manner possible. With the current education system, most schools emphasize on memorizing. The goal of addressing this point is to establish how constructivist classrooms can be created or formulated, and this is where the students and their teachers perceive knowledge as being dynamic as opposed to being static and restricted to unexplained and possibly ambiguous answers (Kapadia, 2013). The approach taken by the proposed primary study is that instead of insisting that the students memorize unclear facts, it would be advantageous to help them come-up with the ways and means of solving scenarios in an objective cycle of inductive and deductive reasoning. The psychological evaluation of the population of a school is done on the clear basis that means there must is 15 percent voice of the teachers that may generate the suitable results. The teachers not letting them protesting instead under the federal act take the authority of making changes in the educational system that are beneficial for students. The teaching council possessing the members of teaching staff of whole public school must create the policy where the international student’s problems, their adjustment to the new society, student teacher better relationship must be considered. This is way deeper than just knowing that certain facts and concepts exist. Being able to reason-out is having a clear understanding of the subjects in question (Saleh, 2012).
• Bosworth, Ford, & Hernandaz (2011) indicate that the issue of the critical mass has significant effect. Being fewer in number means that several students from the minority groups rarely master the courage to make contributions like everyone else. An appropriate reference with regard to the issue of the critical mass is the evaluation of the Fisher v. University of Texas at Austin, a Supreme Court battle between the White students who had been denied admission on the basis of race. The Supreme Court has since argued that the critical mass argument by the university is constitutional since it has met the three most important controlling principles. Even without going into the details of the arguments and the decision by the Supreme Court, it is evident that the university was justified in arguing that most students are derailed in their studies whenever they fail to be in the company of a sufficient number of individuals and try to adopt them in the existing environment of the university. Instead of keeping relationship to only your kind take steps for developing relations for many who are in your surroundings.
• Jamal et al. (2013) asserts that perceived discrimination, together with the ‘non-representative’ common-core education system are also part of the issues, which need to be addressed if the levels of education amongst the minorities are to improve. Discrimination and common-core are hoped to place everyone at the same level, which is not the case in reality. In extreme cases, perceived discrimination tend to trigger depression. Becker (1971) presents a theory he refers to as “taste for discrimination”; and even if he was addressing work-related settings, the same applies in education. With regard to the “taste for discrimination”, the primary study will be addressing four types of discrimination. These include the subtle, automatic discrimination, or unconscious discrimination; statistical discrimination, which is also known as profiling; discrimination on the basis of biased institutional-based processes; and intentional, explicit discrimination (Becker, 1971).
Problem Statement Comment by Dr. Danielle Rowell: Must only be one paragraph pls refine and condense.
It is not known how exactly variation in socio-cultural practices cause disparity in education. The social and cultural difference can be treated in mega basis as these are two affects that is the biggest source of differences. The difference of society cause the difference of the cultural and this variation generates the biggest results. Societies where socio-cultural practices are less pronounced between the members of different communities are able to reduce disparity in education a lot better than in cases where the practices are more pronounced. The socio cultural differences in the society causing the problems of education where our research is oriented around how the socio cultural diversity affecting the minority students causing them to lose their performance and proper plan for the dividing authorities in educational system may reduce this problem.
Turkey was significantly a multicultural society during the early and mid-1900s. Indeed, this was also the case in schools where the Greeks, Jews, Armenians, and others interacted freely with everyone else and pursued education with relative ease. Since then, a lot has changed; and many people argue that the society has become increasing intolerant. At the moment, the number of non-Muslims in Turkish elementary schools is less than 15 percent, and this is actually dropping. Comment by Dr. Danielle Rowell: Why are you discussing turkey remove entire paragraph what is the significance to your research? You are not researching turkey…..
In the United States, and as it has been concluded that the minorities feel disoriented and sidelined (Hayes & Van Camp, 2015; John & Stage, 2014; Krueger et al., 2015; Meral & Turnbull, 2014; Thornberg, 2014); and this is one of the challenges which need to be addressed if, indeed, the promise of the No Child Left Behind Act is to be realized. There have been several arguments that disparity could be based on misunderstandings. Others have indicated this could be based on deeper issues. Clearly, there are inconsistencies with regard to conclusions and recommendations by researchers. A problem that has not even been defined cannot be corrected in a realistic manner. It is based on these indications that the proposed seek to address the subject in further details. The point is now clear and the thing we have to focus is the alienation of the minority, the amendment in the basic structure of education system of the state and following the specific model along with the qualitative analysis that is oriented around the need of students.
Clinical Question(s) and Phenomenon Comment by Dr. Danielle Rowell: No comments now. I reserve the right to add additional detailed comments in this section after all of the editing and grammatical errors are fixed in the next draft.
R1: What is the academic expectation of the minority students in the foreign country?
Meaningful learning is where the concepts are fully understood by the individuals in question, and they also happen to understand how a specific fact is related to the other facts. The minority’s expectations are influenced by the background issues, if the students are inspired to find-out more; nonetheless, the positivity in the class tends to promote productivity irrespective of the backgrounds of the students. Consequently, knowledge gaps are reduced (John & Stage, 2014; Thornberg, 2014). While this is in theory, the proposed primary study seeks to establish the situation in Maricopa County. The minority students never expect a cloudy weather in the foreign as there is no clarity of situation in their field of studies. Their expectations are rather high but the ground facts are very different from the reality. They expect the cool environment of studies where students are left with their dreams of being facilitated but the cruel difference of the society welcome them to the other state.
R2: What is the social expectation of the minority students in the white country?
Thornberg (2014) have stated that minorities expecting the positive environment in the country of white hoping that there will be a positive environment in the society provided to them. But the reality such intimidation tends to reduce someone’s creativity, confidence, and inspiration. As the numbers are increased, however, they gain the courage to be active participants in class (Meral & Turnbull, 2014). Their will power let them facing the situation and makes them be an honorable participant of the class where they can easily show their capabilities. But the thing most harming is the difference between the state and education system that is only designed for the natives showing no flexibility for other outsiders.
R3: How much does discrimination affect meaningful learning and causing alienation to the minorities?
Discrimination, victimization, and harassment leave people broken and confused. When children feel judged over facts they cannot change, they end-up doubting themselves. Successful learning demands of the teachers to keep the children as engaged as possible (Thornberg, 2014). Racism does the contrary. It disrupts and limits the students’ capability, and their performance is negatively impacted. The proposed primary study is to establish the extent to which discrimination among the students in Maricopa County impact on their effective learning (Meral & Turnbull, 2014. The situation having the key factor that that is emergence of the student’s alienation and leading them in worse situation that need to be strictly handled. The minorities are in the state of extreme discrimination they are oriented to get studies but there they have nothing else but strong oppositions of the circumstances. This may fall them to the state of home sickness, loneliness, desperate person that have no option to take the ways and survive. They need the attention and company of the teachers and the fellows that create them the symbol of positivity to the minorities.
R4: How the project is accomplished with betterment?
The project need a plan that is not implemented by the hard rules of the administration but the need flexibility where teachers are allowed to raise their voice for the sake of betterment of student. The elimination of the cultural differences, minority student relationships with the teachers and establishment of the friendly and frank environment where the students are put in the stable condition their rights and capabilities are flourished in good way.
R5: How the minority students adjust in colleges and how they make their place?
The minorities student though expect a lot at the time of first interaction but later on they thought that it is not so easy to be adjusted in the foreign where they are considered as minority in all respects either it is studies or any other field of life. Some students may suffered from depression and many try to return home or losing their grades, but some of the students know that they are not only to gain their degrees but also want to make names. Though situations are so much difficult but they make they try to exist in good manners the way in which they can grow and explore their capabilities in efficient way.
Significance of the Project Comment by Dr. Danielle Rowell: No comments now. I reserve the right to add additional detailed comments in this section after all of the editing and grammatical errors are fixed in the next draft.
An individual’s culture has an impact on their personality, and this in turn influences their behavior and relationship with other people while in class. There could be instances of misunderstandings, and an individual could also feel as if they are constantly under siege. Whether there is discrimination or not, it has been observed that a feeling of being singled-out ruins the chances of reducing the knowledge gap (Jacob & Kuruvilla, 2012; Meral & Turnbull, 2014; Worrell, 2014). Therefore, the study is significant in the sense that it will highlight instances where the students’ potential ends-up being wasted simply because the use of the emergent curriculum is overlooked. The qualitative phenomenological work rather than qualitative study keep the situation out of biasing. Qualitatively phenomenological approach is better approach that my research as it is based on the experience of individuals in foreign country. The nature of the research will show the basic facility as I have collected data through semi interview surveyed that helped me gaining more insight experience for the international students so I have used the approach of qualitative phenomenological.
This will be accomplished by suggesting the policies and practices, which are most relevant to the schools in Maricopa County. Since this is a qualitative research study, the relevant issues which be addressed in an in-depth manner. Even if there may be the need for researchers to complete similar primary studies while dealing with other regions of the country, this study will still be beneficial to them. Therefore, in addition to the study to being valuable to the educators, schools, students, and parents/guardians in Maricopa County; the findings will also advance the study will come-in handy to other researchers. In order to achieve this and make it comprehensible, the researcher looks forward to base the work on the congruence between such frameworks as The AVID Program, Prep for Prep program, and Uri Trainmen’s Merit Workshop Model. The frame work on which our research totally rely on, these models helped to take our analysis and made the results. I have used three models in my research the results of three models are compare on the using the same approach of qualitative phenomenon logy.
Rationale for Methodology Comment by Dr. Danielle Rowell: No comments now. I reserve the right to add additional detailed comments in this section after all of the editing and grammatical errors are fixed in the next draft.
The study is qualitative since the understanding of the cause-and-effect relationship between cultures and academic knowledge-gaps is best accomplished through the analysis of lived experiences. Qualitative research is flexible, and this is important since every respondent has a story to tell. In that case, phenomenology is the most appropriate approach, especially its flexibility, comes in handy since the issue in question is difficult to address via structured methodologies. The inquiry is directed towards complex topics in contextual situations, and this means that the sensitive personal issues need not to be considered as part of a generalized phenomenon. Individuals are regarded as stand-alone entities, which are not easily replaceable. Establishing the meanings which individual respondents ascribe to specific situations and experiences is to be anchored upon data gathered using in-depth interviews and detailed field notes describing the context Nature of the Project Design
The research is to be completed using the phenomenology approach. This is an approach that describes the participants’ lived experiences from the psychological as well as philosophical view points (Bosworth et al., 2011). A phenomenon is a ‘lived’ experience, and hence the focus while using this methodology is on how the respondents perceive those experiences as being meaningful to themselves as well as those close to them. This method has been selected because the members of the minority groups tend to have one or several aspects of experience in common (Krueger et al., 2015). These include the feeling of being alienated by the approach of teaching as well as the real or perceived discrimination. The goal, therefore, is to describe and establish the meaning of the experience(s) in question. This is an emotive issue, and phenomenology is effective in dealing with the emotional reactions.
Purpose of the Project Comment by Dr. Danielle Rowell: No comments now. I reserve the right to add additional detailed comments in this section after all of the editing and grammatical errors are fixed in the next draft.
The purpose of this qualitative phenomenological project is to explore the influence of socio-cultural practices on education a from minority groups living in the United States. The situation in Maricopa County is utilized as the case in point. At this stage in the project, the socio-cultural practices will generally be considered to be those issues, which cause the students to have varied perspectives with regard to the issue at hand. It could be the kind of upbringing and advice they get while at home, the social organization of their families and communities, the economic statuses, as well as religions. The students may need proper orientation with facts and concepts since they may have been brought-up to assimilate things, which they are sure about. With explanations, the challenges associated with the narrow correct-answer approach could be addressed. The issue of the critical mass and its important will also be examined in details (Hayes & Van Camp, 2015; Krueger et al., 2015). The goal, therefore, is to study the influence of socio-cultural practices in propagating disparities in education. There should be a proper survey of the students with proper sequence of question that point out every question of the concern. Based on the survey of the student by interview questions the teachers are evaluated on these criteria and the final results are taken on this basis.
Instrumentation or Sources of Data Comment by Dr. Danielle Rowell: No comments now. I reserve the right to add additional detailed comments in this section after all of the editing and grammatical errors are fixed in the next draft.
The study will utilize surveys and the review of documents. The documents in question include school reports, students’ performance report cards, and class attendance lists. Such materials will be available during fieldwork, and they will facilitate the understanding of the performance gaps between students from multiple backgrounds. The use of credible documents is important since it would be expensive to obtain every piece of primary data that the researcher would need through interviews. Besides, document review offer corroboration to the data gathered for the first time (Isik-Ercan, 2010). A phenomenology approach is appropriate in cases where the participants are describing lived experiences. It is these experiences, which are synthesized to define a phenomenon. The idea is to establish the meaning behind the encounters that how the minority students are affected by the alienation, how the suffer from the problem of the socio-cultural differences.
The survey will facilitate the collection of data and facts about how the critical mass, perceived discrimination, correct-answer approach, non-verbal orientation, as well as lack of holistic orientation cause disparity in education. This will provide the related information for the sake of information that will definitely helped from relevant surveys used on the interview analysis of the students and teachers. This is especially when the individuals concerned happen to have come from the minority groups. Analytical surveys are about seeking to describe and also explain why particular scenarios exist. This is a strategy that will facilitate the studying of the characteristics and relationships between the causes and the effect. The issues and the population are well defined, and the information that is needed can actually be gathered via written and/or oral questioning. This will facilitate the studying of the habits, attitudes, and behaviors on the basis of the critical mass, perceived discrimination, correct-answer approach, non-verbal orientation, and lack of holistic orientation.
Surveys will then be complimented by document reviews. The documents will be internal organizational and program records. That is oriented on the previous facts and model encircle around the existing scenario. For instance, there will be the search and review of the records about the appraisal and revision of the programs dealing with perceived discrimination, critical mass, correct-answer approach, non-verbal orientation, and lack of holistic orientation. The specific information will include details of the meeting’s minutes, reports, funding proposals, and program logs. This strategy has been selected since it enhances the understanding of the background and determines if the program implementation strategies are in accordance with the plans. Above all, it will certainly enhance the surveys. This is because the data helps in understanding the ‘what’ and ‘how’ evaluation questions are formulated and presented (Elstad et al., 2012).
Data Collection Procedures Comment by Dr. Danielle Rowell: No comments now. I reserve the right to add additional detailed comments in this section after all of the editing and grammatical errors are fixed in the next draft.
The location of the study is in Los Angeles County. The Los Angeles Unified School District has 1023 schools. This is a significantly high number, considering that it has over 26,000 teachers and at least 734,641 students. Therefore, a total of 5 schools will be selected for the study. The entire school population in the United States is the theoretical population. The study population or the population that the researcher is able to focus on is the schools in Maricopa County, where a sample of 5 institutions is taken. According to the rule of 5 about sampling; for any 5 randomly sampled subjects, there is over 93% possibility that the mean of the population lies between the largest and the smallest values of the sample (Isik-Ercan, 2010). It follows that the statistics about the sample may be inferred on to the population. Settling on the schools in question will be through systematic selection. With this strategy, only the first item is selected randomly. The remaining is settled-upon based on the distance between the already determined unit, and the time it would take to navigate the entire place. Sampling by clusters will then be used to select the respondents, and these are 10 students and 3 teachers in every institution.
Upon the completion of a holistic document review, a survey will be completed. In addition to being analytical, the survey will also be interpretative. Had the facts been unknown, a factual survey would have been more appropriate. Opinion surveys are avoided because of their subjectivity. Data collection will be through the combination of interviews and telephone calls. After having decided on that approach, the instruments will be planned, tested, and revised. Testing will be done at one of the schools, i.e. Compton Avenue Elementary. Step three of the survey is deciding on the population and the sample; and at this point, it has already been determined. Step-four is on locating the respondents, conducting the interviews, as well as carefully recording the data. Finally, the findings will be presented to peers for critiquing. I still don’t really know what you are planning to ask them about. The topics are so general and non-specific, and there are so many possible responses, which can come from so many factors.
Data Analysis Procedures Comment by Dr. Danielle Rowell: No comments now. I reserve the right to add additional detailed comments in this section after all of the editing and grammatical errors are fixed in the next draft.
Since this is a qualitative research methodology; the data analysis techniques include coding and thematic analysis, social network analysis, comparative case analysis, as well as case summaries. With thematic coding, the researcher will be identifying the texts, which happen to be linked by common themes. These are also the ideas, which enable one to index the texts into clear categories. By so doing, frameworks of thematic ideas are established (John & Stage, 2014). Lack of holistic orientation will be addressed using this procedure. Social network analysis will be utilized in the analysis of the connections, which exist between institutions, groups, and individuals (i.e. people) (Dallavis, 2011; Terry et al., 2010). This procedure will be utilized in determining the derailments caused by the perceived discrimination of students. It is important in determining interrelationships.
Case studies are used where deeper insights and detailed theoretical explanations are needed. When this is combined with comparison analysis, the researcher manages to learn from peer-reviewed and critiqued natural experiments. Nonetheless, it happens to be selective and rigid, and this is with regard to the data being processed (Krueger et al., 2015; Thornberg, 2014). In order to avert this major challenge, the proposed study will focus on comparing interview results, expert and presentation surveys, as well as recorded accounts of focus groups. This approach will come in handy while addressing the impact of the critical mass in propagating disparities in education. The same is the case with respect to the analysis of the level of derailment that is caused by the perceived discrimination.
Ethical Considerations Comment by Dr. Danielle Rowell: No comments now. I reserve the right to add additional detailed comments in this section after all of the editing and grammatical errors are fixed in the next draft.
Studies involving human subjects are supposed to be completed in accordance with the federal and institutional ethical guidelines. This is ascertained by the Institutional Review Board (or IRB). Even though this study may be exempted from the review by the IRB on the basis of the fact that it is within the acceptable educational settings and normal educational practices are in place, it still fall under the domain that needs the Internal Research Review Board (i.e. IRRB) consent (Isik-Ercan, 2010; Thornberg, 2014; Worrell, 2014). The researcher themselves will ensure that only anonymous and no-risk surveys and observations will be done. In case any identifying information is needed, this will be confidential and will not be included in the final report (Bosworth et al., 2011).
The researcher will ensure that they follow the ethical standards established by the American Psychological Association. They are six in total, and they include competence, integrity, scientific and professional responsibility, respect for the dignity and the rights of the participants, concern for their welfare, as well as having social responsibility. With regard to competence, the researcher will attempt only the work that they are competent to undertake. On integrity, they will be honest and fair in regard to their professional cooperation with others. There will be scientific and professional responsibility, and this is where high-standards of professional behavior will be maintained. Respecting the dignity and rights of others involve the right to confidentiality. The concern for others will involve coming-up with the work that facilitate the bridging of the gaps in research, and this is actually closely related to social responsibility where the researcher will meet this code by using their skills to the benefit of the society (Meral & Turnbull, 2014).
References
Becker, G.S. (1971). The Economics of Discrimination. Chicago and London: University of Chicago Press
Bosworth, K., Ford, L., & Hernandaz, D. (2011, April). School climate factors contributing to student and faculty perceptions of safety in select Arizona schools. Journal of School Health, 81(4), 194-201
Butucea, M. (2010). The pragmatic explanation in educational sciences. A possible approach for a school ‘Culture Design Theory’. Petroleum – Gas University of Ploiesti Bulletin, Educational Sciences Series, 62(1B), 6-17
Dallavis, C. (2011, July-Sept.). ‘Because that’s who I am’: Extending theories of culturally responsive pedagogy to consider religious identity, belief, and practice. Multicultural Perspectives, 13(3), 138-144. DOI: 10.1080/15210960.2011.594375
Doh, J.P. (2010, June). From the editors why aren’t business schools more global and what can management educators doing about it? Academy of Management Learning & Education, 9(2), 165-168. DOI: 10.5465/AMLE.2010.51428541
Elstad, E., Christophersen, K.A., & Turmo, A. (2012, July). Exploring antecedents of organizational citizenship behavior among teachers at Norwegian folk high schools. Studies in Continuing Education, 34(2), 175-189. DOI: 10.1080/0158037X.2011.611798
Finlayson, A. (2010, Sept.). Cameron, culture, and the creative class: The big society and the post-bureaucratic age. Political Quarterly, 82, 35-47. DOI: 10.1111/j.1467-923X.2011.02325.x
Hayes, L.B., & Van Camp, C.M. (2015, June 29). Increasing physical activity of children during school recess. Journal of Applied Behavior Analysis, 48(3), 690–695. DOI: 10.1002/jaba.222
Isik-Ercan, Z. (2010, August). Looking at school from the house window: Learning from Turkish-American parents’ experiences with early elementary education in the United States. Early Childhood Education Journal, 38(2), 133-142. DOI: 10.1007/s10643-010-0399-8
Jacob, K.S., & Kuruvilla, A. (2012, Jan/Feb). Psychotherapy across cultures: The form-content dichotomy. Clinical Psychology & Psychotherapy, 19(1), 91-95. DOI: 10.1002/cpp.736
Jamal, F., Fletcher, A., Harden, A., Wells, H., Thomas, J., & Bonell, C. (2013). The school environment and student health: a systematic review and meta-ethnography of qualitative research. BMC Public Health, 13(1), 1-11. DOI: 10.1186/1471-2458-13-798
John, G., & Stage, F.K. (2014, June). Minority-serving institutions and the education of U.S. underrepresented students. New Directions for Institutional Research, 2013(158), 65-76. DOI: 10.1002/ir.20046
Kapadia, R.H. (2013). Level of awareness about knowledge, belief and practice of brain based learning of schoolteachers in Greater Mumbai region. Procedia – Social and Behavioral Sciences, 123 (2014) 97-105. DOI: 10.1016/j.sbspro.2014.01.1402
Krueger, P.M., Tran, M.K., Hummer, R.A., & Chang, V.W. (2015, July 8). Mortality attributable to low levels of education in the United States. PLoS ONE, 10(7), 1-13. DOI: 10.1371/journal.pone.0131809
Meral, B.F., & Turnbull, H.R. (2014, Sept.). Analysis of special education policy in Turkey and United States: Improving Turkey’s policy for students with intellectual disability. Journal of Policy & Practice in Intellectual Disabilities, 11(3), 165-175. DOI: 10.1111/jppi.12083
Saleh, S. (2012). The effectiveness of Brain-Based Teaching Approach in dealing with the problems of students’ conceptual understanding and learning motivation towards physics. Educational Studies, 38(1), 19-29. http://dx.doi.org/10.1080/03055698.2011.570004
Terry, N.P., Connor, C.M., Thomas-Tate, S., & Love, M. (2010, February). Examining relationships among dialect variation, literacy skills, and school context in first grade. Journal of Speech, Language & Hearing Research, 53(1), 126-145
Thornberg, R. (2014, July-Sept.). Consultation barriers between teachers and external consultants: A grounded theory of change resistance in school consultation. Journal of Educational & Psychological Consultation, 24(3), 183-210. DOI: 10.1080/10474412.2013.846188
Worrell, F.C. (2014, April). Theories school psychologists should know: Culture and academic achievement. Psychology in the Schools, 51(4), 332-347. DOI: 10.1002/pits.21756
Appendix A
The 10 Strategic Points
1. Topic: The proposed topic is ‘The influence of socio-cultural practices on early education amongst the minority groups in the United States’.
The study seeks to evaluate the impact that social-cultural practices have on early education amongst the minority groups in the United States. The endeavor is to come-up with a recommendation of how the negative aspects need to be redressed as the positives are enhanced.
2. Literature review
i. Background
Research and observation have indicated that there is a role, which needs to be played by every major stakeholder in the education sector. The teachers, students, parents/guardians, and education officials have a responsibility to ensure that everyone is subjected to an environment that is conducive to learning. It has been identified that there are serious cultural conflicts, obstacles in communication, as well as misunderstanding that exists amongst the stakeholders in the education sector, especially in schools in such border-states as Arizona (Elstad et al., 2012). This means there is the need to find the strategies, which work in an effective manner, and then have them implemented as soon as possible.
ii. Theoretical Foundations
There are various approaches towards enhancing the learning capacity of the students who come from the minority groups. The theories include Interactionist Theory of Education, Conflict Theory, as well as Cultural Deprivation Theory. Not every sociologist believes that the behavior of human beings is controlled, or at least determined, by external forces. Sociologists who doubt this are referred to as interactionists (Elstad et al., 2012; Jacob & Kuruvilla, 2012).
According to Marxism, a new order is always produced whenever there are class conflicts. The theoretical approach goes ahead to state that parents only pass the social and educational capital they have; meaning that if a community is dominated with individuals of low capacity, this is reflected in the generations to come, and hence the Conflict Theory (Finlayson, 2010). Cultural Deprivation Theory holds that most individuals begin to gain some of the most basic skills, attitudes and values as they socialize with the rest of the members of their immediate family (Dallavis, 2011).
iii. Review of literature
• According to John & Stage (2014), lack of holistic orientation is one of the aspects, which derail learning amongst the minorities.
• Thornberg (2014) argues that non-verbal orientation is of significance in the lives of the minorities, yet it is a subject that has not taken center-stage in education and research.
• The culture of the correct answer as opposed to that of explanation is another major issue, and this is according to Thornberg (2014) and Meral & Turnbull (2014). It makes it almost impossible for the minorities to match-up.
• Bosworth, Ford, & Hernandaz (2011) indicate that being fewer in number means that several students from the minority groups rarely find adequate representation.
• Jamal et al. (2013) asserts that discrimination and common-core are hoped to place everyone at the same level, which is not the case in reality.
iv. Summary
The themes identified are condensed into three major aspects. These include the influence of lack of orientation, the impact of the inability to meet the critical mass, and the derailments caused by the feeling of being purposefully discriminated.
3. Problem Statement
It is not known what the exact root-causes of disparity in education are. They could be issues such as critical mass, lack of holistic orientation, the correct-answer approach to teaching, or even the perceived discrimination. It could also be a combination of all these or even some of the issues. It is in this regard that the study is geared towards addressing the subject in further details
4. Sample and Location
A total of 5 schools will be selected for the study. The entire school population in the United States is the theoretical population. The study population or the population that the researcher is able to focus on is the schools in Maricopa County, where a sample of 5 institutions is taken. According to the rule of 5 about sampling; for any 5 randomly sampled subjects, there is over 93% possibility that the mean of the population lies between the largest and the smallest values of the sample (Isik-Ercan, 2010). Settling in the schools in question will be through systematic selection. With this strategy, only the first item is selected randomly. The remaining is settled-upon based on the distance between the already determined unit, and the time it would take to navigate the entire place. Sampling by clusters will then be used to settle on the respondents, and these are 10 students and 3 teachers in every institution.
5. Clinical Questions
R1: What is the academic expectation of the minority students in the foreign country?
R2: What is the social expectation of the minority students in the white country?
R3: How much does discrimination affect meaningful learning and causing alienation to the minorities?
R4: How the project is accomplished with betterment?
R5: How the minority students adjust in colleges and how they make their place?
6. Hypothesis/variables or Phenomena
Holistic orientation includes both verbal and non-verbal briefings. The idea is to enhance the confidence and adaptation of individuals who would otherwise feel left behind (John & Stage, 2014; Thornberg, 2014). Critical mass refers to the perceived minimum number that would cause a change in strategy. For instance, if only 3% of the students fail, it may be concluded that the current approaches are effective. Nonetheless, the 3% as well as every individual who fail matters; and it is in this regard that it has been concluded that strategies such as the correct-answer approach could be disorienting (Thornberg, 2014; Meral & Turnbull, 2014). These issues will be wrapped-up by summarizing the issues addressed by the other two for the purpose of arriving at a holistic explanation.
7. Methodology and Design
The research is qualitative, and phenomenology approach will be utilized. It works well with surveys and document review, and this is in an endeavor to explain the various lived experienced by the respondents. It helps in assessing the views deeply since the respondents are given space and time to explain themselves.
8. Purpose Statement
This study is important since the various stakeholders in the education sector need to know how inclusivity may be enhanced. They hope to ensure that no child is left behind, but this has not been easy since there are various factors, which come into play. For instance, in cases where over 95% of the students are performing well, some of the stakeholders may overlook the minority and argue that the learning approaches work, as they should. Hence the need to demonstrate why there is always room for improvement. The individual students stand to benefit in the process.
9. Data Collection
Data collection is through surveys and document review. The respondents will be presented with a set of predetermined responses, and it is from these responses that they are to select their answers. The questions will, nonetheless, be open-ended. This means that the respondents will answer in their own words; and their answers will be categorized into smaller list of responses for the purpose of mapping. For open-ended questions, the strategy will be through emails and telephone calls.
Document review is important since it facilitates the studying of the issues, which have emerged over a specified period of time. This is an opportunity to retrieve comprehensive information that could be difficult to gather in a primary study. The disadvantage is that accessing the documents is not easy. Sometimes there is the need for constant authorizations; sometimes even multileveled sequence of authorizations. Document review is also rather inflexible. Nonetheless, knowing clearly what information is needed can mitigate most of the challenges, and making sure that the information being gathered is valid and reliable.
10. Data analysis
Since this is a qualitative research methodology; the data analysis techniques include coding and thematic analysis, social network analysis, comparative case analysis, as well as case summaries. With thematic coding, the researcher will be identifying the texts, which happen to be linked by common themes. Social network analysis will be utilized in the analysis of the connections, which exist between institutions, groups, and individuals (i.e. people) (Dallavis, 2011; Terry et al., 2010). Case studies are used where deeper insights and detailed theoretical explanations are needed. When this is combined with comparison analysis, the researcher manages to learn from peer-reviewed and critiqued natural experiments. Nonetheless, it happens to be selective and rigid, and this is with regard to the data being processed (Krueger et al., 2015; Thornberg, 2014).
Appendix B
Variables/Groups, Phenomena, and Data Analysis
Table 2: Qualitative Studies
| Clinical Questions: State the clinical questions that will be used to collect data to understand the Phenomenon being studied | Phenomenon:Describe the overall phenomenon being studied by the clinical questions | Sources of Data:Identify the specific approach (e.g., interview, observation, artifacts, documents, database, etc.) to be used to collect the data to answer each clinical question | Analysis Plan: Describe the specific approach that will be used to (1) summarize the data and (2) analyze the data. |
| R1: What is the academic expectation of the minority students in the foreign country? | · Cultural tendencies tend to impact on the way the students participate in education. The research study seeks to assess the influence that socio-cultural practices among the students from the minority groups has on their educational endeavors. In most cases, such students come from collectivist cultures, while the mainstream American society is individualistic. When the teachers and other stakeholders have inadequate knowledge about such an impact, they inaccurately judge the students’ behavior and academic performance. Since this is a persistent challenge, the proposed study is geared towards addressing the underlying factors in an exhaustive manner. | · Document review· Observation· Survey (using interviews)· In essence, this is a combination of both question-answer sessions as well as observations. In some cases, visual aids will be utilized. | · Comparative case analyses will be utilized to summarize and analyze the data relating to document review.· Comparative case analyses sharpen the researcher’s capacity to describe scenarios, formulate concepts, and also address the suggested similarities as well as contrasts.· This will come in handy in inductive theory building. The comparison being made in this case involve conclusions of particular processes and accounts relating to various groups; and this is over a specified period of time, which is 5 years.· Social network analysis will also be utilized; and this is the process through which flows and relationships between individuals, groups, as well as organizations are mapped and measured. Nodes represent entities such as individuals, groups, and organizations, while relationships and flows are indicated as links.· Another process is thematic analysis. Thematic analysis refers to pinpointing, examination, and recording of data patterns. Themes are the patterns, which exist between sets of data, and they are important in describing phenomena associated with specific research questions.· Finally, the process will conclude with charting, mapping, and interpretations |
| R2: What is the social expectation of the minority students in the white country? | · Document review· Survey (using questionnaires)· Questionnaires allow anonymity, and they allow cost effectiveness as well as timeliness. Nonetheless, the sample could be less representative. | ||
| R3: How the project is accomplished with betterment? | · Document review· Survey (using interviews)· With interviews, there is increased exploration. In cases where more people are involved, it is cheaper, and there is increased sampling. |
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